Barriers and Breakthroughs
Postgraduate Students Reflect on Actio and Pronuntiatio in Research Communi - cation”
DOI:
https://doi.org/10.52610/rhs.v26i84.78Keywords:
actio, pronuntiatio, research communication, postgraduate educationAbstract
The analysis of 45 written reflections on the rhetorical working process from a postgraduate course in research communication reveals the postgraduate students to reflect on actio and pronuntiatio in standardised ways and to a lesser extent than on the other canons. This applies both to the physical and the digital iterations of the course. The students often link actio and pronuntiatio to elocutio and memoria and view oral presentations from a speaker-centered rather than audience-centered perspective. Not surprisingly, the students note that their body language becomes limited in the digital classroom and that they, therefore, must utilise their voices more. Depending on the students’ understanding of actio and pronuntiatio, utilising these can become a barrier or a breakthrough for successful research communication. These results prompt further
discussion of actio’s and pronuntiatio’s potential for teaching
research communication in the physical and the digital spaces
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