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Gene doping - rethorical/ stylistic devices
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p. 43 32 Gene doping - stylistic / rethorical devices stylistic/rethorical device choice of words comparison (+ hyperbole) drastic / vivid description quoting experts plausibility argument (?) (Plausibilitätsargument - aus dem Deutschunterricht) rethorical questions Line + quotation "battle" (1.1) || "like no other " (L. 1) 11 for more than 10 years (L.2) "Dr. Phillip Moullier had shown... (L.11) (1 Phillip Moullier says (1.26) (1 And as anyone who had a vague brush with professional cycling in the 90's knows, ... (11. 148.) "Could this be an undetectable way of improving oxygen delivery?" (ll. 238.) "So what is the World Anti- Doping Agency (Wada) (1 doing about it? (LL. 308.) effect ( + function) to emphasize and underline the difficulty and issues within this topic to emphasize the drasticity of doping in sports to make the reader realize how long it took → creating vivid images to make sure the reader knows how much work it was appearing reliable to the readers to make the reader relate to the story possible vivived images/ memories of that time stronger connection reader pays more attention making the reader think about it wants to know the answer pays more attention to the text after the question (involving readers) choice of words (+ ironic /sarcastic undertone) anaphora rethorical questions use of pronouns parallelism (+ use of pronouns) rethorical question U (1 It was the wonder drug Lance Armstrong kept in his fridge,... (LL. 188.) 11 11 what (1.37 + 1.38) 11 "what should happen if.... (11.378.) What if we were..." (11.388.) 11 What if we were... (1.38) we" Should we could we (1.39) "Should we could we stop athlets from ... (LL. 39 g.) to emphasize how banal and simple the drug was used → but worked like a wonder / marvel to increase the intensity...
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Alternativer Bildtext:
of the questions emphasizing the trouble with genetic engineering, doping and sports →→showing the "worst case scenario") involves readers while making the reader think about it directly adressing the readers including them into the thought potencial vivid images focussing the readers attention gives the reader a feeling of that they have the same motives, intentions etc. building trust →including the reader into the thought →focussing the readers attention gives the reader a responsibility with including them into an / issue "ethical" question + End Reader has to find an own answer, with which the article helps