Document Type : Research Paper
Author
Institute for humanities and cultural studies
Abstract
Although thematic diversity reaches its peak in Hafez’s ghazals, single-themed ghazals with mystical, didactic, and laudatory themes, among others, can also be found in his works. Among these, didactic themes hold particular significance. Beyond their educational messages, these ghazals employ a variety of artistic and rhetorical techniques that enable profound impact. This study aims to examine Hafez’s single-themed didactic ghazals. Using a descriptive-analytical and statistical approach and employing rhetorical criticism, this study seeks to answer the following question: What methods and didactic-rhetorical strategies did Hafez employ to communicate more effectively with his audience, and which of these strategies were most prominent? The research findings reveal that in his single-themed didactic ghazals, Hafez employs an encouraging tone as his primary and most frequent persuasive tool. Additionally, he complements this with less frequent tones, including cautionary, reproachful, and compassionate tones, in descending order of usage, creating an artistic balance between emotional and logical persuasion. Among the didactic methods, conditional statements in implicit teaching and reasoned discourse—sometimes accompanied by a cautionary tone—are most frequently used for argumentation. On the other hand, the analysis of rhetorical techniques in Hafez’s didactic ghazals indicates that metaphor, followed by simile, plays a key role in conveying didactic messages. These devices create profound and tangible imagery, enriching the poem’s semantic layers.This artistic diversity and combination demonstrate Hafez’s mastery in purposefully employing didactic strategies and rhetorical tools to persuade and inspire reflection in his audience.
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