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Argument Revisited; Argument Redefined
Negotiating Meaning in the Composition Classroom
Langbeschreibung
In this volume leading composition scholars consider the ways in which argumentation as an approach to teaching writing remains valuable - in spite of the challenge presented by postmodern theories.The book first explains the traditional approaches to argument - the enthymeme, evidence, Toulmian, Rogerian and classical rhetoric - and illustrates why they are of particular relevance today. The contributors then `redefine' argument by connecting it with theoretical movements that have been adverse to it - feminism, narratology and reflexive reading. As a result, the book unites apparently conflicting approaches into a new definition of argument that emphasizes inquiry over discord and understanding over entrenched difference
Inhaltsverzeichnis
Introduction - Barbara Emmel, Paula Resch, and Deborah TenneyARGUMENT REVISITEDThe Reasoned Thesis - John T Gage The E-Word and Argumentative Writing as a Process of InquiryEvidence as a Creative Act - Barbara Emmel An Epistemology of Argumentative InquiryThe Toulmin Model of Argument and the Teaching of Composition - Richard FulkersonRogerian Rhetoric - Doug Brent Ethical Growth through Alternative Forms of ArgumentationClassical Rhetoric - Jeanne Fahnestock and Marie Secor The Art of ArgumentationARGUMENT REDEFINEDPositioning Oneself - Pamela J Annas and Deborah Tenney A Feminist Approach to ArgumentPrinciples for Propagation - Judith Summerfield On Narrative and ArgumentThe `Argument of Reading¿ in the Teaching of Composition - Mariolina SalvatoriThe Argument of Reading - David Bartholomae
ISBN-13:
9780761901846
Veröffentl:
1996
Erscheinungsdatum:
24.06.1996
Seiten:
256
Autor:
Barbara Emmel
Gewicht:
528 g
Format:
235x157x18 mm
Sprache:
Englisch
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