Argument Revisited; Argument Redefined
Negotiating Meaning in the Composition Classroom
Edited by:
- Barbara Emmel - University of Wisconsin, Eau Claire
- Paula Resch - Yale University School of Medicine, New Haven, Connecticut USA
- Deborah Tenney - Yale University School of Medicine, New Haven, Connecticut USA
Other Titles in:
Linguistics
Linguistics
June 1996 | 256 pages | SAGE Publications, Inc
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.
Barbara Emmel, Paula Resch, and Deborah Tenney
Introduction
ARGUMENT REVISITED
John T Gage
The Reasoned Thesis
Barbara Emmel
Evidence as a Creative Act
Richard Fulkerson
The Toulmin Model of Argument and the Teaching of Composition
Doug Brent
Rogerian Rhetoric
Jeanne Fahnestock and Marie Secor
Classical Rhetoric
ARGUMENT REDEFINED
Pamela J Annas and Deborah Tenney
Positioning Oneself
Judith Summerfield
Principles for Propagation
Mariolina Salvatori
The `Argument of Reading' in the Teaching of Composition
David Bartholomae
The Argument of Reading