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Argument Revisited; Argument Redefined

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

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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
John T Gage
The Reasoned Thesis
The E-Word and Argumentative Writing as a Process of Inquiry  
Barbara Emmel
Evidence as a Creative Act
An Epistemology of Argumentative Inquiry  
Richard Fulkerson
The Toulmin Model of Argument and the Teaching of Composition
Doug Brent
Rogerian Rhetoric
Ethical Growth through Alternative Forms of Argumentation  
Jeanne Fahnestock and Marie Secor
Classical Rhetoric
The Art of Argumentation  
Pamela J Annas and Deborah Tenney
Positioning Oneself
A Feminist Approach to Argument  
Judith Summerfield
Principles for Propagation
On Narrative and Argument  
Mariolina Salvatori
The `Argument of Reading' in the Teaching of Composition
David Bartholomae
The Argument of Reading

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Barbara A. Emmel

Paula Resch

Deborah Tenney

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ISBN: 9780761901853
ISBN: 9780761901846