Argument Revisited, Argument Redefined: Negotiating Meaning in the Composition Classroom

Argument Revisited, Argument Redefined: Negotiating Meaning in the Composition Classroom

By: Barbara A. Emmel (editor), Deborah Tenney (editor), Paula Resch (editor)Hardback

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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.

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

Product Details

  • publication date: 30/06/1996
  • ISBN13: 9780761901846
  • Format: Hardback
  • Number Of Pages: 256
  • ID: 9780761901846
  • ISBN10: 0761901841

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