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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 (General)

July 1996 | 256 pages | SAGE Publications, Inc

Description
Contents

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

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

ARGUMENT REDEFINED

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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