This book focuses on how to teach, analyze, and assess arguments. The book merges current thinking on argumentation from the fields of composition, rhetoric, speech, logic, and critical thinking. Noting that teaching students how to argue is largely the responsibility of writing and speech teachers, this book builds the case for teachers' learning argumentation and how to teach it by showing how pervasive arguments are, even in writing that is supposedly expository or descriptive in nature. Drawing on the work of Habermas, Heidegger, Perelman, Dewey, and Toulmin to build a theoretical foundation for its practices, the book nevertheless keeps qtheory talkq to a minimum and explains concepts related to logic and argumentation clearly and fully. Designed for preparing writing teachers at both high school and college levels, the book uses an accessible, nontechnical style. It combines a modern version of classical rhetoric's stasis theory with the Toulmin model of argument and the study of argumentative fallacies from informal logic. The book concludes with a pair of appendixes that delve into the more technical material about argument diagramming and the syllogism. Contains seven pages of references. (NKA)The full argument in sentence form reads: aquot;Given grounds G, and since warrant W because of backing B, therefore a properly (Q)ualified ... So it is important to note that Toulmin a#39;s scheme does not directly include any principles of evaluation .
|Title||:||Teaching the Argument in Writing|
|Publisher||:||National Council of Teachers - 1996-01-01|