Mon Tues Wed Fri and by appointment Texts: Lunsford and John J.
Similar presentations More Presentation on theme: Tim McGee and Jim Castagnera who release this work into the public domain Jim can introduce us and the session.
We will have people in attendance. As they file in, we will provide them with handouts. We can introduce ourselves as faculty members who have repeatedly strived, in different contexts, to teach students to read and write arguments.
We are colleagues whose training in argument comes from different, albeit related, academic and professional training, with Jim being a lawyer with a doctorate in American Studies, and Tim being a recovering English professor with a Ph.
When we taught BHP together, in the fall ofwe realized that our notions of argument were highly compatible, and we wish to share with you some practical approaches to helping students analyze and produce the kinds of arguments that we feel are central to the academic enterprise.
We, the copyright holder of this work, hereby release it into the public domain. In case this is not legally possible: We grant anyone the right to use this work for any purpose, without any conditions, unless such conditions are required by law.
This work contains links to external resources, two pieces of video that are currently available in YouTube. We do not count those external resources as part of this work that we are releasing into the public domain.
Also, the authors include mention and a graphic depiction of the Toulmin schema in the article. The presenters will argue that this obligation, while daunting, is doable, and will provide attendees with practical approaches from the fields of law and rhetoric.
Participants will be introduced to stasis theory as a way to categorize arguments and the Toulmin schema as a way to help students apply critical thinking and informal logic to socially situated arguments.
Participants will be asked to write their answers to the questions as we proceed. At various points, we will discuss the answers the participants provide.
Is the text, in fact, a description? Does the text on the slide labeled "Session Description" constitute an argument? Contradiction is just the automatic gainsaying of anything the other person says. Are the numbered texts, in fact, definitions?
While it makes multiple assertions, it offers no reasons in support of those assertions and is, therefore, not an argument, strictly speaking. The first comes closer to that standard than the second.
Leave blank until audience has shared some of their answers. Sentence one contains three interconnected assertions: There is an apparent decline of reasoned debate in some public spheres.
Argument persists as the privileged mode of discourse in the academy.
We face the ongoing need to teach students to analyze and produce arguments suited to various audiences and intentions.
No reasons are offered in support of these assertions. Sentences two and three are narrative in nature, telling the reader what presenters will do and what be done to participants: First, place the term to be defined in the next largest category, public buildingthen differentiate it from other members of that category restaurant, theater, etc.
Jim explains the workings of definition by means of genus and differens. We want to cut to the chase, so we place church in the next largest category that will contain it.
Then we differentiate it from the other members of that category that are not churches garages, stores, stadiums, etc. And here are the details of the photographer Jastrow releasing the photo to the public domain: I, the copyright holder of this work, hereby release it into the public domain.
I grant anyone the right to use this work for any purpose, without any conditions, unless such conditions are required by law. Oxygen is a naturally occurring element. Logic is a human invention. But existence, and identity, and non-contradiction, and transitivity are not mere human inventions.
Okay, okay, let me revise my reason.
It actually sounds intelligent.Search. Barcelona - Spain. Designed to be clear and simple, How to Write Anything combines the thoughtfulness of rhetorics with the efficiency of brief benjaminpohle.comh memorable visuals and honest talk, John Ruszkiewicz shows students how to write in any situation — wherever they are in their writing process/5.
Bedford offers a really small, cheap book that focuses on writing and revising, cleverly entitled, you guessed it, Writing and Revising. The latter text retails for . Rent How to Write Anything with Readings 3rd edition () today, or search our site for other textbooks by John J.
Ruszkiewicz. Every textbook comes with a day "Any Reason" guarantee. Published by Bedford/St.
Martin'benjaminpohle.com Edition: 3rd Edition. The electronic outlining software found in many commercial programs, when projected on the classroom wall, helps us train students in the main activities involved in creating an outline.
N: But I mean, like, they encourage you, like, write down what you see and not be defined by what they want you to see, like, if you do it all wrong, and it doesn’t work, they want you to talk about why it didn’t work, which is kind of like an academic argument within itself.