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Argumentation in Higher Education: Improving Practice by Richard Andrews

By Richard Andrews

Argumentation in better schooling bargains professors, academics and researchers informative advice for instructing potent argumentation talents to their undergraduate and graduate scholars. This specialist advisor goals to make the complicated subject of argumentation open and obvious. Grounded in empirical learn and concept, yet with scholar voices heard strongly all through, this publication fills the space of argumentation guideline for the undergraduate and graduate point. Written to enlighten even the main skilled professor, this article contributes to a greater knowing of the calls for of conversing, writing, and visible argumentation in greater schooling, and may certainly tell and increase path layout. The ebook argues for a extra specific therapy of argument (the product) and argumentation (the strategy) in better schooling, in order that the floor ideas of the educational self-discipline in query are made transparent. each one bankruptcy concludes with sensible workouts for workers improvement use. themes mentioned contain: the significance of argument the present kingdom of argumentation in better schooling well-known abilities in argumentation The stability among typical and self-discipline particular talents details communique applied sciences and visible argumentation How will we most sensible train argumentation in order that scholars believe totally empowered of their educational composition? Professors (new and experienced), academics, researchers, specialist builders and writing coaches all over the world grappling with this question will locate this obtainable textual content to be an exceptionally useful source. Richard Andrews is Professor in English on the Institute of schooling, college of London.

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Argumentation in Higher Education: Improving Practice Through Theory and Research

Argumentation in larger schooling deals professors, teachers and researchers informative information for educating potent argumentation abilities to their undergraduate and graduate scholars. This expert consultant goals to make the advanced subject of argumentation open and obvious. Grounded in empirical study and concept, yet with scholar voices heard strongly all through, this booklet fills the space of argumentation guideline for the undergraduate and graduate point.

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Extra info for Argumentation in Higher Education: Improving Practice Through Theory and Research

Example text

First, the contexts are different. Classical rhetoric was developed over a long period (pre-Athenian, Athenian, and Roman) to serve the needs of orators and others in public discourse. It was primarily designed for oral delivery, hence the emphasis on emotion, feeling, the characters of the speaker, and other aspects that do not translate readily into the written mode. Second, its complex categorization makes for an unwieldy manual for contemporary spoken or writing practice. It is comprehensive, but too much so.

There is thus a difference between the traditions of rhetoric and argumentation in the United States on the one hand and in England on the other. These differences are reflected, to varying degrees, in the traditions in other countries and in the particular ways they interpret the rhetorical and argumentational traditions. For example, Corbett and Connors’ edition (1999) of Classical Rhetoric for the Modern Student, first published as Corbett (1965), reinterprets Aristotelian classical rhetoric for students in higher education in the United States.

Fulkerson’s Teaching the Argument in Writing (1996) embraces a broad conception of argument: one in which ‘mutual dialectical interchange’ (p. ). The book is aimed at high school and college teachers of writing, but Fulkerson’s experience in teaching a seminar on argumentation to doctoral students extends the application to the graduate/ 26 • Argumentation in Higher Education postgraduate level. Avowedly non-postmodernist, the author establishes the theoretical basis of his approach in the work of Habermas, Heidegger, Perelman, Dewey, Burke, and Toulmin: broadly speaking, rationalists and neo-classicists.

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