In this book two of the leading figures in argumentation theory present a view of argumentation as a means of resolving differences of opinion by testing the acceptability of the disputed positions. Their model of a 'critical discussion' serves as a theoretical tool for analysing, evaluating and producing argumentative discourse. They develop a method for the reconstruction of argumentative discourse that takes into account all aspects that are relevant to a critical assessment. They also propose a practical code of behaviour for discussants who want to resolve their differences in a reasonable way. This is a major contribution to the study of argumentation and will be of particular value to professionals and graduate students in speech communication, informal logic, rhetoric, critical thinking, linguistics, and philosophy.

http://catdir.loc.gov/catdir/samples/cam041/2003046181.pdf

A Systematic Theory of Argumentation: The pragma-dialectical approach

Preface 1. The Study of Racism and the Press 2. Theoretical Framework 3. Headlines 4. Subjects and Topics 5. News Schemata, Argumentation and Editorials 6. Quotations and Sources 7. Meanings and Ideologies 8. Style and Rhetoric 9. The Reproduction of News about Ethnic Affairs 10. General Conclusions. Appendix: Guidelines on Race Reporting

http://www.discourses.org/OldBooks/Teun%20A%20van%20Dijk%20-%20Racism%20and%20the%20Press.pdf

Racism and the press

The most recent research in composition has given us important insights into the composing process. This research has revealed that composing is a non-linear, exploratory, and generative process whereby writers discover and reformulate their ideas as they attempt to approximate meaning. A study of the composing processes of advanced ESL students was undertaken to investigate the extent to which these students experience writing as a process of discovering and creating meaning and the extent to which second language factors affect this process. The findings indicate that skilled ESL writers explore and clarify ideas and attend to language-related concerns primarily after their ideas have been delineated. Since it is believed that the teaching of composition should be informed by and based upon what writing actually entails, an understanding of the composing process calls into question approaches that are prescriptive, formulaic, and overly concerned with correctness. Instead, it suggests the importance of instruction that gives students direct experiences with the composing process, that establishes a dynamic teaching/learning relationship between writers and their readers, and that enhances further linguistic development in the context of making and communicating meaning.

The Composing Processes of Advanced ESL Students: Six Case Studies

In this article, past consumer research dealing with advertising images is analyzed and critiqued for its underlying assumption: that pictures are reflections of reality. The case against this assumption is presented, and an alternative view, in which visuals are a convention-based symbolic system, is formulated. In this alternative view, pictures must be cognitively processed, rather than absorbed peripherally or automatically. The author argues that current conceptualizations of advertising images are incommensurate with what ads are really like, and that many images currently dismissed as affect laden or information devoid are, in fact, complex figurative arguments. A new theoretical framework for the study of images is advanced in which advertising images are a sophisticated form of visual rhetoric. The process of consumer response implied by the new framework differs radically from past concepts in many ways, but also suggests new ways to approach questions currently open in the literature on the nature and processing of imagery. A pluralistic program for studying advertising pictures as persuasion is outlined.

Images in Advertising: The Need for a Theory of Visual Rhetoric

Contents: Preface. Introduction. Part I: Historical Backgrounds. Analytic, Dialectic and Rhetoric. Analysis of Fallacies, Controversy, and Discussion. Perelman and Olbrechts-Tyteca's New Rhetoric. Toulmin's Model of Argumentation. Part II: Contemporary Developments. Informal Logic and Critical Thinking. Communication and Rhetoric. Fallacies and Formal Logic. Dialogue Logic and Formal Dialectics. Pragma-Dialectics and Critical Discussion. Language-Oriented Approaches to Argumentation. Other Significant Developments.

Fundamentals of Argumentation Theory : A Handbook of Historical Backgrounds and Contemporary Developments

Classical Rhetoric for the Modern Student

A standard in its field, this new edition provides the most up-to-date current thinking on rhetoric

Preface 1. THE CONTEXTS OF TEACHING PERSPECTIVES Richard Fulkerson: Four Philosophies of Composition James Berlin: Rhetoric and Ideology in the Writing Class Edward P.J. Corbett: Rhetoric, the Enabling Discipline Min-Zhan Lu and Bruce Horner: The Problematic of Experience: Redefining Critical Work in Ethnography and Pedagogy TEACHERS Peter Elbow: Embracing Contraries in the Teaching Process Donald M. Murray: The Listening Eye: Reflections on the Writing Conference Lad Tobin: Reading Students, Reading Ourselves: Revising the Teacher's Role in the Writing Class Dan Morgan: Ethical Issues Raised by Students' Personal Writing STUDENTS Mina P. Shaughnessy: Diving In: An Introduction to Basic Writing Vivian Zamel: Strangers in Academia: The Experiences of Faculty and ESL Students Across the Curriculum Todd Taylor: The Persistence of Difference in Networked Classrooms: Non-Negotiable Difference and the African American Student Body LOCATIONS Hephzibah Roskelly: The Risky Business of Group Work Gail E. Hawisher and Cynthia L. Selfe: The Rhetoric of Technology and the Electronic Writing Class Muriel Harris: Talking in the Middle: Why Writers Need Writing Tutors APPROACHES Min-Zhan Lu: Redefining the Legacy of Mina Shaughnessy: A Critique of the Politics of Linguistic Innocence Mariolina Salvatori: Conversations with Texts: Reading in the Teaching of Composition Gary Tate: A Place for Literature in Freshman Composition Carolyn Matalene: Experience as Evidence: Teaching Students to Write Honestly and Knowledgeably about Public Issues 2. THE TEACHING OF WRITING ASSIGNING Mike Rose: Remedial Writing Courses: A Critique and a Proposal David Peck, Elizabeth Hoffman, and Mike Rose: A Comment and Response on "Remedial Writing Courses" Richard L. Larson: The "Research Paper" in the Writing Course: A Non-Form of Writing Jeanne Fahnestock and Marie Secor: Teaching Argument: A Theory of Types Catherine E. Lamb: Beyond Argument in Feminist Composition RESPONDING AND ASSESSING Brooke K. Horvath: The Components of Written Response: A Practical Synthesis of Current Views David Bartholomae: The Study of Error Jerry Farber: Learning How to Teach: A Progress Report COMPOSING AND REVISING Nancy Sommers: Between the Drafts James A. Reither: Writing and Knowing: Toward Redefining the Writing Process David Bleich: Collaboration and the Pedagogy of Disclosure AUDIENCES Douglas B. Park: The Meanings of "Audience" Lisa Ede and Andrea Lunsford: Audience Addressed/Audience Invoked: The Role of Audience in Composition Theory and Pedagogy Peter Elbow: Closing My Eyes as I Speak: An Argument for Ignoring Audience STYLES Robert J. Connors: Static Abstractions and Composition Winston Weathers: Teaching Style: A Possible Anatomy Elizabeth D. Rankin: Revitalizing Style: Toward a New Theory and Pedagogy Richard Ohmann: Use Definite, Specific, Concrete Language

The Writing Teacher's Sourcebook

The Theory and Practice of Imitation in Classical Rhetoric.

Hugh Blair, George Campbell, and Richard Whately, whose works were first published in the late 18th and early 19th centuries, constituted the great triumvirate of British Rhetoricians. For 20 years, earlier printings of this book, which contains substantial excerpts comprising the most significant portions of their writings, have been widely used as textbooks in history-of-rhetoric courses. An increasing interest in rhetoric at the college level has created a renewed demand for reprints of such classic primary texts.The Preface places the three rhetoricians within the context of the rhetorical tradition, which began in 5th-century BCE Greece. The bibliographies have been updated to include 20th-century scholarly work on Blair, Campbell, and Whately, and on the 18th- and 19th-century rhetorical movement. Biographical sketches of Blair, Campbell, and Whately are also provided.

Edward P. J. Corbett

Papers

Classical Rhetoric for the Modern Student

Classical Rhetoric for the Modern Student

The Writing Teacher's Sourcebook

The Theory and Practice of Imitation in Classical Rhetoric.

The Rhetoric of Blair, Campbell, and Whately