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

Preface 1Reasoning: Are You For It or Against It? The Powers of Reasoning Elemental Questions Pluto and Plato Fine Language and Geometry Ethos, Logos, and Pathos The End of Reasoning Internal and External Reasoning: An Example Rhetorical Inventions Beyond "For or Against" Reasoning Practice 2Invention: Places, Paths, and Structures of Reasoning An Introduction to the Specific Elements Places of Reasoning: Topoi Paths of Reasoning: The Stases Structures of Reasoning From Invention to Judgment Stases and Time Reasoning Practice 3Conjectures: Places to Begin The Primary Stasis A Trove of Conjectural Claims How to Spot a Conjectural Claim Three Types of Conjectural Claims Reasoning Practice 4Definitions: They Can Change Everything Rhetoric and Definitions Dictionary Definitions Neologisms Stipulative Definitions Specific Means of Defining Reasoning Practice 5Causes and Consequences: A Sense of How the World Works How Could This Happen? Reasoning from Effect to Cause Reasoning from Cause to Effect Antecedence-Subsequence Post-Hoc, Ergo Propter Hoc Chance as a Causal Factor Chance and Causality, Myth and Cosmology Some Guideline for Causal Reasoning Causality and the Ends of Reasoning Reasoning Practice 6Values: Judgments Grounded in Nature and Consequences Criteria Supporting Value Claims: Nature and Consequences One Example of Claims about Value: Music Another Example: Family Farms Weighting Criteria Guidelines for Reasoning about Values Reasoning Practice 7Procedures and Proposals: Actualizing the Potential for Change Ready? "Houston: We Have a Problem" A Modest Proposal Feasibility, Plausibility, Credibility Guidelines for Reasoning about Procedures and Proposals Reasoning Practice 8Becoming a Citizen Critic: Where Rhetoric Meets the Road Diversions of Reasoning Spectator Culture, Consumer Culture, Democratic Culture Reasoning to Invoke Citizen Critics What Is a Citizen? And a Citizen of What? The Enthymemes of This Book Reasoning Practice Index

The Elements of Reasoning

For many twentieth-century teachers of English, John Locke (1632-1704) is a peripheral, rather than a mainstream, figure in the literary history of the late seventeenth and early eighteenth centuries. With some of those teachers, he merits mention only as the friend and the physician of the first Earl of Shaftesbury, who served as the model for Achitophel in John Dryden's famous satire, and as the tutor for the third Earl of Shaftesbury, the author of the pre-Romantic manifesto Characteristics. Maybe in connection with an undergraduate course in political science or in a Great Books course in the Humanities division or in a course in Colonial American literature, some of them read Locke's Second Treatise on Civil Government and learned that this document not only attempted to justify the Whig revolution of 1688 in England but also served our Founding Fathers as the rationale for our own Revolution and our own democratic form of government. Even if they had not read snippets from Locke's An Essay Concerning Human Understanding (1690) in anthologies of eighteenth-century literature, they could not escape the many references to that work in the literary works of the period and in the literary histories of the period. If they were aware that the Essay was a philosophical work, they were not quite sure whether it could be classified primarily as a contribution to psychology or logic or metaphysics or epistemology. Virtually none of those twentieth-century teachers-including myself, until recently-were aware that Locke's An Essay Concerning Human Understanding made a contribution to the development of rhetoric in the eighteenth century. For those of us who regarded John Locke as only a subsidiary figure in the literary life of the eighteenth century, the following statement by Kenneth MacLean in his bookJohn Locke and English Literature of the Eighteenth Century (New Haven: Yale University Press, 1936) is an eye-opener: "The book that had most influence in the Eighteenth Century, the Bible excepted, was

John Locke's Contributions to Rhetoric.

Style and Statement is a brief text on style for use in courses of advanced composition. It is a reprint of a very popular advanced text on rhetoric -- Classical Rhetoric for the Modern Student. Users of this book have consistently praised the chapter on style for its adaptation of classical principles of style to contemporary writing and for its lively exercises that emphasize the practical application of these principles. This brief text will become an essential reference for every writer.

Style and Statement

Teaching high school composition

/pdf/what-is-being-revived-ap8p06w3pi.pdf

Edward P. J. Corbett

Papers

The Elements of Reasoning

John Locke's Contributions to Rhetoric.

Style and Statement

Teaching high school composition

What is being revived.