Argument in Composition

By John Ramage, Micheal Callaway, Jennifer Clary-Lemon, and Zachary Waggoner

Argument in Composition, by John Ramage, Micheal Callaway, Jennifer Clary-Lemon, and Zachary Waggoner Argument in Composition provides access to a wide range of resources that bear on the teaching of writing and argument. The ideas of major theorists of classical and contemporary rhetoric and argument—from Aristotle to Burke, Toulmin, and Perelman&mdashare explained and elaborated, especially as they inform pedagogies of argumentation and composition. John Ramage, Micheal Callaway, Jennifer Clary-Lemon, and Zachary Waggoner present methods of teaching informal fallacies and analyzing propaganda, while also providing a rationale for preferring an argument approach over other available approaches to the teaching of writing. The authors also identify the role of argument in pedagogies that are not overtly called argument, including pedagogies that foreground feminism, liberation, critical cultural studies, writing across the curriculum, genre, service learning, technology, and visual rhetoric. The lists of further reading and the annotated bibliography provide opportunities for learning more about the approaches presented in this indispensable guide.

About the Authors

John Ramage is Emeritus Professor at Arizona State University and the author of numerous books, including Rhetoric: A User’s Guide (2005) and (with John Bean and June Johnson) Writing Arguments. Micheal Callaway is Residential Faculty at Mesa Community College in Mesa, Arizona, where he focuses on teaching and developing curriculum for developmental writing courses. Zachary Waggoner teaches courses in rhetoric, composition, videogame theory, and new teaching assistant education at Arizona State University. He is the author of My Avatar, My Self: Identity in Video Role-Playing Games (McFarland, 2009). Jennifer Clary-Lemon is Assistant Professor of Rhetoric at the University of Winnipeg. She is co-editor, with Peter Vandenberg and Sue Hum, of Relations, Locations, Positions: Composition Theory for Writing Teachers (NCTE, 2006) and has published work in Composition Studies, American Review of Canadian Studies, and (with Maureen Daly Goggin and Duane Roen) the Handbook of Research on Writing.

Open the entire book: 1.33 Mb

Front Matter and Table of Contents (61K)

Series Editor's Preface (47K)

Preface (47K)

1. Introduction: Why Argument Matters (213K)

2. The History of Argument (225K)

3. Issues in Argument (195K)

4. Introduction to Best Practices (257K)

5. Glossary of Terms (100K)

6. Annotated Bibliography (159K)

Works Cited (52K)

Index (64K)