Learning to argue in higher education
著者
書誌事項
Learning to argue in higher education
Boynton/Cook : Heinemann, c2000
- : pbk.
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注記
Includes bibliographical references (p. 155-172)
内容説明・目次
内容説明
"Argument" is perhaps one of the most misunderstood terms in higher education, meaning different things in different disciplines. Yet on one thing most educators agree: it is almost impossible to attain success at the highest levels in the humanities, arts, social sciences and other language-based disciplines without a command of argumentative skills. "Learning to Argue in Higher Education" was written to allow for a cross-fertilization of ideas about argument between different disciplines and traditions, and to encourage conversation about their approaches to its teaching and learning. This volume makes a significant contribution to the current thinking about argument, addressing why we teach argument in the first place, how it currently figures in teaching and learning, and how we might think about it in more productive ways. Covering everything from formal discussion in seminars to tutorials and written essays, these authors approach the problem from different angles: critical accounts of practice, classroom pedagogy, as well as theoretical models of argument, students' perspective on learning, and the dynamics involved in teaching and learning.
The book represents a range of disciplines, including architecture, law, social science, work-based education, as well as writing and composition.
目次
- Introduction - Learning to Argue in Higher Education, R. Andrews
- Innocent Concepts? a Paradigmatic Approach to Argument, A. Eisenschitz
- Rhetoric and Architecture, P. Medway
- Blinded by the Enlightenment - Epistemological Constraints and Pedagogical Restraints in the Pursuit of "Critical" Thinking, D. Sweet and D. Swanson
- Improving Argument by Parts, M. Riddle
- A Workable Balance - Self and Sources in Argumentative Writing, N. Groom
- "I Don't Have to Argue My Design - the Visual Speaks for Itself" - a Case Study of Mediated Activity in an Introductory Mechanical Engineering Course, M. Mathison
- "Context Cues Cognition" - Writing, Rhetoric and Legal Argumentation, P. Maharg
- Eager Interpreters - Student Writers and the Art of Writing Research, C. Woods
- Citation as an Argumentation Strategy in the Reflective Writing of Work-Based Learning Students, C. Costley and K. Doncaster
- Teaching Writing Theory as Liberatory Practice - Helping Students Chart the Dangerous Waters of Academic Discourse Across Disciplines in Higher Education, C. Davidson
- "Argument" as a Term in Talk About Student Writing, J. Giltrow
- Putting Argument into the Mainstream, S. Mitchell.
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