Learning to Argue in Higher EducationSally Mitchell, Richard Andrews Boynton/Cook, 2000 - Broj stranica: 175 "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 me 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 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. |
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... ethnographic account and the travel essay , and between narrative and argument in persuasive , explanatory , and interpretive research accounts . How much is the researcher / writer engaged in an artistic and creative endeavor ? What ...
... ethnographic essays . We ask them to develop an account of a particular " cultural scene . " We involve them first- hand in the dilemma of " ethnographic argumentation and the rhetoric of evi- dence . " We are well aware of how ...
... ethnographic essay is how they as writers work the rhetorical devices that will shape their accounts . They are aware of the need to stay close to their data . They are also con- scious of how they can imaginatively reconstruct the ...
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