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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... relevant to a class dealing explicitly with the representation of self and sources in argument . This inabil- ity to come to grips with argument may possibly indicate a reluctance on the part of the language specialist to " get involved ...
... relevant to that and that's relevant to that and then did it . So I took your advice on Wednesday night and I was up to 4 o'clock on Thursday morn- ing doing that essay right enough . I did ! I taped it first and then when I sat down ...
... relevant to this discussion to note that citations may be in direct speech and within quotation marks ( Leech and Short 1981 ) . Alternatively , they may be in indirect speech , where the student writer paraphrases what the expert says ...
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Learning to Argue in Higher Education | 1 |
Aram Eisenschitz | 15 |
Rhetoric and Architecture | 26 |
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