Ethics and Argument
Rhetoric’s Ossification Problem
Key Figures of Modern Argument Theory
Introduction to Kenneth Burke
Introduction to Chaim Perelman and Lucie Olbrechts-Tyteca
Stephen Toulmin
Summary
Notes
The Fallacy Debate
The Pragma-Dialectical Approach to Fallacies
Alternatives to Focusing on Argument in a Writing Class: Critical/Cultural Studies
Expressivist Pedagogy
Procedural Rhetoric
To Teach or Not to Teach . . . Propaganda
What Is Propaganda? Burke and Ellul
Propaganda in a Nutshell
Notes
4 Introduction to Best Practices
What Works in Teaching Writing
Best Practices
Liberatory Rhetoric
Works Cited
For Further Reading
Argument Textbooks
Scholarly Works
Feminism and Argument
Works Cited
For Further Reading
Argument Textbooks
Scholarly Works
Service Learning and Argument
Works Cited
For Further Reading
Argument Textbooks
Scholarly Works
Writing Across the Curriculum (WAC) and Writing in the Disciplines (WID)
Works Cited
For Further Reading
Argument Textbooks
Scholarly Works—General
Anthropology
Business
Economics
Engineering
Political Science
Computers and Writing
Works Cited
For Further Reading
Textbooks
Scholarly Works
Visual Rhetoric
Works Cited
For Further Reading
Textbooks
Scholarly Works
Series Editor’s Preface
Charles Bazerman
In the large and growing house of rhetoric and writing, argument and its sister persuasion share an extensive and venerable room, being built since the founding of rhetoric in ancient Greece. The core concerns of classical rhetoric are all carried out through argument: deliberation on governance and citizenry, determination of guilt and innocence, asserting rights and obligations, forging alliances and agreements, rallying action against enemies, increasing communal commitment. Core institutions of society have been formed to create structural conditions (such as procedures, criteria, and exigencies) to bring arguments to successful resolutions for communal action: courts, legislatures, religions, electoral democracy.
The great chamber of argument and persuasion has large doorways to many neighboring rooms that see themselves in different terms. Philosophy, the long-standing dialectical opponent of argument, itself structures its discussion through argument. Academic disciplines are argumentative fields, though organized as cooperative endeavors. Team deliberations on planning and choices—whether architectural, medical, or military—depend on the expression of varied views, though often elliptically framed within specialized knowledges, goals, and roles.
Argument can serve private purposes. Through argument with others an individual can work through personal beliefs, values, commitments, and life choices. Social occasions of argument provide opportunities for the individual to investigate and think through individually shaped questions in the context of contending views. Modern concepts of individual development, consciousness, conscience, and responsibility depend on an individual having access to and participating in argument to come to personal persuasions.
While some see engaged argument as an oral phenomenon, confronting the embodiment
