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The rhetoric of reason : writing and the attractions of argument /
Responding to skeptics within higher education and critics without, James Crosswhite argues powerfully that the core of a college education should be learning to write a reasoned argument. A trained philosopher and director of a university-wide composition program, Crosswhite challenges his readers...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Madison, Wis. :
University of Wisconsin Press,
©1996.
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| Colección: | Rhetoric of the human sciences.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Crosswhite, James. | |
| 245 | 1 | 4 | |a The rhetoric of reason : |b writing and the attractions of argument / |c James Crosswhite. |
| 260 | |a Madison, Wis. : |b University of Wisconsin Press, |c ©1996. | ||
| 300 | |a 1 online resource (xi, 329 pages) | ||
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| 490 | 1 | |a Rhetoric of the human sciences | |
| 504 | |a Includes bibliographical references (pages 316-324) and index. | ||
| 520 | |a Responding to skeptics within higher education and critics without, James Crosswhite argues powerfully that the core of a college education should be learning to write a reasoned argument. A trained philosopher and director of a university-wide composition program, Crosswhite challenges his readers - teachers of writing and communication, philosophers, critical theorists, and educational administrators - to reestablish the traditional role of rhetoric in education. To those who have lost faith in the abilities of people to reach reasoned mutual agreements, and to others who have attacked the right-or-wrong model of formal logic, this book offers the reminder that the rhetorical tradition has always viewed argumentation as a dialogue, a response to changing situations, an exchange of persuading, listening, and understanding. Crosswhite's aim is to give new purpose to writing instruction and to students' writing, to reinvest both with the deep ethical interests of the rhetorical tradition. In laying out the elements of argumentation, for example, he shows that claiming, questioning, and giving reasons are not simple elements of formal logic, but communicative acts with complicated ethical features. Students must learn not only how to construct an argument, but the purposes, responsibilities, and consequences of engaging in one. Crosswhite supports his aims through a rhetorical reconstruction of reason, offering new interpretations of Plato, Aristotle, and of the concepts of reflection and dialogue from early modernity through Hegel to Gadamer. And, in conclusion, he ties these theoretical and historical underpinnings to current problems of higher education, the definition of the liberal arts, and, especially, the teaching of written communication. | ||
| 588 | 0 | |a Print version record. | |
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| 533 | |a Electronic reproduction. |b [Place of publication not identified] : |c HathiTrust Digital Library, |d 2010. |5 MiAaHDL | ||
| 538 | |a Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002. |u http://purl.oclc.org/DLF/benchrepro0212 |5 MiAaHDL | ||
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| 505 | 0 | 0 | |g Machine generated contents note: |g Ch. 1 |t End of Philosophy and the Resurgence of Rhetoric -- |g Ch. 2 |t Claiming -- |g Ch. 3 |t Questioning -- |g Ch. 4 |t Argument and Conflict -- |g Ch. 5 |t Audiences and Arguments -- |g Ch. 6 |t Being Unreasonable: A Rhetoric of Fallacies -- |g Ch. 7 |t Argument and Ideology: Evaluating Argumentation -- |g Ch. 8 |t Argument as Inquiry -- |g Ch. 9 |t Rhetoric, Ethics, and the Aims of Higher Education. |
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| 776 | 0 | 8 | |i Print version: |a Crosswhite, James. |t Rhetoric of reason. |d Madison, Wis. : University of Wisconsin Press, ©1996 |z 0299149501 |w (DLC) 95044286 |w (OCoLC)33243235 |
| 830 | 0 | |a Rhetoric of the human sciences. | |
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