Classical Strategies for Composing Current Arguments
Edition: 1
Copyright: 2017
Pages: 154
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$56.67
The contemporary arguments currently made by rhetoric’s primary practitioners— advertisers, speechwriters, and teachers—hold the keys to a treasure box that remains locked to many of the people who are constantly exposed to its many nuanced workings.
Classical Strategies for Composing Current Arguments shows students how to think critically about their written ideas and the ideas of others, to analyze arguments in terms of rhetorical construction and functions, and then to apply all of these rhetorical skills to their own writing.
Elizabeth A. Stolarek and Larry R. Juchartz’ Classical Strategies for Composing Current Arguments introduces students to the basic tenets of rhetoric from classical through contemporary applications, presenting the so-called “rhetorical modes” not as separate writing and/or thinking strategies (as other texts artificially present them), but as choices that can later be applied in combination, as strategies appealing to an audience’s interaction with the message.
In a writing style both clear and even enjoyable for students, Classical Strategies for Composing Current Arguments:
- Is Comprehensive! The publication presents timeless, often web-connected, content that speaks to today’s need for civil, well-reasoned arguments that acknowledge the counterviews of others.
- Is Flexible! The content of the text is infinitely flexible according to instructors’ professional preferences and their students’ growing confidence levels and demonstrated abilities with the material.
- Is Practical! The book engages students by linking contemporary issues of varying complexity to rhetorical concepts of manageable scope and depth – perfect for undergraduate students who may not have encountered many of the histories, principles, and methods covered by the text.
Preface for Instructors
Preface for Students
Chapter 1: Recognizing Situation and Strategy
Chapter 2: Identifying the Elements of Argumentative Writing
Chapter 3: Examining Argument Through Dialectic and Induction
Chapter 4: Writing Inductive Essays and Mediated Arguments
Chapter 5: Developing Arguments Through Rhetorical Strategies
Chapter 6: Developing an Appropriate Rhetorical Style
Chapter 7: Comparing and Creating Deductive and Inductive Arguments
Chapter 8: Recognizing and Creating Narrative Arguments
Chapter 9: Strategic Aim: Recognizing and Creating Visual and Oral Arguments
Chapter 10: Thinking Critically About Research
Dr. Elizabeth Stolarek retired as Professor Emerita from Ferris State University, where she taught English and English Education for 25 years. She received her B.A. and M.A. in the Teaching of English at the University of Illinois at Chicago and, after teaching middle school for seven years, returned there for her Ph.D. in rhetoric and composition. Dr. Stolarek has served in numerous roles at Ferris including English Education Director and Director of the Institute for Critical Thinking. She enjoys foreign films, tai chi, book discussions in the three book clubs to which she belongs, and time spent with her grandchildren.
Dr. Larry Juchartz is a professor of English at Mott College in Flint, Michigan. After completing his first two years of courses at Henry Ford Community College he received B.A. and M.A. degrees in written communications from Eastern Michigan University and a Ph.D. in rhetoric and critical theory from Michigan State University. In addition to 30 years of teaching experience, Dr. Juchartz is also a strong supporter of organized labor and enjoys restoring classic muscle cars, composing music, renovating houses, and vacationing anywhere near mountains or water.
The contemporary arguments currently made by rhetoric’s primary practitioners— advertisers, speechwriters, and teachers—hold the keys to a treasure box that remains locked to many of the people who are constantly exposed to its many nuanced workings.
Classical Strategies for Composing Current Arguments shows students how to think critically about their written ideas and the ideas of others, to analyze arguments in terms of rhetorical construction and functions, and then to apply all of these rhetorical skills to their own writing.
Elizabeth A. Stolarek and Larry R. Juchartz’ Classical Strategies for Composing Current Arguments introduces students to the basic tenets of rhetoric from classical through contemporary applications, presenting the so-called “rhetorical modes” not as separate writing and/or thinking strategies (as other texts artificially present them), but as choices that can later be applied in combination, as strategies appealing to an audience’s interaction with the message.
In a writing style both clear and even enjoyable for students, Classical Strategies for Composing Current Arguments:
- Is Comprehensive! The publication presents timeless, often web-connected, content that speaks to today’s need for civil, well-reasoned arguments that acknowledge the counterviews of others.
- Is Flexible! The content of the text is infinitely flexible according to instructors’ professional preferences and their students’ growing confidence levels and demonstrated abilities with the material.
- Is Practical! The book engages students by linking contemporary issues of varying complexity to rhetorical concepts of manageable scope and depth – perfect for undergraduate students who may not have encountered many of the histories, principles, and methods covered by the text.
Preface for Instructors
Preface for Students
Chapter 1: Recognizing Situation and Strategy
Chapter 2: Identifying the Elements of Argumentative Writing
Chapter 3: Examining Argument Through Dialectic and Induction
Chapter 4: Writing Inductive Essays and Mediated Arguments
Chapter 5: Developing Arguments Through Rhetorical Strategies
Chapter 6: Developing an Appropriate Rhetorical Style
Chapter 7: Comparing and Creating Deductive and Inductive Arguments
Chapter 8: Recognizing and Creating Narrative Arguments
Chapter 9: Strategic Aim: Recognizing and Creating Visual and Oral Arguments
Chapter 10: Thinking Critically About Research
Dr. Elizabeth Stolarek retired as Professor Emerita from Ferris State University, where she taught English and English Education for 25 years. She received her B.A. and M.A. in the Teaching of English at the University of Illinois at Chicago and, after teaching middle school for seven years, returned there for her Ph.D. in rhetoric and composition. Dr. Stolarek has served in numerous roles at Ferris including English Education Director and Director of the Institute for Critical Thinking. She enjoys foreign films, tai chi, book discussions in the three book clubs to which she belongs, and time spent with her grandchildren.
Dr. Larry Juchartz is a professor of English at Mott College in Flint, Michigan. After completing his first two years of courses at Henry Ford Community College he received B.A. and M.A. degrees in written communications from Eastern Michigan University and a Ph.D. in rhetoric and critical theory from Michigan State University. In addition to 30 years of teaching experience, Dr. Juchartz is also a strong supporter of organized labor and enjoys restoring classic muscle cars, composing music, renovating houses, and vacationing anywhere near mountains or water.