College Composition and Communication Dec 2011

A Textbook Argument: Definitions of Argument in Leading Composition Textbooks

A. Abby Knoblauch

Abstract

This essay examines the definitions and practices of argument perpetuated by popular composition textbooks, illustrating how even those texts that appear to forward expansive notions of argument ultimately limit it to an intent to persuade. In doing so, they help perpetuate constricted practices of argument within undergraduate composition classrooms.

Journal
College Composition and Communication
Published
2011-12-01
DOI
10.58680/ccc201118391
Open Access
Closed

Citation Context

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  1. Hutton et al. (2024)
    A Commonplace Problem: Uncovering Composition’s Tacit Axiologies of Reading
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  2. Aull et al. (2020)
    From Cow Paths to Conversation
    Pedagogy
  3. Rood (2013)
    Rhetorics of Civility: Theory, Pedagogy, and Practice in Speaking and Writing T…
    Rhetoric Review
  4. Purdy et al. (2013)
    Liminal Spaces and Research Identity
    Pedagogy

Cites in this index (0)

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