College English Nov 1999

From Formalism to Inquiry: A Model of Argument in Antigone

James L. Kastely

Abstract

Presents a definition for a formalist approach to teaching argument and discusses limitations and serious problems with this approach. Discusses “Antigone” as a representative text for teaching argument because it challenges the very possibility of argument. Proposes that literary texts such as “Antigone” be taught as theoretical works in argument.

Journal
College English
Published
1999-11-01
DOI
10.58680/ce19991164
Open Access
Closed
Topics
multimodality

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