The Japanese martial art of aikido affords a framework for understanding argument as harmonization rather than confrontation. Two movements, circling away (tenkan) and entering in (irimi), suggest tactics for arguing with adversaries. The ethical imperative of aikido involves protecting one’s adversary from harm, using the least force necessary, and, when possible, transforming aggression into cooperation.

Research Article| January 01 2005 Arguing Differently Barry M. Kroll Barry M. Kroll Search for other works by this author on: This Site Google Pedagogy (2005) 5 (1): 37–60. https://doi.org/10.1215/15314200-5-1-37 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Barry M. Kroll; Arguing Differently. Pedagogy 1 January 2005; 5 (1): 37–60. doi: https://doi.org/10.1215/15314200-5-1-37 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2005 Duke University Press2005 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

College freshmen (75 men and 75 women) at Indiana University completed a questionnaire designed to elicit their reasoning about, and attitudes toward, plagiarism. Students wrote their own explanations of why it is wrong to plagiarize, rated five standard explanations that were based on different ethical orientations, and responded to a series of statements about the seriousness and consequences of plagiarizing. Analyses revealed that these students took the matter of plagiarism rather seriously, and that they tended to construe plagiarism in terms of three major issues: fairness to authors and other students, the responsibility of students to do independent work, and respect for ownership rights.

Students in grades 5, 7, 9, 11, and college were first taught to play a board game by watching a demonstration film and then were given the task of writing directions for the game. These written explanations were analyzed to examine grade-related changes in the overall informativeness of the explanations, in the kinds of elements that students tended to explain adequately, in the extent to which students included orienting information for their readers, and in the degree to which students adopted elements of a formal (or “official”) approach when explaining the game. The results provide a rich description of the growth of students' informative writing skills between the upper-elementary grades and the beginning of college.

This article responds to Burleson and Rowan's (1985) discussion of the relationship between social-cognitive ability and writing skill. A study is reported in which 49 9-year-old children completed a social-cognition task, wrote four compositions (literary/narrative, expressive, referential, and persuasive), and produced oral messages. Correlational analyses showed that social-cognitive ability was most strongly related to the oral task (r = .37), weakly related to the literary/narrative task (r = .25), and very weakly (nonsignificantly) related to performance on the other writing tasks.

The aim of this study was to describe the development of audience-adapted writing skills between the end of elementary school and the beginning of college. Students in grades 5, 7, 9, and 11, and college freshmen, were given the task of rewriting a linguistically complex story for a young reader. Analyses of rewritten stories showed significant, agerelated decreases in mean lexical and syntactic complexity, as well as significant increases in mean reading ease. Further analyses of the alteration of difficult lexical items and rewriting of the moral of the story suggested a shift from extensive use of “word-oriented” strategies in the lower grades to increasing use of a “meaning-oriented” approach in the higher grades.

Nine-year-old children wrote persuasive letters to two individuals. In the first part of the study, the letters were analyzed to determine the extent to which subjects adapted them by including context-creating statements, descriptive information, and persuasive appeals. In general, these letters were well adapted to the audiences' needs and characteristics. In the second part of the study, subjects participated in an oral task which provided an index of their competence in listener-adapted communication. This competence was significantly correlated with subjects' use of appeals tailored to characteristics of the two audiences.