Teaching narrative as rhetoric is a powerful pedagogical approach, because it connects students' experiences as readers with their work in the classroom. As an analysis of Time's Arrow shows, the approach provides a valuable way to access—and assess—the cognitive, affective, and ethical dimensions of readerly experience.

Research Article| October 01 2001 On Teaching Critical Arguments: A Matrix of Understanding James Phelan James Phelan Search for other works by this author on: This Site Google Pedagogy (2001) 1 (3): 527–538. https://doi.org/10.1215/15314200-1-3-527 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation James Phelan; On Teaching Critical Arguments: A Matrix of Understanding. Pedagogy 1 October 2001; 1 (3): 527–538. doi: https://doi.org/10.1215/15314200-1-3-527 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. © 2001 Duke University Press2001 Article PDF first page preview Close Modal Issue Section: From the Classroom You do not currently have access to this content.

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A couple of weeks ago, while I was in the throes of drafting a paper about the significant alterations in Wayne Booth's thinking implied by his developing the concept of coduction in The Company We Keep, I received a rather amazing letter. As soon as I read it, I realized that it contained a far more appropriate assessment of Booth's evolving thoughts about the relations among authors, texts, and readers than anything my lugubrious analysis would yield. This letter, as you'll see, is far from unqualified praise of Booth, but I believe it gets at aspects of his work that a more reverential approach would just plain miss.

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