Understanding and Using Opposing Perspectives

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Understanding and Using Opposing Perspectives

Understanding and Using Different Perspectives When writing an argument- Finally, bring out the sources you agree with (either in whole and in part) and use these as support for your eventual call to action. Rogerian Argument • When using Rogerian Argument (developed by psychologist Carl Rogers) you seek common ground with your opponents and/or critics: – First, you show that you understand the different perspectives on the issue/problem – Then, establish points where you agree and disagree with these views – Finally, work towards common ground; rather than trying to “win” the argument, you work towards finding a middle ground where all perspectives are included .

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The Impact of Guided Practice in Argument Analysis And
University of South Carolina Scholar Commons Theses and Dissertations Summer 2020 The Impact of Guided Practice in Argument Analysis and Composition via Computer-Assisted Argument Mapping Software on Students’ Ability to Analyze and Compose Evidence-Based Arguments Donna Lorain Grant Follow this and additional works at: https://scholarcommons.sc.edu/etd Part of the Curriculum and Instruction Commons Recommended Citation Grant, D. L.(2020). The Impact of Guided Practice in Argument Analysis and Composition via Computer- Assisted Argument Mapping Software on Students’ Ability to Analyze and Compose Evidence-Based Arguments. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/6079 This Open Access Dissertation is brought to you by Scholar Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. THE IMPACT OF GUIDED PRACTICE IN ARGUMENT ANALYSIS AND COMPOSITION VIA COMPUTER -ASSISTED ARGUMENT MAPPING SOFTWARE ON STUDENTS’ ABILITY TO ANALYZE AND COMPOSE EVIDENCE -BASED ARGUMENTS by Donna Lorain Grant Bachelor of Arts University of South Carolina—Upstate, 2000 Master of Education Converse College, 2007 Submitted in Partial Fulfillment of the Requirements For the Degree of Doctor of Education in Curriculum and Instruction College of Education University of South Carolina 2020 Accepted by: Rhonda Jeffries , Major Professor Yasha Becton, Committee Member Leigh D’Amico, Committee Member Kamania Wynter-Hoyte, Committee Member Cheryl L. Addy, Vice Provost and Dean of the Graduate School © Copyright by Donna Lorain Grant, 2020 All Rights Reserved. ii DEDICATION To my Lord and Savior, Jesus Christ who made me for a purpose and graced me with the ability to fulfill it To my father, Donald B.
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Writing Real World
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Revisiting Listening Rhetoric Through Mindfulness, Empathy, and Non-Violent Communication
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Rogerian Argument
RHETORIC Rogerian Argument Traditional Argument Rogerian Argument Basic Strategy Writer states the claim and Writer states the opponent’s gives reasons to prove it. claim and points out what Writer refutes the opponent is sound about the reasons by showing what is wrong used to prove it. or invalid. Ethos Writer builds own character Writer builds opponent’s (ethos) by citing past character, perhaps at the experience and expertise. expense of his or her own. Logos Writer uses logic (all the Writer proceeds in an proofs) as tools for explanatory fashion to presenting a case and analyze the conditions refuting the opponent’s under which the position of case. either side is valid. Pathos Writer uses emotional Writer uses descriptive, language to strengthen the dispassionate language to claim. cool emotions on both sides. Goal Writer tries to change Writer creates cooperation, opponent’s mind and the possibility that both thereby win the argument. sides might change, and a mutually advantageous outcome. Use of Argumentative Writer draws on the Writer throws out Techniques conventional structures and conventional structures and techniques taught in techniques because they argument papers. may be threatening. Writer focuses, instead, on connecting empathetically. Questions to Consider Before Drafting: 1. Who is my intended audience? Is it the person I am directly writing to or some imagined third party? 2. What do I know about my intended audience? 3. What do my readers know about the subject at hand? 4. Why do they believe what they do? Why do they think and feel that my position is wrong? 5.
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Mindfulness, Buddhism, and Rogerian Argument
The Journal of the Assembly for Expanded Perspectives on Learning Volume 11 Winter 2005-2006 Article 8 2005 Mindfulness, Buddhism, and Rogerian Argument Alexandria Peary Daniel Webster College Follow this and additional works at: https://trace.tennessee.edu/jaepl Part of the Creative Writing Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Educational Methods Commons, Educational Psychology Commons, English Language and Literature Commons, Instructional Media Design Commons, Liberal Studies Commons, Other Education Commons, Special Education and Teaching Commons, and the Teacher Education and Professional Development Commons Recommended Citation Peary, Alexandria (2005) "Mindfulness, Buddhism, and Rogerian Argument," The Journal of the Assembly for Expanded Perspectives on Learning: Vol. 11 , Article 8. Available at: https://trace.tennessee.edu/jaepl/vol11/iss1/8 This Essay is brought to you for free and open access by Volunteer, Open Access, Library Journals (VOL Journals), published in partnership with The University of Tennessee (UT) University Libraries. This article has been accepted for inclusion in The Journal of the Assembly for Expanded Perspectives on Learning by an authorized editor. For more information, please visit https://trace.tennessee.edu/jaepl. Mindfulness, Buddhism, and Rogerian Argument Cover Page Footnote Alexandria Peary is Associate Professor of Humanities and Director of Writing at Daniel Webster College. This essay is available in The Journal of the Assembly for Expanded Perspectives on Learning: https://trace.tennessee.edu/jaepl/vol11/iss1/8 64 JAEPL, Vol. 11, Winter 2005–2006 Mindfulness, Buddhism, and Rogerian Argument Alexandria Peary In many American universities, there is a course called Communication Skills.
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Argument and Common Ground: Scholarly Research Meets the Common Core State Standards
AN ABSTRACT OF THE THESIS OF Jillian Clark for the degree of Master of Arts in English presented on June 6, 2014. Title: Argument and Common Ground: Scholarly Research Meets the Common Core State Standards Abstract approved: Vicki Tolar Burton This thesis examines the recent history of the teaching of argument and its implications in the face of new writing standards being implemented in K-12 classrooms under the Common Core State Standards. The new educational policies will shift the focus of writing instruction onto argument writing as part of students’ “college readiness.” In a survey and analysis of the argument scholarship in the National Council of Teachers of English’s (NCTE) premier journals on the teaching of writing, College English and College Composition and Communication, I demonstrate the clear trend in college argument scholarship away from initially hostile, two-sided debates. Scholarship in these journals instead advocates for process-oriented argument pedagogies that account for multiple voices, working towards arguments of cooperation and skills that can be transferred out of the classroom and into real-world problem-solving scenarios. Through close readings of the Common Core State Standards for Writing in Grades 11-12 and the NCTE’s college-readiness document, the Framework for Success in Postsecondary Writing, I argue that teachers of argument can honor the commitment to cooperation present in argument scholarship while meeting the state standards by using the Framework as a guide to pedagogy, which is not dictated by the standards. This thesis challenges the assumptions of opposition between policy and pedagogy in the teaching of argument by seeking their common ground.
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{PDF} Writing Arguments a Rhetoric with Readings, Concise Edition
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Eng301 the Rogerian Argument Argument and Conflict
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