This article analyzes ideologies underpinning argument-based writing assignments and considers how they may contribute to a current climate of polarization. The authors suggest that the argument-based essay may be what Kenneth Burke called an unquestioned and habituated “cow path” and conclude by considering how students may benefit from a deeper engagement with explanatory ways of knowing, writing, and relating to each other.
academic writing, argument, explanatory writing, alternative discourse, writing in the disciplines (WID), writing across the curriculum (WAC)
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2020
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