...James Phelan © 2001 Duke University Press 2001 527 F r o m t h e C l a s s r o o m On Teaching Critical Arguments: A Matrix of Understanding James Phelan Today s undergraduate literature courses are noticeably different from those of even ten years ago in their frequent use of essays...

...Karen L. Kopelson The author reconsiders and revises her advocacy of the pedagogical performance of neutrality and argues that performing or otherwise rehabilitating notions of “objectivity” as we teach argument may be particularly useful and urgent in the Trump era. Rhetoric on the Edge of Cunning...

... on an experiment in using a writing course to teach critical thinking skills and vice versa, with special emphasis on helping students to get beyond their aversion to and distrust of argument. The course assigned short argument analyses, an exercise in literary interpretation, and a research paper in for students...

... to this examination, the essay proposes that the Boyer Report attempted to alter teaching by arguing that teachers and the systems that support them needed to change, an argument that failed to convince college faculty to change. The article concludes with the proposal that the real exigence facing college faculty...

... for teaching faculty may “enact an argument about the separation of teaching and research” that should be resisted, and healthy models of the academic workplace should make sure that teaching and research remain meaningfully responsive to one another. Recent developments in higher education, which promise...

... for teaching revision, it enacts an underlying argument that pedagogy is metaphor. In doing so, it offers four practical strategies for teaching students to revise. © 2013 by Duke University Press 2013 Works Cited Althusser Louis . 1970 . “ Ideology and Ideological State Apparatuses...

...Kate Levin This article is the third in a series that represents the author's multiple phases of teaching Eliza Haywood's eighteenth-century story “Fantomina” in the first-year English classroom at a women's college. The article characterizes the most recent phase as epitomized by the problem...

... concludes that representing more fully what we do will require us to move beyond general claims for teaching as a form of scholarship and away from decontextualized arguments about the value of teaching. © 2010 by Duke University Press 2010 Commentary...

... to support their position on a topic, and qualify the scope of their claims. So while we certainly talk about sports in my class, we also think about what the rhetoric surrounding sports can teach us about argument and even our own language use. Because sports writers are well known...

...-witnessing to distinguish inner experience from eyewitness testimony. Flesh-witnesses speak of combat as a transformative and indescribable experience comparable to the sublime. This view is often attributed to militarists, but Harari shows that it also motivates pacifists. Even antiwar arguments like those...

... course practitioners can use for developing, implementing, and evaluating their teaching methods. The underlying argument is that theme courses can support learning about writing, so long as theme selection and implementation work in purposeful support of the course’s learning about writing goals...

... the Margins; Honoring Creative Nonfiction; Understanding Class, Culture, Gender, and Race; Mentoring Preservice Teachers; Incorporating Technology; Constructing Academic Arguments; Teaching Non-English Majors; Highlighting Effective Methods; and Showcasing Subdisciplines. © 2009 by Duke University Press...

...Brice Particelli Through a classroom moment in a graduate course in the teaching of writing, Particelli explores ways in which pointed inquiry into genre—satire, in this case—allows for a lesson design that encourages critical exploration of culture without burdening students with essentialist...

... is optimistic about the possibilities for an approach to teach- ing that would not only honor students street smarts as a kind of intellectual practice, but would reconstitute them into a form that worked as currency in the academy. His argument goes something like this: First, people who are not intellectuals...

... on teaching argument. Benton critiques teaching argument for argument s sake, while Lindquist details ways that argument itself is a site of class struggle. Both urge a peda- gogy of argument grounded not in winning and losing but in the personal cir- cumstances of the hidden intellectuals Graff is so...

... years, focus on social justice in many first- year writing programs followed hooks s lead in teaching argument as an urgent political and pedagogical task, preparing students to identify and question sites of ide- ology and to account for their own and others identities and interests. Con- currently...

... scholarship that may be unfamiliar to them but that can greatly improve their own teach- ing and curriculum design. Indeed, an important part of Graff s argument Bizzell Persuasion and Argument 319 here is that the dichotomy I have just set up, between scholars in composition- rhetoric and in literature...

... here to surprise them, unless it is the seriousness with which Graff takes their work. Literary scholars will fi nd a guide to important scholarship that may be unfamiliar to them but that can greatly improve their own teach- ing and curriculum design. Indeed, an important part of Graff s argument...

... here to surprise them, unless it is the seriousness with which Graff takes their work. Literary scholars will fi nd a guide to important scholarship that may be unfamiliar to them but that can greatly improve their own teach- ing and curriculum design. Indeed, an important part of Graff s argument...

.... The contention that everything is political or everything is an argument has a distinct end point, after which we must ask, So what? Lodged and, we would argue, even masked within our eulogizing of neutrality are the justifications and rationales we use to teach how we wish to teach, with even the most banal...