Writing Arguments: A Rhetoric With Readings - Tapa blanda

Reseña del editor

The most thorough theoretical foundation available

Writing Arguments: A Rhetoric with Readings, Concise Edition, plus MyWritinglab without eText  - Access Card Package 7/e integrates four different approaches to argument: the enthymeme as a logical structure, the classical concepts of logos, pathos, and ethos, the Toulmin system, and stasis theory. Focusing on argument as dialogue in search of solutions instead of a pro-con debate with winners and losers, it is consistently praised for teaching the critical-thinking skills needed for writing arguments. Major assignment chapters each focus on one or two classical stases (e.g. definition, resemblance, causal, evaluation, and policy). Each concept is immediately reinforced with discussion prompts, and each chapter ends with multiple comprehensive writing assignments.  

0134469631 / 9780134469638 Writing Arguments: A Rhetoric with Readings, Concise Edition Plus MyWritingLab without eText -- Access Card Package 7/e

Package consists of:   

0133933296 / 9780133933291 MyWritingLab Generic without Pearson eText -- Glue-In Access Card

013393330X / 9780133933307 MyWritingLab Generic -- Inside Star Sticker

0321964284 / 9780321964281 Writing Arguments: A Rhetoric with Readings, Concise Edition

Biografía del autor

John C. Bean is an emeritus professor of English at Seattle University, where he held the title of “Consulting Professor of Writing and Assessment.”  He has an undergraduate degree from Stanford (1965) and a Ph.D. from the University of Washington (1972).  He is the author of Engaging Ideas: The Professor’s Guide to Writing, Critical Thinking, and Active Learning in the Classroom, 2nd edition (Jossey-Bass, 2011).  He is also the co-author of three widely-used composition textbooks–Writing Arguments, The Allyn and Bacon Guide to Writing, and Reading Rhetorically.  He has published numerous articles and book chapters on writing in the disciplines as well as on literary subjects.   His current research interests focus on pedagogical strategies for teaching undergraduate research including quantitative literacy, disciplinary methods of inquiry and argument, and the problem of “transfer of learning” as students move through and across a curriculum.  He has delivered lectures and conducted workshops on writing-across-the-curriculum throughout the United States and Canada as well as for universities in Germany, Bangladesh, and Ghana.  In 2010 his article “Messy Problems and Lay Audiences:  Teaching Critical Thinking within the Finance Curriculum” (co-authored with colleagues from finance and economics) won the 2009 McGraw-Hill — Magna Publications Award for the year’s best “scholarly work on teaching and learning.”