07118: Communication: Rhetoric and Reasoning L

Weeks 1 and 2
Argument and persuasion

* Reading
* Discussion/research topics
* Writing

Reading

Core reading

CR&R Readings

  1. Andrews, R and Harding, J (1997). ‘Learning to argue’. In The quality of argument: a colloquium on issues of teaching and learning in higher education, edited by M Riddle, London: Middlesex University, pages 9-15.
  2. Mitchell, S (1996). Improving the quality of argument in higher education: Interim report. London: School of Education, Middlesex University.
  • Chapter 5, ‘What is this thing called argument?’, pages 10-21.

Extension reading

CR&R Readings

  1. Andrews, R (1995). Teaching and learning argument. London: Cassell.
  • Extract A, pages 1-4
  • Extract B, pages 19-20
  • Extract C, pages 42-46
  • Extract D, pages 56-64
  • Extract E, pages 72-74
  • Extract F, pages 148-152
  1. Davis, L and McKay, S (1996). Structures and strategies: an introduction to academic writing. South Melbourne: Macmillan.
  • Chapter 6 ‘Argument’, pages 88-106.

CR&R Resource material

  • Horne, Donald (1993). ‘The challenge of everyday literacy’.
  • Penington, David (1994). ‘What is a good education?’

Skills reading

CR&R Resource material

  • Weiss, J and Wysocki, R (1992). ‘Managing people and project relationships’.
    [This reading has more direct relevance to internal students organising cluster group sessions; nevertheless it is generally useful in its discussion of persuasive interaction with others in professional contexts.]
  • ‘Time management’.
  • ‘Reading for a purpose’. In Finding out: using information. Adelaide: University of South Australia, Leaflet 4.

Language notes

  • Section 1.0, ‘Effective reading’, pages 2-3.

Discussion/research topics

This fortnight, undertake at least two of the following three tasks.

Task 1

Based on the Reading for this fortnight, address some or all of the following topics in your Journal:

  • Have your views of what ‘argument’ means altered as a result of your reading? In what ways have they changed?
  • What are the major issues raised by the readings in relation to the need to argue effectively? How important might the skill of arguing effectively be for you as a student? as a professional? as a citizen?
  • Some communication experts maintain that persuasion is the aim of all communicative acts. How valid do you think this argument is? What examples for and against this stance can you think of?
  • Summarise the ways in which the Mitchell article (READING 2) sets up formal models of argument.

Task 2

Read the essays by Horne and Penington (see Extension reading).

  • Briefly summarise the argument in each piece. How do the authors set out to persuade readers to their point of view?
  • Give a short presentation of your view of education. You should seek to persuade your audience on the topic ‘What is a good education?’. You may refer to both the Horne and Penington articles in your argument, but it should be primarily a presentation of your own opinion.

Task 3

View a television discussion or debate as carried out in the Lateline program on the ABC, or a similar program. In your Journal, try to deal with the following:

  • Identify the two (or more) sides presented in the argument.
  • Work out where the two sides primarily disagree, and where (if at all) they share common ground (consensus).
  • Decide which side is more convincing or persuasive, and why.
  • Apply the principles for how argument texts work in Davis & McKay 1996 (Reading 4) to see how the cases are presented by each side.

Writing

Set up your Journal and fill in the first entries. Make sure that you maintain your Journal regularly throughout the semester, and that you organise it effectively under fortnightly or topic headings.

The Journal is not due for submission until the end of semester, but your tutor may ask you about it from time to time, and you should use it as a discussion/research tool in your other assignments. You should also consult your tutor on any aspects of maintaining the Journal if you have any questions or problems.

 

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For assistance contact: paul.skrebels@unisa.edu.au
Copyright ©1997 University of South Australia
Prepared by the Flexible Learning Centre, University of South Australia
Prepared: 28 January 1997
Revised: December 1997
URL: http://www.roma.unisa.edu.au/07118/wk1-2.htm