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Persuasion and Argument: Coterminous?

Persuasion and Argument: Coterminous? Re vi e w s Roundtable Clueless in Academe: How Schooling Obscures the Life of the Mind. By Gerald Gra ff. New Haven, CT: Yale University Press, 2003. Patricia Bizzell In 1977, heading toward her early death from cancer, Mina Shaughnessy published a legacy for her fellow scholars in rhetoric and composition stud- ies, “Some Needed Research on Writing.” Here she urges an agenda explor- ing what she calls “the rituals and ways of winning arguments in academia” (1977b: 319). She points out that beginning college writers do not know these ways of winning arguments, and she implies that we academics ourselves, having internalized them as graduate students perhaps, seem unaware of them and unable to demystify them for students. Among the topics she sug- gests for further study are how academic writers manipulate “audience expec- tations and biases,” how they assess “what constitutes ‘adequate proof ’ or enough examples in speci fic situations,” and how they assume “the stances of fairness, objectivity, and formal courtesy that smooth the surface of aca- demic disputation” (319). She suggests that we do not know enough about “the common stock of words teachers assume students know—proper names, words that have transcended their http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Pedagogy Duke University Press

Persuasion and Argument: Coterminous?

Bizzell, Patricia
Pedagogy , Volume 5 (2) – Apr 1, 2005
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Copyright
© 2005 Duke University Press
ISSN
1531-4200
eISSN
1533-6255
DOI
10.1215/15314200-5-2-317
Publisher site
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Abstract

Re vi e w s Roundtable Clueless in Academe: How Schooling Obscures the Life of the Mind. By Gerald Gra ff. New Haven, CT: Yale University Press, 2003. Patricia Bizzell In 1977, heading toward her early death from cancer, Mina Shaughnessy published a legacy for her fellow scholars in rhetoric and composition stud- ies, “Some Needed Research on Writing.” Here she urges an agenda explor- ing what she calls “the rituals and ways of winning arguments in academia” (1977b: 319). She points out that beginning college writers do not know these ways of winning arguments, and she implies that we academics ourselves, having internalized them as graduate students perhaps, seem unaware of them and unable to demystify them for students. Among the topics she sug- gests for further study are how academic writers manipulate “audience expec- tations and biases,” how they assess “what constitutes ‘adequate proof ’ or enough examples in speci fic situations,” and how they assume “the stances of fairness, objectivity, and formal courtesy that smooth the surface of aca- demic disputation” (319). She suggests that we do not know enough about “the common stock of words teachers assume students know—proper names, words that have transcended their

Journal

Pedagogy – Duke University Press

Published: Apr 1, 2005

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