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ERIC Number: ED233396
Record Type: RIE
Publication Date: 1983
Pages: 15
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Teaching Persuasion: A Positive Approach.
Fenton, Mary C.
The synthesis of four instructional models for argumentative writing--the Toulmin, Hiduke, Winder, and Crebbe-Debate approaches--with basic discourse theory produces a practical and positive method of teaching college students to write effective persuasive essays. A battery of questions based on a modified communication triangle--subject (problem), writer (rhetoric) and audience (opposition)--helps students to analyze argument components. Adapted from the Crebbe-Debate approach, peer evaluation of arguments emphasizes the importance of the audience in persuasive essays. Combining inductive analysis of writer, subject, audience, and sense of audience immediacy with solid organizational options, this method teaches students not simply what weakens arguments, but how to write good persuasive essays. (Questions for analysis are included within the text.) (MM)
Publication Type: Guides - Classroom - Teacher; Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Audience Response
Note: Paper presented at the Annual Meeting of the Wyoming Conference on Freshman and Sophomore English (Laramie, NY, June 27-July 1, 1983).