Recent science reform documents have called for incorporating authentic scientific discourse into science classes as engaging in discourse has shown to result in numerous benefits. Whether these benefits are observed in students depends upon the quality of the discourse in which they engage. However, characterizing the quality of student-student…

Explains a method of teaching students about the modes of persuasion (i.e., through logic, emotion, and ethos) identified by Aristotle. Explains how a class discussion of two familiar entities (i.e., a fast food chain and a media production) can introduce these concepts to students. (DMM)

Proposes a technique that will help high school and beginning college writers move from writer-based to reader-based prose through dramatic presentations. (FL)

Matching contemporary rhetorical concepts with classical rhetorical figures of speech can help students improve their persuasive business communication skills. (RL)

Outlines an approach for teaching journalism students to write editorials by following a five-step sequence: gaining readers' attention, indicating a need for action, leading readers to agree with a proposed action, enabling readers to visualize the proposal successfully enacted, and cementing readers' favorable attitudes into fixed beliefs. (TJ)

Writing instructors who teach argument are familiar with the dilemma of conflicting metaphors: those who teach writing with a process approach may structure their teaching through a growth or benevolent nature metaphor, but cannot deny the tenacity of the "argument as war" metaphor. Breaking this war metaphor requires that ethics become…

Describes how the four traditional kinds of writing (description, narration, exposition, and argumentation) are used in advertising and suggests ways that advertising and the four modes may be used to teach composition. (DD)

Ideational pluralism refers to "disagreements which occur between teacher and students as to which facts and positions are acceptable when dealing with issues in science classrooms." Discusses why ideational pluralism exists; related theory (logical and philosophical aspects); rationale for addressing the topic; positive and negative…

Recommends teaching syllogistic reasoning and fallacies in the undergraduate writing course. (JL)

Suggests a method for teaching the writing of persuasive letters in a context that seems relevant and significant to students. (TJ)

Presents both an argument and a suggestion for making the teaching of "thought" a visible and substantial component of the English curriculum. (Author/RK)

Offers an assignment which heightens student awareness of media effects and appropriateness through the simulation experience of planning and executing a persuasive campaign using print, audio and audio-visual media. (MH)

Outlines ideas for teaching an introductory course in propaganda, including an historical perspective and review of the etymology of the word and an examination of those characteristics that separate propaganda from other communication arts. (JMF)

Suggests using Kenneth Burke's pentad format to analyze the structure and intent of persuasive discourse and notes that students may apply it in the prewriting stage. (MKM)

Uses the judicial model of reasoning employed by the Supreme Court as an exemplar in teaching critical skills in the basic argumentation and debate course. Describes the model and course highlights. (PD)