Location
McMaster University
Document Type
Restricted Access
Start Date
1-6-2005 9:00 AM
End Date
1-6-2005 5:00 PM
Abstract
This essay is a first step in a larger project that attempts to integrate argumentation theory into the pedagogy of teacher response to student writing, especially the writing of freshman composition students expected to meet course outcome goals. Relying on Toulmin’s model for the layout of argument, I begin to point a way toward a refiguring of teacher response as situated argument. I claim that Toulmin’s model, when synthesized with the pragma-dialectic ideal of argument as critical discussion, would provide a better way for writing teachers to conceptualize their response practices and would form a better match between response practices and intended outcomes of the freshman composition course.
Creative Commons License
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Included in
Improving Teachers’ Responses to Freshman Writing: Toward a Synthesis of the Toulmin Model of Argument With Pragma-Dialectics
McMaster University
This essay is a first step in a larger project that attempts to integrate argumentation theory into the pedagogy of teacher response to student writing, especially the writing of freshman composition students expected to meet course outcome goals. Relying on Toulmin’s model for the layout of argument, I begin to point a way toward a refiguring of teacher response as situated argument. I claim that Toulmin’s model, when synthesized with the pragma-dialectic ideal of argument as critical discussion, would provide a better way for writing teachers to conceptualize their response practices and would form a better match between response practices and intended outcomes of the freshman composition course.
