Distributed Argumentative Activity: Redefining Arguments and Their Re -Mediation From a Sociohistoric Perspective

In Chapter Five, I apply the findings of these case studies to writing studies pedagogy, claiming that to prepare students to argue in diverse settings and to employ evolving media, writing courses must call attention to tacit and explicit negotiations over expectations, knowledge, tools, and so on. I consider the potential for the collaboratory---a distributed, shared suite of resources---to provide opportunities to engage in complex, reflective rhetorical practices. In sum, I argue that the notion of distributed argumentative activity offers a pedagogically as well as theoretically rich account of how people continually redefine argument/argumentation and alter the conditions under which their arguments may be deemed successful in school, disciplinary, and workplace contexts.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

English

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Lunsford, Karen J.

Contributors dc:contributor

• Prior, Paul

• Library Science

Language dc:language

eng

Identifier

(MiAaPQ)AAI3101912

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/81394