A critique of the ubiquity of the Toulmin model in argumentative writing instruction in the U.S.A.
- Author(s):
- Source: Scrutinizing Argumentation in Practice , pp 201-214
- Publication Date October 2015
Secondary and university instructors in the United States rely heavily on the Toulmin model to teach written argumentation. To date, pragma-dialectics (van Eemeren and Grootendorst 2004; van Eemeren 2010) is not a visible presence in American composition textbooks. This session encouraged writing consultants to ask critical questions not only associated with Toulmin's model but also those of the pragma-dialectic model of critical discussion in order to improve the critical thinking of writers.
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