Developing an Original Argument: A Strategy for College Writing.
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| Title: | Developing an Original Argument: A Strategy for College Writing. |
|---|---|
| Authors: | Medvedeva, Maria1 (AUTHOR) masha@princeton.edu, Recuber, Timothy1 (AUTHOR) |
| Source: | College Teaching. Jul-Sep2016, Vol. 64 Issue 3, p139-144. 6p. |
| Subject Terms: | *Concept mapping, *College teaching, *Composition (Language arts), *Teaching, Writing |
| Abstract: | An essay's motive or research problem consists of the rhetorical moves illuminating why that essay matters—what puzzling elements of a primary source it resolves, which contradictions in the data it explains, or what gaps in the literature it fills. This article invites college instructors to dedicate some of their classroom time to teaching students how to construct original, motive-driven arguments. More specifically, the article describes the conceptual triangle technique that uses a simple three-point concept map as the first step in active argument building. This technique is simple and flexible enough to be adapted across subject areas, data, and disciplines. The focus on scholarly motive in general and the use of the conceptual triangle in particular can be effective ways to help academic writers at all levels to develop original arguments that matter. [ABSTRACT FROM PUBLISHER] |
| Copyright of College Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 116344066 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Developing an Original Argument: A Strategy for College Writing. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Medvedeva%2C+Maria%22">Medvedeva, Maria</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> masha@princeton.edu</i><br /><searchLink fieldCode="AR" term="%22Recuber%2C+Timothy%22">Recuber, Timothy</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22College+Teaching%22">College Teaching</searchLink>. Jul-Sep2016, Vol. 64 Issue 3, p139-144. 6p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Concept+mapping%22">Concept mapping</searchLink><br />*<searchLink fieldCode="DE" term="%22College+teaching%22">College teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Composition+%28Language+arts%29%22">Composition (Language arts)</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching%22">Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Writing%22">Writing</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: An essay's motive or research problem consists of the rhetorical moves illuminating why that essay matters—what puzzling elements of a primary source it resolves, which contradictions in the data it explains, or what gaps in the literature it fills. This article invites college instructors to dedicate some of their classroom time to teaching students how to construct original, motive-driven arguments. More specifically, the article describes the conceptual triangle technique that uses a simple three-point concept map as the first step in active argument building. This technique is simple and flexible enough to be adapted across subject areas, data, and disciplines. The focus on scholarly motive in general and the use of the conceptual triangle in particular can be effective ways to help academic writers at all levels to develop original arguments that matter. [ABSTRACT FROM PUBLISHER] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of College Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=116344066 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/87567555.2015.1125841 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 6 StartPage: 139 Subjects: – SubjectFull: Concept mapping Type: general – SubjectFull: College teaching Type: general – SubjectFull: Composition (Language arts) Type: general – SubjectFull: Teaching Type: general – SubjectFull: Writing Type: general Titles: – TitleFull: Developing an Original Argument: A Strategy for College Writing. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Medvedeva, Maria – PersonEntity: Name: NameFull: Recuber, Timothy IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul-Sep2016 Type: published Y: 2016 Identifiers: – Type: issn-print Value: 87567555 Numbering: – Type: volume Value: 64 – Type: issue Value: 3 Titles: – TitleFull: College Teaching Type: main |
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