Of course, Bob.

I’m just more inclined to approach CT empirically, starting from actual arguments—preferably in the public sphere—and deriving CT topics and definitions in the context of what’s going on in them, logically and rhetorically.

A propos, I’m just this minute working on the chapter on fallacies for a new edition of my textbook Reading and Writing for Civic Literacy: The Critical Citizen’s Guide to Argumentative Rhetoric.  My younger co-author Anne-Marie Womack, has written some good articles on rhetorical analysis of fallacies, emphasizing the debatability of what is or is not a fallacious argument.

Don

From:  AILACT DISCUSSION LIST <[log in to unmask]> on behalf of "ennis, robert h" <[log in to unmask]>
Reply-To:  AILACT DISCUSSION LIST <[log in to unmask]>
Date:  Monday, June 12, 2017 at 4:59 PM
To:  <[log in to unmask]>
Subject:  Re: define argument

Perhaps Don Lazere would feel better about this discussion if we point out that teaching students how to decide whether a conclusion is justified would help "to enable students to cope with the persuasion techniques in political statements, advertising, entertainment, and news”

Bob Ennis





On Jun 12, 2017, at 4:37 PM, Donald Lazere <[log in to unmask]> wrote:






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