This book offers a unique interdisciplinary perspective on argument structure and its role in language acquisition. The volume is the outcome of an integrated research project and comprises chapters by both specialists in first language acquisition and field linguists working on a variety of lesser-known languages. Drawing on a broad range of crosslinguistic data, Crosslinguistic Perspectives on Argument Structure integrates important contemporary issues in linguistics and language acquisition.

The Creative Argument sets itself apart from its competitors by presenting a series of compelling works of literary nonfiction that challenge what students think they know about arguments. Each chapter begins with an engaging argument from a work of nonfiction, followed by an in-depth yet accessible analysis of a key aspect of argumentation. Suitable for both courses in argument and first-year writing, the principles and strategies outlined in the text help students become more creative and critical as rhetoricians, both inside the classroom and out.

This book presents reflections on the relationship between narratives and argumentative discourse. It focuses on their functional and structural similarities or dissimilarities, and offers diverse perspectives and conceptual tools for analyzing the narratives’ potential power for justification, explanation and persuasion. Divided into two sections, the first Part, under the title “Narratives as Sources of Knowledge and Argument”, includes five chapters addressing rather general, theoretical and characteristically philosophical issues related to the argumentative analysis and understanding of narratives. We may perceive here how scholars in Argumentation Theory have recently approached certain topics that have a close connection with mainstream discussions in epistemology and the cognitive sciences about the justificatory potential of narratives. The second Part, entitled “Argumentative Narratives in Context”, brings us six more chapters that concentrate on either particular functions played by argumentatively-oriented narratives or particular practices that may benefit from the use of special kinds of narratives. Here the focus is either on the detailed analysis of contextualized examples of narratives with argumentative qualities or on the careful understanding of the particular demands of certain well-defined situated activities, as diverse as scientific theorizing or war policing, that may be satisfied by certain uses of narrative discourse.

1. Some Basic Tools -- 2. A Conceptual Map -- 3. Why So Late to the Show? -- 4. The Main Premise -- 5. Add Insight and Stir -- 6. Nonresistant Nonbelief -- 7. Must a God Be Loving? -- 8. The Challenge -- Coda: After Personal Gods.

This volume presents the best scholarship from the 19th National Communication Association/American Forensic Association Conference on Argumentation, which took place July 30-August 2, 2015, at Cliff Lodge, Snowbird Resort, in Alta, Utah. The Alta Conference, first held in 1979, is the oldest conference in argumentation studies in the world and biennially brings together a lively group of scholars, representing a variety of countries, with diverse perspectives on the theory and practice of argument. The essays in Recovering Argument invite reflection upon and reconsideration of argumentation’s legacy, present status, and potential roles in social, cultural, and political life. Readers will encounter essays that treat the relationship between argumentation and memory, historical approaches to argumentation, the vitality of public and interpersonal argument, argument’s role in leadership, discursive and presentational forms of argument, and the challenges of difference. Readers also will find these topics addressed from a variety of historical, social-scientific, and critical-interpretive perspectives.

This volume details the development and initial evaluation of a supplemental literacy course intended to support at-risk high school students in the US. Developed using design based research (DBR), the course combines argument writing and knowledge building literacy routines to support academic literacy development. Acknowledging the demand for US students to meet academic literacy standards that emphasize explanatory and argumentative writing, the text foregrounds knowledge building as key to effective writing development. Chapters trace the development and implementation of course literacy routines designed using DBR and use whole-class and individual case studies to demonstrate how informational reading, discussion, and argument writing become an activity system to support literacy development. Ultimately, the text has important implications for literacy course design, and the use of knowledge building analysis and DBR in research. The text will benefit researchers, academics, and educators in higher education with an interest in academic literacy education, writing and composition, and secondary education more broadly. Those specifically interested in methodologies relating to classroom teaching and learning as well as argumentation and argument writing will also benefit from this book.

This study explored the embodied teen experience of parent-teen conflict and argument using a hermeneutic-phenomenological approach. Teens self-identified as (a) living in a family with everyday conflict, (b) not seeing a psychologist or counselor, (c) not having been in any drug or alcohol treatment programs, (d) not knowing the researcher ahead of time, and (e) being between the ages of 13 to 19 at the time the interview took place. The following themes emerged: (a) feeling powerless, small, devalued, and oppressed; (b) experiencing irritation, frustration, hypocrisy, pettiness, and defiance; (c) wanting freedom and autonomy and the battle for control; and (d) needing safe space and me time. Each theme and the whole embodied essence of this experience were interpreted through teens' as well as the researcher's lenses. The interpretations provide insight for teens, parents, and parent educators that may help improve parent-teen relationships and provide strategies to use in the classroom setting.