Assembling Lessons from Assembling Arguments
The introduction to this book posed two short yet significant questions regarding rhetorical approaches to scientific discourse: Why rhetoric? Why science? My motives for engaging each question were theoretical, methodological, and pedagogical. Rhetoric is better equipped than any other discipline t...
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| Published in | Assembling Arguments p. 243 |
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| Main Author | |
| Format | Book Chapter |
| Language | English |
| Published |
University of South Carolina Press
20.01.2016
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| Online Access | Get full text |
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| Abstract | The introduction to this book posed two short yet significant questions regarding rhetorical approaches to scientific discourse: Why rhetoric? Why science? My motives for engaging each question were theoretical, methodological, and pedagogical. Rhetoric is better equipped than any other discipline to provide the theoretical apparatus for understanding how scientists create knowledge through situated discourse and technologies of argumentation. By understanding multimodal scientific discourse, rhetoricians can help others create, use, and understand it. Science—an inherently multimodal enterprise—provides ideal cases for developing theories of both scientific argumentation and rhetoric at large. We can use the multimodal rhetoric of science to |
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| AbstractList | The introduction to this book posed two short yet significant questions regarding rhetorical approaches to scientific discourse: Why rhetoric? Why science? My motives for engaging each question were theoretical, methodological, and pedagogical. Rhetoric is better equipped than any other discipline to provide the theoretical apparatus for understanding how scientists create knowledge through situated discourse and technologies of argumentation. By understanding multimodal scientific discourse, rhetoricians can help others create, use, and understand it. Science—an inherently multimodal enterprise—provides ideal cases for developing theories of both scientific argumentation and rhetoric at large. We can use the multimodal rhetoric of science to |
| Author | Jonathan Buehl |
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| Copyright | 2016 University of South Carolina |
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| Title | Assembling Lessons from Assembling Arguments |
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