In her essay â€œTaking TVâ€™s â€œâ€˜War of Wordsâ€™â€ Too Literally,â€1 Georgetown University linguist Deborah Tannen examines the rise of what she calls the â€œargument culture.â€ That argument is a significant part of American culture today is clear whenever we turn on the television set. Talking heads that populate the airwaves with ardent speakers can be found on various talk shows, especially cableâ€™s quasi-news programs such as MSNBCâ€™s Hardball or CNNâ€™s Crossfire.
2004 issue of LORE Journal presented by the Rhetoric and Writing Department of San Diego State University
Many instructors of writing would perhaps argue about what freshmen college students lack the most these days in terms of developing a writing foundation that will enable them to manage the multitude of papers they will undoubtedly write throughout their college careers. Some might say â€œstyle and syntax,â€ while others would certainly say â€œthe ability to hold a well-founded opinion.â€
Kerryâ€™s testimony before the Senate Foreign Relations Committee is a very rich text, one that relates in all kinds of interesting ways to its cultural and political context. It also resonates in some provocative ways with issues surrounding the current conflict in Iraq â€“ when is protesting disloyal? Where should responsibility lie for atrocities?
It seems Victor Vitanza asked a Magic 8-Ball to see if the world of college composition courses would merge enough with the virtual world to warrant a textbook to be written. Apparently, all signs pointed to yes, and so was born CyberReader.
Students are most likely to speak when they believe they will be heard, and they speak better when they have something worthwhile to say. The premise behind Literacies is that the same holds true for writing. Subtitled â€œReading, Writing, Interpretation,â€ Literacies is essentially a reader with an edgeâ€”an agenda of exalting the status of student writersâ€™ voices by encouraging them to read, think, and write critically and contextually. It is a textbook rich in resources yet simultaneously designed for flexibility, making it appropriate for a significant range of college classrooms.
Fallacy: Dreaders fear that projects will take too much time.
Truth: It will almost always take less time than you thought. Process: devote one uninterrupted hour, a so-called time crunch, to the task