| 2 |
Using Issues in Honors Education to Teach Argumentation
|
|
|
|
In: Honors in Practice -- Online Archive (2022)
|
|
Abstract:
Topics and resources from honors education are used to teach argumentation in writing composition. The author discusses efficacies for increasing student awareness of, and reflection on, issues in honors education while engaging first-year students in honors issues that directly affect their lives. In my first-year honors composition course, I frequently use materials and topics from honors education, ranging from National Collegiate Honors Council (NCHC) publications to local campus honors issues, to demonstrate rhetorical analysis and argumentative genres. Rather than using a composition reader, I pair textbook chapters with relevant websites and selected essays from Journal of the National Collegiate Honors Council (JNCHC) and Honors in Practice (HIP), thus forming the basis for class discussion and in-class writing exercises for units on causal argument, rebuttal argument, definition argument, and so forth. For example, a textbook chapter on narrative argument pairs well with Bonnie D. Irwin’s 2011 NCHC presidential address, “We Are the Stories We Tell,” published in the 2012 volume of HIP.
|
|
Keyword:
argumentative writing; Curriculum and Instruction; Education; Educational Administration and Supervision; first-year composition; Gifted Education; Higher Education; Liberal Studies; rhetorical analysis; University of South Alabama (AL)–Honors College
|
|
URL: https://digitalcommons.unl.edu/nchchip/371
https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1372&context=nchchip
|
|
BASE
|
|
Hide details
|
|
|
|
|
