Logos: Good Reasons appeals to logic and common sense". . . the proof, or apparent proof, provided by the words of the speech itself."1. Its own arguments. Textbooks necessarily embody and often explicitly promote arguments about the purpose and goals of freshman composition and the means of attaining them. The selection and order of readings and assignments, as well as choices governing the exposition of information, advice, and instructions--format, examples, inclusions, exclusions, voice, style--all instantiate beliefs and assumptions. Good Reasons' positions are clearly explained and convincingly justified with good reasons, often illustrating the recommended CLAIM + because clause format, for example, "It's important to think in advance about your audience because it pays off when you write" (p. 53). Its foremost distinguishing feature is its insistence that students "need to be able to read arguments critically and write arguments skillfully," not just to do well in college courses, but "to participate in public life" (p. xiii). This same claim is echoed by any number of respected authorities, for example, philosopher and social critic, Jurgen Habermas, and closer to home, American educator, Sandra Stotsky. Other central points include the authors' rejection of the Toulmin method. So, too, they reject a reliance on traditional terms and conventional distinctions like "enthymeme" or logical fallacies as philosophically interesting but not particularly practical. Instead, Faigley and Selzer emphasize the rhetorical, interactive nature of argument in various genres and media. Accordingly, they also stress the persuasive value of displaying information visually, and the essential contribution of document design, both in print and on screen. 2. The book's order, arrangement, and format of contents. Good Reasons is compelling evidence of its own precepts, enabling students to practice efficiently what Faigley and Selzer preach so convincingly. |
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