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group meeting argument where Tannen defines agonism as a ritualized position for example in a debate whereby the competing groups are assigned positions and one group wins, rather than an argument resulting from the two groups natural disagreement. The book has been constructed based on the effects and roles of agonism in politics, journalism and law. A basic issue addressed in this book is the rampant agonism in the academic world. Many issues concerning academics are agonistics in nature, for example, when teachers and professors prepare the scholarly papers, they usually follow a framework that is in a position to oppose someone else’s work which they prove wrong. In this book’s context agonism is well explained by the fact that teachers and lecturers train their students and usually don’t allow them to think and work hard to interrogate ideas because they assign them with researched scholarly works. This fosters narrow-mindedness and arrogance amongst the students and this does not implement the fundamental goals of education (Tannen 24).
Tannen in her book explores the differences between a debate and a discussion in class in order to explain the Agonism culture deeply. In a classroom, if students are engaged in a debate, few of them will participate in the debate, some will pay attention but many of the students will indeed get turned off. Those students who are arguing will tend to simplify their points and avoids complexity in thinking. They deliberately refuse to concede a point raised by their opponents, even if they are aware that it is valid, because such a concession would render them as uncompetitive in the debate. If a class engages itself in discussing a book which involves intellectual activities such as freedom in exploring ideas, comparing the different interpretations of the book by the students and uncovering nuances, more students participate and gains a deeper and accurate understanding of the book. The students in a class discussion
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Strong arguments, needless to say, portray what we mean are the most appropriate and the strongest point in a subject being argued. In collegiate level, strong argumentation helps to develop the power of reasoning and balancing the consequences of those who will go to face the true world full of uncertainties.
Kamenetz intended supported this thesis through the use of rationalization, logical appeal, comparative examples, and citing relevant statistics, as deemed applicable. However, Kamentez’s arguments were weak as the discourse briefly discussed the benefits and costs of recommending lowering the voting age to 16.
Finance is another issue that has to be dealt with in order to start a new power plant. In this regard the writer appreciates the US President’s generosity for the sanction of a new budget to start these plants. Moreover this essay is an appeal to the private sector as well as the government to invest in such a venture because although the stake of risk is high yet if the venture is successful the project can be very profitable and hence it is worth the risk.
The article, which is a very good and flowing piece of prose, presents the case well and utilizes ethos, pathos, and logos in a bid to persuade the reader that violent media is actually good for the children. Right at the onset, the author states his argument. The choice of title for the article is a testament to that.
Likewise, when Anderson says, “Most studies find that males and females are equally affected, and that high and low aggressive individuals are equally affected” (Anderson cited in Ramage, Bean, and Johnson 447), not a single study has been cited for evidence.
Being in the position of ethos at the summit of the triangle, Blake connects to pathos or the sentiment of his readers at just the same degree that he works with the logos or thoughts which must be rationalized with them, emotionally and psychologically. It is apparent that in this process, Blake richly employs the technique of describing an acute imagery via brief and compact words to concretize vividly significant details in the audience’s mind.
Tannen and others attempted to demonstrate that the book was effectively composed yet a gathering of faultfinders crushed them in the contention, yet the vast majority of them had not even perused the book (Tannen 215).
In the book The Argument Culture by Tannen, there is