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Inquiry, Argument, & Change: A Rhetoric with Readings
– Brief Edition

Author(s): Barbara Jo Krieger, Paul G. Saint-Amand, Warren A. Neal, Alan L. Steinberg
ISBN:  13: 978-0-9850244-0-6
Edition: 1
Copyright: 2013
Pages: 543

Retail: $54.95
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   When the authors drafted the Brief Version of Inquiry, Argument, & Change, they labored to produce a smaller, more streamlined book that maintained the sense and the spirit of the Full. As with the Full, the book provides a systematic unfolding of how the stases (questions about the nature of things, causality, value, and action) serve as the heart of a dynamic and coherent critical thinking and writing pedagogy. Though each stasis, each distinct way of thinking, comes with its own special kind of logic and rhetoric and with its own special kind of proof and support, the authors continually reinforce that the stases themselves are not static and separate rhetorical categories. In trying to understand the nature of something, students also have to know something about its causes and effects, its harms and benefits, and if it requires any actions on their part. Similarly, if a student’s main interest is to make a judgment or propose an action, then the matter of causality has to be thoroughly explored. If the effects of something are judged to be desirable, then we need to know how those effects were produced so that we can better promote them; conversely, if they are judged harmful, we need to know their causes so we can go about trying to inhibit or eliminate them.
   To enhance this way of thinking, students learn how an application of the stases helps to raise serious questions about class material. Similarly, students learn to engage the stases in several different essay assignments. So not to overburden students, the authors have trimmed these assignments in the Brief and plan to retain these trimmed versions in the next printing of the Full.

Inquiry, Argument, & Change—BRIEF
  • stresses inquiry not just as an exploratory activity, but as the psychological and rhetorical heart of meaningful argument.
  • emphasizes that in large part the questions students ask and how they ask them determine the answers they get.
  • integrates the stases into the generative stage of the writing process.
  • presents readings that clearly build on students’ prior knowledge and personal experience and guide students to test, extend, and     refine their thinking.
  • offers writing assignments that work directly from and with the readings.
  • shows how logical and rhetorical aspects of argument, such as the Toulmin and Rogerian models, work together toward a single goal.

   Questions? Contact the authors at: kriegebj@potsdam.edu


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