{"id":6083,"date":"2004-05-06T23:21:16","date_gmt":"2004-05-06T23:21:16","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2004\/05\/06\/coopergeorgelyn\/"},"modified":"2004-05-06T23:21:16","modified_gmt":"2004-05-06T23:21:16","slug":"coopergeorgelyn","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2004\/05\/06\/coopergeorgelyn\/","title":{"rendered":"Cooper\/George\/Lynch, 1998, “Moments of Argument”"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 5<\/span> mins<\/span><\/span>

 Cooper,
\nMarilyn, Diana George, and Dennis Lynch. “Moments of Argument: Agonistic
\nInquiry and Confrontational Cooperation.” On Writing Research: The Braddock Essays, 1975-1998<\/i>.
\nEd. Lisa Ede. New York: Bedford St. Martin’s, 1999. 390-412. <\/p>\n

Big Idea
\n<\/b>George, Cooper and Lynch, teaching from Michigan Tech, call for more
\nsophisticated argument pedagogies in this essay.  They begin by waving off
\nthe slew of textbooks that introduce argument as a simplistic binary, a scheme
\nof either\/or, right and wrong, often setting up hypothetical tensions and
\nstraw-thin oppositions.  The trio historicizes cooperative models for
\nargument, juxtaposing them with caustic models.  They invoke Susan Jarratt,
\nciting, at length, her call for "composition instructors to rethink their
\nobjections to agonistic rhetoric and conflict-based pedagogy" (391), and
\nJohn Gage, for his concern that "the real conflicts are already there at
\nthe outset of a disagreement" and that teachers ought to draw students
\ntoward cooperative, collaborative interchanges toward a shared sense of social
\nresolve (394).  The authors also acknowledge the rootedness of their
\ncentral research question–toward an improved model of argument in writing
\npedagogy–in their own teaching.  To that end, George, Cooper and Lynch,
\npropose the blend of "agonistic inquiry" and "confrontational
\ncooperation" so that teachers and students might see "argumentation as
\na crucial social responsibility–an activity that requires us to position
\nourselves within complicated and interconnected issues" (411). <\/p>\n

Monday Morning<\/b>
\nBefore wrapping these notes up and putting them to blog (this is the bit I’m
\ndoing last), just wanted to make a few pieces about my experiences teaching
\nargument as argument.  Once I inherited an argument-based course. 
\nLast minute appointment, two-alarm shortage.  Usual adjunct drill.  The syllabus was already written (ugh!) and the text already ordered.  I don’t remember the name of the textbook, but I do recall its onerous simplicity with respect to polarized arguments.  <\/p>\n

Sample assignment: Pick a side:  For war or for peace.  G<\/i>o.  <\/p>\n

<\/p>\n

I didn’t have a good time of it.  Deep down, I think I was in favor of
\nthe kind of elaborative heuristics, question layers added atop question layers
\ntoward new perspectives, redirection, altered relationships, improved
\nunderstandings.  But it broke down because the textbook didn’t ask it of
\nthe students, and the students didn’t ask it of each other.  <\/p>\n

The approach in this essay–learn the legacy, understand that arguments are
\nbound up in webs and forces, read historically to think futuristically–all of
\nthese factors make me think about Cultural Conversations: The Presence of the
\nPast<\/i>–a textbook I use for the online EN106 course I put together.  I
\nknow one of the editors well, and I admire the way the book builds a sense of
\nlegacy and patterns of language, then asks students to move outward from
\nthere.  I suppose there are other textbooks like it, but it seems to me
\nthat it encourages the work this essay describes.<\/p>\n

Interrogations
\n<\/b>The first question I had was about how this works differently in a classroom abundant with diversity. Specifically, I wondered what this
\napproach would mean for the student–or group of students–who come to the
\ncourse with a deep, personal (familial, cultural) attachment to the legacy of
\nthe issue debated.  In other words, if students don’t regard the contested
\nissue as naturally occurring to them in their extracurricular lives, then the
\nissue is an academic construct–a piece glowing institutionally for its
\ncurricular situatedness. Make any sense?  \n<\/p>\n

The contested issue’s institutionalized situation doesn’t necessarily weaken
\nthe potential to teach argument (as style or as cultural negotiation?), but it
\nmight.  In other words, students enter the course with various stakes in
\nissues.  And we, as teachers, cannot always see inside of those stakes
\nsufficiently to anticipate the dispositional oscillations that might lead to
\nsilence, discomfort or other forms of suffering.  Perhaps this is less of a
\nproblem when working with homogenous student populations as is suggested in the essay’s postlude notes: "Our students combine the characteristics of relatively homogenous backgrounds, a willingness to investigate the world, a suspicion of
\nnew points of view, and a tendency to pull back rather than engage others"
\n(412).  I hardly want to sit up here on my blog and renounce the good,
\nprovocative work of this award-winning essay.  But it leans into a contestation-loaded
\nmiddle between Gage and Jarrett–a space where the rules are murkier, the
\nconsequences shadier, and the student experiences subtler with respect to their
\npre-course orientations.  Most specifically, I wondered how the teachers in
\nthe course on Native American naming of mascots knew whether they had any
\nindigenous students among them.  Did they know?  Should they have
\nknown? How?\n<\/p>\n

2. Sites and formality\n<\/p>\n

"We need to see it as a complex and often extended human activity, or,
\nrather, as an array of human activities, including institutionalized formal
\ndebate, legal trials, shouting matches that threaten to end in fist fights,
\nconversational games of one-upmanship, disagreements among friends, and extended
\ndeliberations within a community over what course of action to pursue"
\n(411).\n<\/p>\n

This excerpt comes near the end of the essay.  It suggests a wide range
\nof sites where the "human activity" of argument might manifest,
\ngoverned in some cases by authoritative ordinance and in other cases by informal
\nsocial codes.  It’s quite a list; among these sites, argument emerges with
\nvast, various differences.  But I wanted to push against the authors’ claim
\nthat "first-year students often seem to dismiss the many issues that
\nsurround them daily, in the news, in classes, in work situations, even in the
\nmost mundane kinds of arenas–like what to name a football team"
\n(398).  There are reasons for dismissal, to be sure.  Many dismissals
\nstem from peer networks, social hierarchies, and the sense of value in
\nexpounding views aloud (which also brings up the place of intensional
\nargument–the contemplative, self-ward negotiations and flux layered in all of
\nthis, never separate).  It’s just that mundane arenas are capable of
\ngerminating richer and more dynamic arguments because the knowledge unfolds more
\nnaturally, less as an academic exercise.  This reminds me of Jabari
\nMahiri’s work in Shooting for Excellence<\/i>; his ethnographic studies present challenges to the idea that "students seem to dismiss the many issues that
\nsurround them daily" or that, following this logic, that they tend to argue
\npoorly as a result. \n<\/p>\n

One other point stemming from this quotation: "Such a conception can
\nremove argument from the (televised) boxing ring and return it not to the
\nprivate domestic sphere but to the many ambiguous public spaces–meeting rooms,
\nhallways, cafeterias, and, yes, classrooms–where it has a chance to become more
\nproductive" (392). I’m not sure the "ambiguous public spaces"
\nought to become more productive <\/i>sites."  For them to be classifiably
\nproductive, they might rely on formal affirmations, measures, assessments,
\netc.  Argument in ambiguous public spaces is potentially richer than the
\nofficial sort–the "institutionalized formal debate, legal trials,"
\nbecause it is informal, boundless in a sense, experimental, guided by deep
\nwonder more than formal structure.  I’m more comfortable with the
\njustification of argument-based pedagogies that points to civic discourse, the
\naims of democracy, and the vitality of critical consciousness that upholds
\nfreedom.  But I’m not sure the mundane sites and ambiguous public spaces
\nwould be helped by formalization.\n<\/p>\n

Passages Passages
\n<\/b>"What is important, to our minds, in teaching students to deal with
\nconflict is that they experience the process of constructing a complex,
\nhistorically knowledgeable position in light of what matters to, and what will
\narise for, those affected by the positions taken" (410). <\/p>\n

"But when arguments are entered into hastily, the complexity of the
\nissues is often lost, and with it (we might add) the basis for introducing
\nimportant, higher level concepts such as ideology, multiple subjectivity, and
\ncontingent foundation" (410). <\/p>\n

"Too many classroom strategies, too many textbooks, insist that students
\nlearn to take hold of and argue a position long before they understand the
\ndimensions of a given issue" (402). <\/p>\n

"From our perspective, though, the risk is not merely that your social
\nposition and identity may be challenged, or not merely that someone may disagree
\nwith your intellectual position, or not even that you may lose the argument; the
\nrisk is also that you may become different than you were before the argument
\nbegan" (396). <\/p>\n

"What we are seeking is a way of reconceiving argument that includes
\nboth confrontational and cooperative perspectives, a multifaceted process that
\nincludes moments of conflict and agonistic positioning as well as moments of
\nunderstanding and communication" (392). <\/p>\n

"Emulating others’ classroom practice is tricky: you always need to
\ndetermine what exactly in the practice is appropriate and applicable to your own
\nteaching situation" (411). <\/p>\n","protected":false},"excerpt":{"rendered":"

\u23f3 Approximate reading time: <\/span> 5<\/span> mins<\/span><\/span> Cooper, Marilyn, Diana George, and Dennis Lynch. “Moments of Argument: Agonistic Inquiry and Confrontational Cooperation.” On Writing Research: The Braddock Essays, 1975-1998. Ed. Lisa Ede. New York: Bedford St. Martin’s, 1999. 390-412. Big Idea George, Cooper and Lynch, teaching from Michigan Tech, call for more sophisticated argument pedagogies in this essay.  They begin by waving…<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[167],"tags":[223,213,224,225,222,226,221,227],"class_list":["post-6083","post","type-post","status-publish","format-standard","hentry","category-reading_notes","tag-agonistic","tag-argument","tag-confrontation","tag-cooper","tag-gage","tag-george","tag-jarratt","tag-lynch"],"yoast_head":"\nCooper\/George\/Lynch, 1998, "Moments of Argument" - Earth Wide Moth<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.earthwidemoth.com\/blog\/2004\/05\/06\/coopergeorgelyn\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Cooper\/George\/Lynch, 1998, "Moments of Argument" - Earth Wide Moth\" \/>\n<meta property=\"og:description\" content=\"\u23f3 Approximate reading time: 5 mins Cooper, Marilyn, Diana George, and Dennis Lynch. “Moments of Argument: Agonistic Inquiry and Confrontational Cooperation.” On Writing Research: The Braddock Essays, 1975-1998. 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In this oft-cited essay, Diana George accounts for the vexed relationship between composition studies and visuality or visual studies. Only in rare cases does one find imaginative curricula that engage with visuality as\u2026","rel":"","context":"In "Visuality and New Media"","block_context":{"text":"Visuality and New Media","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/visuality_and_n\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":6242,"url":"https:\/\/www.earthwidemoth.com\/blog\/2005\/02\/17\/in-this-corner\/","url_meta":{"origin":6083,"position":1},"title":"In This Corner","author":"Derek Mueller","date":"February 17, 2005","format":false,"excerpt":"Google Fight (via).\u00a0 It's a simple Flash movie depicting the brutal one-round clashes between search strings.\u00a0 Just to see what would happen, I tested it with these: Composition vs. Rhetoric Dialectic vs. Binary Irenic vs. Agonistic","rel":"","context":"In "Technologies"","block_context":{"text":"Technologies","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/technologies\/"},"img":{"alt_text":"Google Fight","src":"https:\/\/i0.wp.com\/www.earthwidemoth.com\/blog\/img\/fight.jpg?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":7045,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/10\/02\/cooper-the-ecol\/","url_meta":{"origin":6083,"position":2},"title":"Cooper, “The Ecology of Writing”","author":"Derek Mueller","date":"October 2, 2006","format":false,"excerpt":"Cooper, Marilyn. \"The Ecology of Writing.\" College English 48.4 (1986). 364-375. Setting out from Hairston's 1982 embrace of \"a process-centered theory of teaching writing\" to \"process, not product,\" what happens when writers write has been reduced, hazardously, to a simplistic cognitive process. The cognitive process model idealizes the solitary author,\u2026","rel":"","context":"In "Tools-in-use"","block_context":{"text":"Tools-in-use","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/toolsinuse\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":6846,"url":"https:\/\/www.earthwidemoth.com\/blog\/2007\/11\/01\/argument-clinic\/","url_meta":{"origin":6083,"position":3},"title":"Argument Clinic","author":"Derek Mueller","date":"November 1, 2007","format":false,"excerpt":"\"I'm very sorry, but I told you I'm not allowed to argue unless you've paid.\"","rel":"","context":"In "Dry Ogre Chalking"","block_context":{"text":"Dry Ogre Chalking","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/dry_ogre_chalking\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":6666,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/12\/10\/that-question\/","url_meta":{"origin":6083,"position":4},"title":"That Question","author":"Derek Mueller","date":"December 10, 2006","format":false,"excerpt":"So-so: that's how it's gone preparing for writing an answer Thursday morning to the exam question I've had since this past Thursday. Just so-so. Throughout most of the day on Saturday, I was thinking about matching select chapters from Heskett's Toothpicks & Logos (which is built into the question) with\u2026","rel":"","context":"In "Qualifying Exams"","block_context":{"text":"Qualifying Exams","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/exammunition\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7123,"url":"https:\/\/www.earthwidemoth.com\/blog\/2008\/02\/05\/george-taking-w\/","url_meta":{"origin":6083,"position":5},"title":"George, “Taking Women Professors Seriously”","author":"Derek Mueller","date":"February 5, 2008","format":false,"excerpt":"George, E. Laurie. \"Taking Women Professors Seriously: Female Authority in the Computerized Classroom.\" Computers and Composition 7 (April 1990; Special issue): 45-52. <http:\/\/computersandcomposition.osu.edu\/archives\/v7\/7_spec_html\/7_spec_3_George.html> George attempts to reconcile the principles of feminist pedagogy promoted by Adrienne Rich in her 1979 article, \"Taking Women Students Seriously,\" with the tensions she experiences when\u2026","rel":"","context":"In "Writing Technologies"","block_context":{"text":"Writing Technologies","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/writing_technol\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]}],"jetpack_likes_enabled":true,"_links":{"self":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts\/6083","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/comments?post=6083"}],"version-history":[{"count":0,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts\/6083\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/media?parent=6083"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/categories?post=6083"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/tags?post=6083"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}