Adapting to western norms of academic argumentation and debate
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Adapting to western norms of academic argumentation and debate the critical journey of East Asian masters students in the UK by Kathy Durkin

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Published by Bournemouth University in Poole .
Written in English

Book details:

Edition Notes

Ph.D.- Bournemouth University, Poole, 2004.

StatementKathy Durkin.
ContributionsBournemouth University.
The Physical Object
Pagination260 leaves :
Number of Pages260
ID Numbers
Open LibraryOL16231392M

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Durkin K. () Adapting to Western Norms of Critical Argumentation and Debate. In: Jin L., Cortazzi M. (eds) Researching Chinese Learners. Palgrave Macmillan, LondonCited by:   reflection - Anthropology bibliographies - in Harvard style. Change style powered by CSL. Popular Adapting to Western norms of academic argumentation and debate - Bournemouth University - Bournemouth. In-text: (Durkin, ) Your Bibliography: Durkin, K., Adapting To Western Norms Of Academic Argumentation And Debate. This collection focuses on Chinese learners with original data sets using innovative research methods. It investigates Chinese learners' learning and language skills, perceptions and particularly the processes of reciprocal intercultural adaptations in a wide international context of Australia, Canada, China, Hong Kong, New Zealand and the UK.   Durkin K () Adapting to western norms of critical argumentation and debate. In: Jin L, Cortazz M (eds) Researching Chinese learners: skills, perceptions and intercultural adaptations. Palgrave Macmillan, London, pp –Author: Dongsheng Xu, Eileen Roddy.

The authors identified their use in the following representative texts: Austin Freeley and David Sternberg, Argumentation and Debate: Critical Thinking for Reasoned Decision Making, 12th ed. (Boston, MA: Wadsworth, ), 76; Karyn Charles Rybacki and Donald Jay Rybacki, Advocacy and Opposition: An Introduction to Argumentation, 6th ed. (Boston. Argument, Analysis, and Evidence in Academic Writing in the Humanities. Section excerpted from a handout written by Dr. Cathy McDonald (WWU). Academics are known for always analyzing everything. It’s true: they have a habit of asking probing questions, a practice that is sometimes called “the spirit of inquiry.”. Given the nature of its object of study - dialogue, interaction, argumentation, learning and teaching - the book is resolutely multidisciplinary, drawing on research on learning in educational and psychological sciences, as well as on philosophical and Cited by: Winebrenner, T.C."Reaffirming the Role of Argumentation Theory in Academic Debate."The Forensic 79 #2 (Winter, l): l Zarefsky, David."Keynote Address."Dialogue in the Forensic Community: Proceedings of the Conference on ForensicEducation. Eds. Jack Kay and Julie Lee. Kansas City, MO: National Federation of State High School Associations.

Between Facts and Norms: Contributions to a Discourse Theory of Law and Democracy (Studies in Contemporary German Social Thought) and that still underlie current controversies between so- called liberals and civic book includes a postscript written in , which restates the argument in light of its initial reception, and. 1. History. The pedagogical and practical interests that characterize informal logic are already evident in ancient times. The First Sophistic is a movement motivated by the notion that one can teach the art of logos in a way that can be useful in public discussion and debate. Aristotle’s rhetorical and logical works are especially notable for their systematic attempts to understand . A gender role, also known as a sex role, is a social role encompassing a range of behaviors and attitudes that are generally considered acceptable, appropriate, or desirable for people based on their biological or perceived sex. Gender roles are usually centered on conceptions of masculinity and femininity, although there are exceptions and variations. With the constitution sitting at the apex of a country’s hierarchy of legal norms, constitutional principles have expectedly been defined and examined in relation to that constitution. Building on and adapting the first of the two continuums sketched out at the end of Part I, we can situate the various sorts of constitutional principles along it.