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Fighting Rhetoric and Training Composition : = Theory and Pedagogy of Mixed Martial Arts Argument.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Fighting Rhetoric and Training Composition :/
其他題名:	Theory and Pedagogy of Mixed Martial Arts Argument.
作者:	Meyer, Trevor C.
面頁冊數:	1 online resource (237 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Contained By:	Dissertation Abstracts International79-11A(E).
標題:	Rhetoric. -
電子資源:	click for full text (PQDT)
ISBN:	9780438112360

Fighting Rhetoric and Training Composition : = Theory and Pedagogy of Mixed Martial Arts Argument.
Meyer, Trevor C.

Fighting Rhetoric and Training Composition :Theory and Pedagogy of Mixed Martial Arts Argument. - 1 online resource (237 pages)

Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.

Thesis (Ph.D.)--University of South Carolina, 2018.

Includes bibliographical references

This dissertation explores the connections between martial arts training, rhetorical theory, and composition pedagogy. The central research question concerns the common understanding of an argument as a "fight," and by investigating the training practices of fighting arts, this project expands and complicates what an agonistic orientation can offer in argument, teaching, and writing. This inquiry has two parts. Part one explores the importance and influence of ancient Greek martial arts practices in Platonic, Aristotelian, and Sophistic argumentation. By focusing on the "mixed" martial art of pankration, I challenge the pervasive binary of "open hand" and "closed fist" as ways to categorize and characterize arguments, conflating their technical and ethical differences. Part two turns to Japanese martial arts training for approaches to foundational problems in writing instruction: basics of grammar and syntax, form of writing assignments, and the practice of peer critique. By using the threefold method of kihon, kata, and kumite, I defamiliarize and provide a different orientation for discarded current-traditional rhetoric approaches. By investigating martial arts training practices as an approach to rhetoric and composition, I offer a theory and pedagogy of affirmative contention that challenges problematically reductive views of conflict and argument, provides skills and tactics for rhetorical self-defense, and an ethical orientation to language-work that challenges injustices both inside the classroom and "on the street."

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438112360Subjects--Topical Terms:

567738
Rhetoric.
Index Terms--Genre/Form:

554714
Electronic books.

Fighting Rhetoric and Training Composition : = Theory and Pedagogy of Mixed Martial Arts Argument.
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520 $a This dissertation explores the connections between martial arts training, rhetorical theory, and composition pedagogy. The central research question concerns the common understanding of an argument as a "fight," and by investigating the training practices of fighting arts, this project expands and complicates what an agonistic orientation can offer in argument, teaching, and writing. This inquiry has two parts. Part one explores the importance and influence of ancient Greek martial arts practices in Platonic, Aristotelian, and Sophistic argumentation. By focusing on the "mixed" martial art of pankration, I challenge the pervasive binary of "open hand" and "closed fist" as ways to categorize and characterize arguments, conflating their technical and ethical differences. Part two turns to Japanese martial arts training for approaches to foundational problems in writing instruction: basics of grammar and syntax, form of writing assignments, and the practice of peer critique. By using the threefold method of kihon, kata, and kumite, I defamiliarize and provide a different orientation for discarded current-traditional rhetoric approaches. By investigating martial arts training practices as an approach to rhetoric and composition, I offer a theory and pedagogy of affirmative contention that challenges problematically reductive views of conflict and argument, provides skills and tactics for rhetorical self-defense, and an ethical orientation to language-work that challenges injustices both inside the classroom and "on the street."
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