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Prior, Paul Lunsford, Karen J. 2015-09-25T20:15:04Z 2015-09-25T20:15:04Z 10000-01-01 2003 2003 In Chapter Five, I apply the findings of these case studies to writing studies pedagogy, claiming that to prepare students to argue in diverse settings and to employ evolving media, writing courses must call attention to tacit and explicit negotiations over expectations, knowledge, tools, and so on. I consider the potential for the collaboratory---a distributed, shared suite of resources---to provide opportunities to engage in complex, reflective rhetorical practices. In sum, I argue that the notion of distributed argumentative activity offers a pedagogically as well as theoretically rich account of how people continually redefine argument/argumentation and alter the conditions under which their arguments may be deemed successful in school, disciplinary, and workplace contexts. Made available in DSpace on 2015-09-25T20:15:04Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3101912.pdf: 14169822 bytes, checksum: 11977a3d4afa722d9a5f265d2dff86f8 (MD5) Previous issue date: 2003 Embargo set by: Seth Robbins for item 82675 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 294 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2003. http://hdl.handle.net/2142/81394 (MiAaPQ)AAI3101912 eng Library Science Distributed Argumentative Activity: Redefining Arguments and Their Re -Mediation From a Sociohistoric Perspective text English English University of Illinois at Urbana-Champaign Dissertation Ph.D.