Greene Reading Response

 

In his article “Argument as Conversation”, author Stuart Greene attempts to display writings as arguments, and those arguments as conversations. He explains to his target audience, presumably college level writers, that a written piece of work never stands alone. Countless arguments that have come before it have shaped it. His argument forces readers to look at their writing outside of a vacuum. Acknowledging the scholarship that has come before usually leads to the writer making a more effective contribution to the ongoing academic conversation. 

           

Greene uses the CARS model John Swales outlines in his article “Create a Research Space” to organize his article and to illustrate to his readers how they can insert themselves into an ongoing conversation by forming a unique argument.

 

Prewriting Exercise

            I define argument as a spirited debate between two opposing sides. In everyday conversation, I believe argument has a negative connotation. In a marriage, for instance, an argument usually ends with one person winning and the other losing. In an academic setting I think an argument is more like that “spirited debate” I mentioned earlier. It is a conversation more than a battle, and there is not always a clearly defined winner and loser.

 

Questions for Discussion and Journaling

2) Greene quotes Kenneth Burke because the parlor conversation metaphor is an apt representation of academic discourse. In the paragraph, Burke likens academic writing to a conversation at a party. A new participant listens to the “conversation” of academic writing by reading what scholars are currently writing about on a topic. Once the new participant thinks she knows enough about that subject, she can jump in with her own contribution via an academic article. Other participants (scholars) have come before her, and others will come after her. It is nearly impossible to trace the conversation back to its beginning, just as it is difficult to trace back a scholarly discussion back to its original incarnation. Likewise, one cannot predict where the discussion will lead once one leaves it. Scholars come and go, but the discussion remains, just as guests enter and exit a party. This superb extended metaphor challenges the notion that writers write in a vacuum. Writers are always influenced be the ongoing discussion within academia.

3) Framing provides context for discussion. Scholars frame their argument in a way that, if done correctly, makes the reader see an issue in a certain way. “Framing” is a metaphor for the lens through which a writer wishes his reader to see things. The photographer can choose what to show within the “frame” just as a writer can choose what to include in her article. Framing allows an author to focus in on what she thinks is important and gloss over what she thinks is not.

 

Applying and Exploring Ideas

2) Greene’s article does represent a conversation, between himself and his student readers. He frames his argument as that conversation between himself and his audience.

 

            I feel Greene’s piece effectively introduces students to the idea of inserting themselves within academic writings by forcing them to look at those writings as arguments, and those arguments as conversations. I enjoyed his distinction between “hunting” and “gathering” readings and will try to use both techniques in my own research and writing.