CEA Critic, Volume 57Department of English, Texas A & M University, 1994 |
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Página 115
... argue for the value , or lack thereof , of their current college education . So that the evidence in the autobiography will not consciously be slanted toward one argument or the other , I don't tell them they will eventually write arguments ...
... argue for the value , or lack thereof , of their current college education . So that the evidence in the autobiography will not consciously be slanted toward one argument or the other , I don't tell them they will eventually write arguments ...
Página 118
... arguments if their autobiographies present only positive de- scriptions of classes and study , since the subsequent essay would probably argue that there is no significant conflicting evidence about the student's education in the ...
... arguments if their autobiographies present only positive de- scriptions of classes and study , since the subsequent essay would probably argue that there is no significant conflicting evidence about the student's education in the ...
Página 6
... arguments are deeply vulnerable . But the traditional humanists ' preference for indulging in outrage instead of advancing hard arguments gives the field , by default , to those who do make arguments , even if these arguments are ...
... arguments are deeply vulnerable . But the traditional humanists ' preference for indulging in outrage instead of advancing hard arguments gives the field , by default , to those who do make arguments , even if these arguments are ...
Conteúdo
REEVALUATING THE BOUNDARIES | 1 |
Who Speaks for Autobiography? | 9 |
The Oral Autobiography | 20 |
Direitos autorais | |
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action American argue arguments attempt authority autobiography Baldwin become begins called Christine College course create critical cultural David death desire discussion Douglass early effect England English essay evidence example experience fact father feel fiction figure final Giovanni's human idea identity images imagination important individual influence interest issues James John kind language later learning literary literature lives look means memory mind moved narrative nature never notes novel once phallogocentric play poem political possible practice present question readers reading relation relationship response rhetoric role seems sense slave social speak story suggests teaching tell theory things thought traditional true truth trying understand University Utopia voice Willy woman women writing written York