How can students effectively engage with complex public discourse through the practice of rhetorical analysis and argumentative writing? Donna Strickland provides a pedagogical framework designed for composition instructors, focusing on the mechanics of teaching students to identify, evaluate, and participate in ongoing public debates. The text synthesizes rhetorical theory with practical classroom strategies to help educators guide students through the complexities of academic and public argumentation.

The subject matter points to a specialized resource intended for composition instructors and writing program administrators seeking structured approaches to teaching argumentation. The framing suggests a focus on practical classroom application, emphasizing the development of critical thinking skills within the context of contemporary public discourse.