| dc.contributor.author | Śniatkowski, Sławomir | pl |
| dc.date.accessioned | 2024-04-09T10:52:46Z | |
| dc.date.available | 2024-04-09T10:52:46Z | |
| dc.date.issued | 2011 | |
| dc.identifier.citation | Annales Universitatis Paedagogicae Cracoviensis. 92, Studia Logopaedica 3 (2011), s. [37]-43 | pl |
| dc.identifier.uri | http://hdl.handle.net/11716/13043 | |
| dc.description.abstract | The paper is focused on application of different frameworks for research into argumentation to analyses of
educational discourse. Six frameworks (semantic, epistemic, dialectical, psychological, rhetoric, and pragmatic
ones) considered by Louise Cummings were taken into account. Both argumentation and fallacies of reasoning were
discussed. The pragmatic method of analysis seems to be the most appropriate for an educational discourse that is
a kind of everyday linguistic practice. The method allows to analyze arguments in context and reveal different
disorders of argumentation. | en |
| dc.language | pl | pl |
| dc.language.iso | pl | pl |
| dc.title | Argumentacja i błędne rozumowanie w perspektywie pragmatycznej (w opracowaniu Louise Cummings) | pl |
| dc.title.alternative | Argumentation and Fallacies of Reasoning in a Pragmatic Perspective (Louise Cummings’ Approach) | en |
| dc.type | Article | pl |
