An Illustrated Book of Bad Arguments by Ali Almossawi
At my previous institution I taught rhetorical theory courses at the undergraduate and graduate level. I’ve been missing out on teaching rhetorical theory – history of rhetoric – so when Amazon recommended An Illustrated Book of Bad Arguments I bought it.
I read the book in two ways:
- the first was as a teacher of rhetoric – especially missing my rhetorical theory texts and assignments
- the second was as a teacher of composition – especially freshmen composition that focuses on the need to teach critical thinking
As a teacher of rhetoric, I prefer to read theory texts. The more detailed discussion, the inclusion of history that influenced the development of argument theory (thanks Smith even though I always struggle with parts of your book) helps me as a learner understand the historical context that influenced argument understanding and contemporary usage. From this perspective, I didn’t love the book. I wanted more academic description.
As a teacher of composition, I love the straight forward descriptions, the naming of argument, and the comic/illustration. I think this can help students break down the subconscious choices humans make as they communicate – and the fallacies we subconsciously use – to help them gain entry to critical thinking for application to academic arguments. This is usually the most complex discussion in composition – we are really ‘good’ communicators, and normally employ cultural conventions we don’t recognize we know (or recognize we use). This book makes a list of the more popular argument fallacies in contemporary society to help readers gain entry to the convention – to recognize the convention (with some nod to the historical foundations – enough for a freshmen comp course!)
I also think the illustration can help students understand the issues with their argument presentation. The struggle here will be providing this as feedback to students: “Here is this totally awesome book (https://bookofbadarguments.com/), look at page 12 and 13 (Appeal to irrelevant authority) to better contextualize the secondary sources”. Will that help students actually navigate and understand how to better develop their appeal? This is a complex struggle with student understanding of logic and bias. Dr P may say something earth shattering about the color pink, but physicists have more expertise in color than compositionists, is her authority on the color pink credible?
I liked this book. I want to use this as part of my feedback to students in composition courses, but I also miss my rhetorical theory courses. As I begin my work developing Fall curriculum I’m exploring ways of using the comic approach provided in this book to help students access writing feedback in meaningful ways!