Visualizing Arguments from “the Wild”: Developing Ad-vanced Literacy through Diagramming Arguments in the Writing Classroom
| Role | Name as printed | Affiliation as printed | Paper |
|---|---|---|---|
| Chair | Danielle Zawodny-Wetzel | Carnegie Mellon University, Pittsburgh, PA → Carnegie Mellon University | |
| Speakers | Danielle Zawodny-Wetzel | Carnegie Mellon University, Pittsburgh, PA → Carnegie Mellon University | A Preliminary Assessment Report on the Role of Argument Diagramming in First-Year Writing Curriculum |
| Speakers | Mara Harrell | Carnegie Mellon University, Pittsburgh, PA → Carnegie Mellon University | How Diagramming Arguments with Pen and Paper in a Philosophy Class Improves Critical Thinking |
| Speakers | Doug Phillips | Carnegie Mellon University, Pittsburgh, PA → Carnegie Mellon University | Using Argument Diagrams to Talk about the News Media |
| Speakers | Alexis Teagarden | Carnegie Mellon University, Pittsburgh, PA → Carnegie Mellon University | Using Argument Diagrams for Peer Review in the First-Year Writing Classroom |
Source
NCTE's program, near page 174 of the file. Names link to a person page only for people listed at two or more conventions.
Cite as: Conference on College Composition and Communication. “Visualizing Arguments from “the Wild”: Developing Ad-vanced Literacy through Diagramming Arguments in the Writing Classroom.” 2010 Convention Program, Louisville, session G.3. Via CCCC Program Reader, November 2, 2026.