ABSTRACT
Most studies that have addressed the issue agree that discipline-specific argumentation is more useful and more apposite than generic approaches. Students, too – when given the choice between generic programs in rhetoric, composition, and/or argumentation on the one hand and discipline-specific discourse training on the other – prefer the latter. Accordingly, this chapter looks at a range of disciplines to determine how argumentation differs and at what can be done in these particular contexts to help students understand the rules of the game in becoming not only competent but excellent in their chosen field of study.
