ABSTRACT
Debate concerning the ideal methods of arranging a text implicates anyone who
happens to write, but is especially pertinent to writers/rhetors in scholarly and
pedagogical contexts. That several arrangements will be promoted as best in
any given rhetorical situation suggests the extent of the contestation regarding
dispositio, or the “arrangement of that which has parts” (Aristotle, trans. 1970).
Historically, the traditional argument structure of Western print texts has been
characterized as exhibiting a purportedly linear line of reasoning, inductive or
deductive, in support of a ruling claim. But debate over dispositio is being amplified
as the ability of digital technologies to generate divergent forms of heretofore
print texts becomes increasingly evident.
