Argumentative

I proceed next to treat of the argumentative or reaſoning Part of a Diſcourſe. In whatever place, or on whatever ſubject one ſpeaks, this beyond doubt is of the greateſt conſequence.

There muſt be a Special Demurrer to a Negative Pregnant, that is, a Negative Plea, which doth alſo contain in it an Affirmative; and to an Argumentative Plea, that is a Plea which concludes nothing directly, but only by Way of Argument or Reaſoning, for the Court will intend every Plea to be good till the contrary doth appear.

Discourses to an academical audience ought undoubtedly to be of a more learned and recondite class than those which are addressed to ordinary congregations. They should be mostly of the argumentative cast; rather adapted to inform the understandings and exercise the reasoning faculties of the hearers, than to awaken the affections or work upon the passions.

Yet with all its straight-forwardness and argumentative rigor, its prime motive was the loving desire to bring back, if not absolute identity of thought and teaching, certainly an obedience to what is the essence of Christian life, brotherly love and the mutuality which requires freedom and toleration.

The previous chapter discussed the external structure of argumentation, that is to say, it was concerned with the prerequisites for a meaningful argumentative process. [...] [T]his chapter will discuss the relation between leadership and argumentation and will deal with the issue of how leadership can influence the argumentative process in a positive way.

Your host was in his turn eloquent,—authoritative,—facetious,—argumentative,—precatory,—pathetic, above all, pertinacious.

He found that in an argumentative discussion, when an adversary responded argumentatively, male and female subjects did not differ in their preference for message strategies. However, when the adversary responded with verbal aggression, male and female subjects differed in their responses; female subjects were more likely to select an argumentative strategy, while male subjects were more likely to select verbally aggressive strategies.

Ten-year-old Maryann, for example, was described by her teacher as "manipulative, argumentative, and uncooperative" because she frequently argued about the value of assignments given to her in class. [...] At home, Maryann was often argumentative, as she questioned and broke rules and commented that her siblings got more "respect" and more "freedom."