| Alternate Table of Contents |
|
xxiii | |
| Preface |
|
xxvii | |
| Acknowledgments |
|
xxxii | |
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PART I Engaging with Argument for Reading and Writing |
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1 | (124) |
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A Perspective on Argument |
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3 | (26) |
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What Is Your Current Perspective on Argument? |
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4 | (1) |
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5 | (1) |
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Recognizing Traditional and Consensual Argument |
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6 | (2) |
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Under What Conditions Does Argument Work Best? |
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8 | (3) |
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Under What Conditions Does Argument Fail? |
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11 | (2) |
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13 | (4) |
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How Should You Engage with Issues? |
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17 | (1) |
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18 | (1) |
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19 | (1) |
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Pay Your Own Way! (Then Thank Mom) |
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20 | (2) |
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The Laptop Ate My Attention Span |
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22 | (4) |
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26 | (3) |
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Identifying Your Preferred Argument Style |
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29 | (34) |
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The Adversarial and Consensual Styles of Argument |
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30 | (1) |
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Individual Styles of Argument |
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31 | (1) |
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Influence of Background, Experience, and Role Models |
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32 | (1) |
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33 | (2) |
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35 | (2) |
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A Study of the Influence of Students' Gender and Culture on Their Argument Style |
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37 | (3) |
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40 | (4) |
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44 | (1) |
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44 | (3) |
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47 | (2) |
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We're Fighting Terror, But Killing Freedom |
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49 | (2) |
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51 | (3) |
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Giving People a Second Chance |
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54 | (2) |
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One of Our Own: Training Native Teachers for the 21st Century |
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56 | (3) |
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59 | (2) |
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A Simple ``Hai'' Won't Do |
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61 | (2) |
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The Rhetorical Situation: Understanding Audience and Context |
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63 | (20) |
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Analyze the Rhetorical Situation When You Read an Argument |
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63 | (5) |
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64 | (1) |
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64 | (1) |
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64 | (1) |
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64 | (2) |
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66 | (2) |
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Example of an Analysis of a Rhetorical Situation from the Reader's Point of View |
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68 | (1) |
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Use the Rhetorical Situation When You Write Argument |
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68 | (5) |
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69 | (1) |
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Who Is the Reader or Audience? |
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69 | (1) |
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What Are Some of the Constraints? |
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70 | (1) |
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71 | (1) |
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How Should the Text Be Developed to Fit the Situation? |
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71 | (1) |
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Example of an Analysis of a Rhetorical Situation When You Are the Writer |
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71 | (2) |
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Conducting an Audience Analysis |
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73 | (3) |
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Determine the Audience's Initial Position and Consider How It Might Change |
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73 | (1) |
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Analyze the Audience's Discourse Community |
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74 | (1) |
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Analyze and Adapt to a Familiar Audience |
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75 | (1) |
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Construct an Unfamiliar Audience |
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75 | (1) |
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76 | (1) |
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76 | |
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67 | (9) |
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Driving Down the Highway, Mourning the Death of American Radio |
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76 | (7) |
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Reading, Thinking, and Writing about Issues |
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83 | (42) |
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Getting Started on a Writing Assignment |
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84 | (5) |
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Analyze the Assignment and Allocate Time |
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84 | (1) |
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Identify an Issue, Narrow It, and Test It |
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85 | (1) |
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Do Some Initial Writing, Reading, and Thinking |
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85 | (4) |
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89 | (1) |
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Read to Develop Arguments for Your Paper |
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89 | (7) |
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Recognizing Written Argument |
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89 | (1) |
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90 | (1) |
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Read While Continuing to Think and Write |
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91 | (1) |
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Survey and Skim to Save Time |
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91 | (1) |
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Identify and Read the Information in the Introduction, Body, and Conclusion |
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91 | (1) |
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Look for Claims, Subclaims, Support, and Transitions |
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92 | (1) |
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Read with an Open Mind and Analyze the Common Ground between You and the Author |
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93 | (1) |
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93 | (1) |
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Underline, Annotate, and Summarize Ideas |
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94 | (1) |
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95 | (1) |
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Take Notes and Avoid Plagiarism |
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96 | (3) |
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Write Your Paper, Read It, Think about It, and Revise It |
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99 | (7) |
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Refocus Your Issue and Reconsider Your Audience |
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99 | (1) |
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Make an Extended Outline to Guide Your Writing |
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100 | (1) |
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100 | (1) |
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Break Through Writer's Block |
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101 | (1) |
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101 | (5) |
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Organize Your Own Process for Reading, Thinking, and Writing about Issues |
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106 | (1) |
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Practice Your Process by Writing These Papers |
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106 | (5) |
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The Summary-Response Paper |
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106 | (1) |
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The Summary-Analysis-Response Paper |
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107 | (1) |
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108 | (1) |
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How to Write an Exploratory Paper |
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109 | (2) |
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Submit Your Paper for Peer Review |
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111 | (1) |
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111 | (1) |
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112 | |
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94 | (19) |
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A Lifelong Activist's Last Fight |
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113 | (3) |
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The Year That Changed Everything |
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116 | (2) |
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Kids and Chores: All Work and No Pay? |
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118 | (3) |
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The Controversy Behind Barbie |
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121 | (4) |
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PART II Understanding the Nature of Argument for Reading and Writing |
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125 | (166) |
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The Essential Parts of an Argument: The Toulmin Model |
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127 | (30) |
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The Outcomes of Argument: Probability versus Certainty |
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127 | (1) |
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The Parts of an Argument according to the Toulmin Model |
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128 | (13) |
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132 | (2) |
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134 | (3) |
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137 | (2) |
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139 | (1) |
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140 | (1) |
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141 | (1) |
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Value of the Toulmin Model for Reading and Writing Argument |
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141 | (1) |
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142 | (1) |
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142 | (2) |
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Sense of Community Advertisement |
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144 | (1) |
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What's Happened to Disney Films? |
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145 | (2) |
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Toulmin Analysis of ``What's Happened to Disney Films?'' |
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147 | (2) |
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149 | (8) |
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157 | (38) |
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Getting a Sense of the Purpose and Parts of an Argument |
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158 | (1) |
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158 | (14) |
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159 | (2) |
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161 | (3) |
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164 | (3) |
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167 | (3) |
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170 | (2) |
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Claims and Argument in Real Life |
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172 | (2) |
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Value of the Claims and the Claim Questions for Reading and Writing Argument |
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174 | (1) |
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175 | (1) |
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175 | |
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Debunking the Digital Divide |
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160 | (3) |
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Zygotes and People Aren't Quite the Same |
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163 | (2) |
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Paying the Price of Female Neglect |
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165 | (3) |
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What's Wrong with Standard Tests? |
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168 | (3) |
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Doctors Call for Fair Competition |
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171 | (5) |
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Let's Stop Scaring Ourselves |
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176 | (3) |
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179 | (2) |
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181 | (3) |
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Devising New Math to Define Poverty |
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184 | (2) |
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No Need to Stew: A Few Tips to Cope with Life's Annoyances |
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186 | (3) |
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Bringing Up Adultolescents |
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189 | (6) |
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195 | (34) |
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The Traditional Categories of Proof |
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195 | (2) |
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Types of Logical Proof: Logos |
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197 | (10) |
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198 | (1) |
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198 | (1) |
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199 | (1) |
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200 | (1) |
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201 | (1) |
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Argument from Historical, Literal, or Figurative Analogy |
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202 | (3) |
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205 | (1) |
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205 | (2) |
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Proof That Builds Credibility: Ethos |
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207 | (1) |
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207 | (1) |
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Types of Emotional Proof: Pathos |
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208 | (2) |
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208 | (1) |
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209 | (1) |
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210 | (1) |
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Logos, Ethos, and Pathos Communicated through Language and Style |
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210 | (4) |
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Language That Appeals to Logic |
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210 | (1) |
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Language That Develops Ethos |
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211 | (1) |
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Language That Appeals to Emotion |
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212 | (2) |
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Ethics and Morality in Argument |
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214 | (1) |
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Value of the Proofs for Reading and Writing Argument |
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215 | (1) |
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216 | (1) |
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216 | (1) |
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Meet the Philip Morris Generation, Advertisement |
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217 | (1) |
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218 | (2) |
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220 | (3) |
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The Declaration of Independence |
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223 | (6) |
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The Fallacies or Pseudoproofs |
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229 | (16) |
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230 | (2) |
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Fallacies That Affect Character or Ethos |
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232 | (1) |
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233 | (1) |
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234 | (1) |
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234 | (1) |
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235 | (1) |
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The Latest from the Feminist ``Front'' |
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236 | (4) |
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240 | (5) |
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Rogerian Argument and Common Ground |
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245 | (46) |
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Achieving Common Ground in Rogerian Argument |
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247 | (1) |
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Rogerian Argument as Strategy |
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248 | (2) |
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Writing Rogerian Argument |
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250 | (1) |
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Variations of Rogerian Argument |
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250 | (2) |
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The Advantages and Disadvantages of Rogerian Argument |
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252 | (1) |
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253 | (1) |
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253 | (1) |
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We Won't Let This War Pull Us Apart |
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254 | (4) |
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Human Cloning: Is It a Viable Option? |
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258 | (4) |
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Let Those Who Ride Decide! |
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262 | (3) |
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265 | (6) |
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Appendix to Chapter 9: Review and Synthesis of the Strategies for Reading and Writing Argument |
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271 | (3) |
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Rhetorical Situation for Martin Luther King Jr.'s ``Letter from Birmingham Jail'' |
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271 | (2) |
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Reading the Letters and Reporting to the Class |
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273 | (1) |
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A Call for Unity: A Letter from Eight White Clergymen |
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274 | (2) |
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Letter from Birmingham Jail |
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276 | (15) |
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PART III Writing a Research Paper That Presents an Argument |
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291 | (114) |
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The Research Paper: Clarifying Purpose and Understanding the Audience |
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293 | (16) |
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Understanding the Assignment and Getting Started |
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293 | (1) |
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Writing a Claim and Clarifying Your Purpose |
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294 | (2) |
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295 | (1) |
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Questions to Plan Claim and Purpose |
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295 | (1) |
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Some Preliminary Questions to Help You Develop Your Claim |
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296 | (2) |
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Developing a Research Plan |
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298 | (1) |
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Understanding the Audience |
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299 | (2) |
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Analyzing Your Class as Your Audience |
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301 | (3) |
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Constructing an Unfamiliar Audience |
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304 | (1) |
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Using Information about Your Audience |
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304 | (1) |
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305 | (1) |
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306 | (1) |
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306 | (3) |
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The Research Paper: Research and Invention |
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309 | (24) |
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Get Organized for Research |
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310 | (1) |
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Locating Sources for Research |
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311 | (4) |
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Learn to Use the Library's Online Catalog |
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311 | (1) |
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Learn to Find a Library Book |
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312 | (1) |
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Use Library Subscription Services to Find Articles |
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312 | (1) |
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Learn to Use Research Navigator |
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313 | (1) |
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Learn to Find a Printed Journal or Magazine Article |
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314 | (1) |
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Learn to Find Newspaper Articles |
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314 | (1) |
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Learn to Find Reference Materials and Government Documents |
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314 | (1) |
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Make Appropriate Use of the World Wide Web |
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314 | (1) |
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Evaluate Both Print and Online Sources |
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315 | (2) |
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Analyze the Author's Purpose |
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316 | (1) |
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Analyze the Rhetorical Situation of Your Sources |
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316 | (1) |
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Evaluate the Credibility of Your Sources |
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316 | (1) |
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317 | (3) |
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Survey, Skim, and Read Selectively |
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320 | (1) |
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Develop a System for Taking and Organizing Your Notes |
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321 | (3) |
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Two Invention Strategies to Help You Think Creatively about Your Research and Expand Your Own Ideas |
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324 | (2) |
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Use Burke's Pentad to Get the Big Picture and Establish Cause |
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324 | (2) |
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Use Chains of Reasons to Develop Lines of Argument |
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326 | (1) |
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326 | (1) |
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327 | (1) |
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328 | (5) |
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Human Cloning: An Annotated Bibliography |
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328 | (5) |
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The Research Paper: Organizing, Writing, and Revising |
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333 | (72) |
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Classical Organization of Arguments |
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333 | (1) |
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The Six Parts of Classical Organization |
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334 | (1) |
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Classical and Modern Organization |
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334 | (1) |
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Use Organizational Patterns to Help You Think and Organize |
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335 | (2) |
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Claim with Reasons (or Reasons Followed by Claim) |
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335 | (1) |
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Cause and Effect (or Effect and Cause) |
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336 | (1) |
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336 | (1) |
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336 | (1) |
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337 | (1) |
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337 | (1) |
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337 | (1) |
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337 | (1) |
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Incorporate Ideas from Your Exploratory Paper |
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337 | (1) |
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How to Match Patterns and Support to Claims |
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338 | (1) |
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Outline Your Paper and Cross-Reference Your Notes |
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339 | (3) |
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Incorporating Research into Your First Draft |
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342 | (4) |
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Clearly Identify Words and Ideas from Outside Sources to Avoid Plagiarism |
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344 | (1) |
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345 | (1) |
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Make Revisions and Prepare the Final Copy |
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346 | (1) |
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347 | (1) |
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347 | (4) |
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Appendix to Chapter 12: How to Document Sources Using MLA and APA Styles |
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351 | (2) |
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MLA: How to Cite Sources in the Body of the Text |
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353 | (5) |
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MLA: How to Cite Sources in the ``Works Cited'' Page |
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358 | (10) |
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MLA: Student Paper in MLA Style |
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368 | (11) |
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The Big Barbie Controversy |
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368 | (11) |
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Questions on the Researched Position Paper, MLA Style |
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379 | (2) |
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APA: How to Cite Sources in the Body of the Text |
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381 | (4) |
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APA: How to Cite Sources in the ``References'' Page |
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385 | (9) |
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APA: Student Paper in APA Style |
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394 | (10) |
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394 | (10) |
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Questions on the Researched Position Paper, APA Style |
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404 | (1) |
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PART IV Further Applications: Visual and Oral Argument/Argument and Literature |
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405 | (68) |
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407 | (28) |
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Recognizing Visual and Oral Argument |
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408 | (1) |
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Why Visual Argument Is Convincing: Eight Special Features |
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408 | (7) |
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Why Oral Argument Is Convincing: Four Special Features |
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415 | (2) |
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Using Argument Theory to Critique Visual and Oral Argument |
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417 | (1) |
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Sample Analysis of a Visual Argument |
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417 | (3) |
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Add Visual Argument to Support Written and Oral Argument |
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420 | (3) |
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Create Visual Arguments That Stand Alone |
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423 | (3) |
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426 | (1) |
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426 | (1) |
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Visual and Oral Arguments for Analysis |
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427 | (4) |
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431 | (4) |
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Color Portfolio of Visual Arguments and Questions for Discussion and Writing |
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Plate 1: The West Bank Barrier Built by Israel |
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Plate 2: Buzz Aldrin on the Moon |
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Plate 3: Bringing Up Adultolescents |
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Plate 4: The Creation of Adam |
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Plate 6: Robot with Grappler Holding a Wounded Palestinian |
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Plate 8: Tree near El Paso, Texas |
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Plate 9: Will the Human Soul Be Next? |
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Plate 10: Art (student example of visual argument) |
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435 | (38) |
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Finding and Analyzing Arguments in Literature |
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436 | (4) |
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What Is at Issue? What Is the Claim? |
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436 | (2) |
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Characters Making Arguments |
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438 | (2) |
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Writing Arguments about Literature |
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440 | (2) |
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442 | (1) |
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442 | (1) |
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443 | (1) |
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Totally like whatever, you know? |
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444 | (2) |
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446 | (2) |
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The Ones Who Walk Away from Omelas |
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448 | (5) |
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A Modest Proposal for Preventing the Children of Ireland from Being a Burden to Their Parents or Country |
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453 | (8) |
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Synthesis of Chapters 1--14: Summary Charts |
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461 | (12) |
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Trace: The Rhetorical Situation |
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462 | (1) |
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The Process: Reading and Writing |
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463 | (1) |
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464 | (1) |
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465 | (2) |
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Types of Proof and Tests of Validity |
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467 | (6) |
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473 | (4) |
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Introduction to ``The Reader'': Reading and Writing about Issue Areas |
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475 | (1) |
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Purpose of ``The Reader'' |
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475 | (1) |
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How to Use ``The Reader'' |
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476 | (1) |
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Questions to Help You Read Critically and Analytically |
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476 | (1) |
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Questions to Help You Read Creatively and Move from Reading to Writing |
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476 | (1) |
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Section I: Issues concerning Families and Personal Relationships |
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477 | (31) |
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477 | (1) |
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Web Sites for Further Exploration and Research |
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477 | (1) |
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478 | (1) |
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What is the Status of the Traditional American Family? How Far Are We Willing to Go to Establish Alternatives? |
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479 | (11) |
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Questions to Consider before You Read |
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479 | (1) |
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479 | (3) |
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Arguments Against Same-Sex Marriage |
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482 | (4) |
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486 | (2) |
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488 | (2) |
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What Causes Personal Relationships to Succeed or Fail? |
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490 | (18) |
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Questions to Consider before You Read |
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490 | (1) |
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The Mystery of Attraction |
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490 | (6) |
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Whatever Happened to Teen Romance? |
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496 | (3) |
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499 | (4) |
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503 | (2) |
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505 | (1) |
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Questions to Help You Think and Write about Families and Personal Relationships |
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506 | (2) |
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Section II: Issues concerning Modern Technology |
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508 | (39) |
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508 | (1) |
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Web Sites for Further Exploration and Research |
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509 | (1) |
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509 | (2) |
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How Do Computers and the Internet Affect the People Who Use Them? |
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511 | (6) |
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Questions to Consider before You Read |
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511 | (1) |
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Youths Adopt, Drive Technological Advances |
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511 | (3) |
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What Adolescents Miss When We Let Them Grow Up in Cyberspace |
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514 | (1) |
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515 | (2) |
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What Policies Should Govern the Use of Human Stem Cells in Research and Medicine? |
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517 | (12) |
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Questions to Consider before You Read |
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517 | (1) |
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The Other Stem-Cell Debate |
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517 | (6) |
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Price to Pay: The Misuse of Embryos |
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523 | (3) |
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Bioethics Panel Suggests Stem Cell Alternatives |
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526 | (2) |
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528 | (1) |
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What Policies Should Govern Genetic Engineering of Humans? |
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529 | (18) |
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Questions to Consider before You Read |
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529 | (1) |
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Reprogenetics: A Glimpse of Things to Come |
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529 | (5) |
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Ultimate Therapy: Commercial Eugenics in the 21st Century |
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534 | (6) |
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Better Living though Genetics |
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540 | (6) |
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Questions to Help You Think and Write about Modern Technology |
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546 | (1) |
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Section III: Issues concerning Crime and the Treatment of Criminals |
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547 | (32) |
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547 | (1) |
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Web Sites for Further Exploration and Research |
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548 | (1) |
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548 | (1) |
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How Should We Treat Convicted Criminals? |
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549 | (14) |
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Questions to Consider before You Read |
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549 | (1) |
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Reflections from a Life Behind Bars: Build Colleges, Not Prisons |
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549 | (4) |
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Uncaptive Minds: What Teaching a College-Level Class at a Maximum Security Correctional Facility Did for the Inmates---And for Me |
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553 | (5) |
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558 | (3) |
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A Beaten Path Back to Prison |
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561 | (2) |
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What Should Be Done With Young Offenders? |
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563 | (16) |
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Questions to Consider before You Read |
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563 | (1) |
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The Characteristics of Youth |
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563 | (2) |
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565 | (1) |
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A Brain Too Young for Good Judgment |
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566 | (2) |
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568 | (5) |
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Out of Jail, into Temptation: A Day in a Life |
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573 | (5) |
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Questions to Help You Think and Write about Crime and the Treatment of Criminals |
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578 | (1) |
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Section IV: Issues concerning Race, Culture, and Identity |
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579 | (29) |
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579 | (1) |
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Web Sites for Further Exploration and Research |
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579 | (1) |
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580 | (1) |
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How Do Race and Culture Contribute to an Individual's Sense of Identity? |
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581 | (14) |
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Questions to Consider before You Read |
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581 | (1) |
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581 | (4) |
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DNA Test Gives Students Ethnic Shocks |
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585 | (2) |
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Documented / Undocumented |
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587 | (3) |
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On Being a Conceptual Anomaly |
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590 | (5) |
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To What Extent Should Individuals Allow Their Cultural Heritage to be Assimilated? |
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595 | (13) |
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Questions to Consider before You Read |
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595 | (1) |
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595 | (2) |
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Educating Ourselves into Coexistence |
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597 | (3) |
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American Jews and the Problem of Identity |
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600 | (7) |
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Questions to Help You Think and Write about Race, Culture, and Identity |
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607 | (1) |
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Section V: Issues Associated with Civic Responsibility |
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608 | (31) |
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608 | (1) |
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Web Sites for Further Exploration and Research |
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609 | (1) |
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609 | (2) |
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Who is Responsible for the Welfare of Disadvantaged Individuals: Government Agencies, Nongovernmental Organizations Such as Churches and Charities, or the Disadvantaged Themselves? |
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611 | (14) |
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Questions to Consider before You Read |
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611 | (1) |
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Between Hammers and Anvils |
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611 | (1) |
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Report Finds AmeriCorps Fosters Greater Sense of Civic Responsibility |
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612 | (2) |
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For the Health of the Nation: An Evangelical Call to Civic Responsibility |
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614 | (6) |
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September 11, 2001: The Case for Universal Service |
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620 | (3) |
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Becoming a Community Organizer |
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623 | (2) |
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To What Extent is the Individual Citizen Responsible for Contributing to the Larger Society? |
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625 | (14) |
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Questions to Consider before You Read |
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625 | (1) |
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626 | (2) |
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The Absurd Effort to Make the World Over |
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628 | (2) |
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630 | (2) |
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Love of Country: Patriotism Born of a Grandfather's Inspiration |
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632 | (2) |
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From Long Walk to Freedom |
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634 | (2) |
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The AmeriCorps Experience: Two Students' Perspectives |
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636 | (2) |
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Questions to Help You Think and Write about Civic Responsibility |
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638 | (1) |
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Section VI: Issues Associated with Poverty |
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639 | (40) |
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639 | (1) |
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Web Sites for Further Exploration and Research |
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640 | (1) |
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641 | (1) |
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Can World Poverty be Eliminated? What May Be Effective? |
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642 | (18) |
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Questions to Consider before You Read |
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642 | (1) |
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642 | (7) |
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U.N. Millennium Development Goals (MDG) |
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649 | (2) |
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A Better Way to Fight Poverty |
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651 | (1) |
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Four Billion New Consumers |
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652 | (5) |
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The Progression from Poverty to Profit---for All; How Can the Impoverished Many, Who Need a Hand Up, Help the Rich Corporate Few, Who Have Reached a Profit Plateau in the Developed World |
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657 | (3) |
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Can Individuals in the United States Work Their Way Out of Poverty if They Want to Do So? |
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660 | (19) |
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Questions to Consider before You Read |
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660 | (1) |
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Poverty: The Forgotten Crusade |
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661 | (1) |
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662 | (6) |
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Fifteen Years on the Bottom Rung |
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668 | (5) |
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Class and the American Dream |
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673 | (1) |
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Bankruptcy Reform Hits Women Hard |
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674 | (3) |
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Questions to Help You Think and Write about Poverty |
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677 | (2) |
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Section VII: Issues concerning War and Peace |
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679 | (36) |
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679 | (1) |
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Web Sites for Further Exploration and Research |
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680 | (1) |
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680 | (1) |
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681 | (13) |
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Questions to Consider before You Read |
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681 | (1) |
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The Moral Equivalent of War |
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681 | (4) |
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Warfare: An Invention---Not a Biological Necessity |
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685 | (5) |
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War Is a Force That Gives Us Meaning |
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690 | (4) |
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How Do People Justify War? |
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694 | (8) |
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Questions to Consider before You Read |
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694 | (1) |
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695 | (1) |
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696 | (4) |
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How Can We Understand Their Hatred? |
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700 | (2) |
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What Might Help Establish Peace? |
|
|
702 | (13) |
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Questions to Consider before You Read |
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702 | (1) |
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702 | (4) |
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706 | (4) |
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710 | (4) |
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Questions to Help You Think and Write about War and Peace |
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|
714 | (1) |
| Credits |
|
715 | (4) |
| Topic Index |
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719 | (7) |
| Author-Title Index |
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726 | |
Other versions by this Author
