| |
| |
| Preface: Teaching the Craft of Argumen? | |
| |
| |
| A Message to Student? | |
| |
| |
| Acknowledgments | |
| |
| |
| |
| The Nature of Argument: Introduction | |
| |
| |
| |
| Argument and Rationality | |
| |
| |
| What Is Argument? What Good Is Argument? | |
| |
| |
| Arguments Help Us Think Critically | |
| |
| |
| Arguments Help us Sustain Communities | |
| |
| |
| Arguments Define Academic and Professional Communities | |
| |
| |
| Arguments Enable Democracy What's Not an Argument?: Three Forms of Persuasion That Are Not Arguments | |
| |
| |
| Arguments and Explanations | |
| |
| |
| Arguments and Stories | |
| |
| |
| Arguments and Visual Images | |
| |
| |
| WRITING PROCESS: Argument and Critical Thinking | |
| |
| |
| Thinking and Talking | |
| |
| |
| Reading and Researching | |
| |
| |
| Preparing and Planning | |
| |
| |
| Drafting | |
| |
| |
| Revising | |
| |
| |
| Working Collaboratively | |
| |
| |
| Inquiries: Reflections | |
| |
| |
| Tasks | |
| |
| |
| Projects Focus on Writing in a Nutshell | |
| |
| |
| |
| Argument as Civil Conversation | |
| |
| |
| The Five Questions of Argument | |
| |
| |
| The Roots of Argument in Civil Conversation | |
| |
| |
| Review: Modeling an Argument | |
| |
| |
| The Core of an Argument: Claim + Reason + Evidence | |
| |
| |
| Dialogue with Readers: Acknowledgment + Response | |
| |
| |
| Explaining Logic: Warrants Crafting Written Arguments | |
| |
| |
| Thickening Your Argument | |
| |
| |
| Writing Process: Argument as Civil Conversation | |
| |
| |
| Thinking and Talking | |
| |
| |
| Preparing and Planning | |
| |
| |
| Drafting | |
| |
| |
| Revising | |
| |
| |
| Inquiries: Reflections, Tasks, Projects | |
| |
| |
| Focus on Writing Sample Essays in A Nutshell | |
| |
| |
| |
| Motivating Your Argument | |
| |
| |
| Two Kinds of Problems | |
| |
| |
| How Practical and Conceptual Problems Motivate Arguments | |
| |
| |
| The Two-Part Structure of Practical Problems | |
| |
| |
| The Two-Part Structure of Conceptual Problems | |
| |
| |
| How To Identify Motivating Costs or Consequences by Asking So What? Framing Problems in Introductions | |
| |
| |
| The Core of an Introduction: Conditions and Costs | |
| |
| |
| The Outer Frame of an Introduction: Common Ground and Solution Conclusions | |
| |
| |
| Introductions and Conclusions as Ways of Thinking | |
| |
| |
| Problem-Posing Versus Problem-Solving Arguments | |
| |
| |
| Writing Process: Motivating Your Argument | |
| |
| |
| Reading and Research | |
| |
| |
| Preparing and Planning | |
| |
| |
| Drafting | |
| |
| |
| Revising | |
| |
| |
| Working Collaboratively | |
| |
| |
| Inquiries: Reflections, Tasks, Projects | |
| |
| |
| Focus on Writing Sample Essays in a Nutshell | |
| |
| |
| |
| Developing Your Argument: Introduction | |
| |
| |
| |
| The Core of Your Argument: Finding and Stating A Claim | |
| |
| |
| Exploring Claims Without Rushing to Judgment | |
| |
| |
| What Kind of Claim Does Your Problem Require? | |
| |
| |
| Is Your Claim Pragmatic or Conceptual? | |
| |
| |
| How Strongly Do You Want Your Readers to Accept Your Claim? What Counts as a Claim Worth Considering? What Does a Thoughtful Claim Look Like? | |
| |
| |
| Is Your Claim Conceptually Rich? | |
| |
| |
| Is Your Claim Logically Rich? | |
| |
| |
| Is Your Claim Appropriately Qualified? | |
| |
| |
| Writing Process: Finding and Stating Claims | |
| |
| |
| Drafting | |
| |
| |
| Revising | |
| |
| |
| Inquiries: Reflections, Tasks, Projects | |
| |
| |
| Focus on Writing Sample Essays in a Nutshell | |
| |
| |
| |
| The Core of Your Argument: Reasons and Evidence | |
| |
| |
| Supporting Claims Reasons and Evidence as Forms of Support | |
| |
| |
| Distinguishing Reasons and Evidence | |
| |
| |
| Distinguishing Evidence and Reports of It | |
| |
| |
| Direct and Reported Evidence Multiple Reasons | |
| |
| |
| Reasons in Parallel | |
| |
| |
| Reasons in Sequence | |
| |
| |
| The Deep Complexity of Serious Arguments Using Reasons to Help Readers Understand Evidence | |
| |
| |
| Writing Process: Reasons and Evidance Preparing and Planning Drafting: Integrating Quotations into Your Sentences | |
| |
| |
| Avoiding Inadvertent Plagiarism Revising | |
| |
| |
| Inquiries: Reflections, Tasks, Projects | |
| |
| |
| Focus on Writing Sample Essays in a Nutshell | |