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| Preface for Instructors | |
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| A Note to the Student | |
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| How to Write Summaries, Critiques, Syntheses, and Analyses | |
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| Summary | |
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| What Is a Summary? | |
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| Can a Summary Be Objective? | |
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| Using the Summary BOX: Where Do We Find Written Summaries? | |
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| The Reading Process | |
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| BOX: Critical Reading for Summary | |
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| How to Write Summaries BOX: Guidelines for Writing Summaries | |
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| Demonstration: Summary | |
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| Will Your Job Be Exported?-Alan S. Blinder | |
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| Read, Reread, Highlight | |
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| Divide into Stages of Thought | |
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| Write a Brief Summary of Each Stage of Thought | |
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| Write a Thesis: A Brief Summary of the Entire Passage | |
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| Write the First Draft of the Summary | |
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| Summary 1: Combine Thesis Sentence with Brief Section Summaries | |
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| The Strategy of the Shorter SummarySummary 2: Combine Thesis Sentence, Section Summaries, and Carefully Chosen Details | |
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| The Strategy of the Longer SummaryHow Long Should a Summary Be? | |
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| Individual and Collaborative Summary Practice | |
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| Avoiding Plagiarism | |
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| BOX: Rules for Avoiding Plagiarism | |
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| rCritical Reading and Critique | |
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| Critical Reading | |
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| To What Extent Does the Author Succeed in His or Her Purpose? | |
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| BOX: Where Do We Find Written Critiques? | |
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| Writing to Inform | |
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| Evaluating Informative Writing | |
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| Writing to Persuade | |
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| Informative and Persuasive Thesis Statements | |
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| Evaluating Persuasive Writing | |
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| The Moon We Left Behind-Charles Krauthammer | |
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| Critical Reading Practice | |
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| Persuasive StrategiesLogical Argumentation: Avoiding Logical Fallacies | |
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| BOX: Tone | |
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| Understanding Logical Fallacies | |
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| Writing to EntertainQuestion 2: To What Extent Do You Agree with the Author? | |
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| Identify Points of Agreement and Disagreement | |
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| Exploring Your Viewpoints-in Three Paragraphs | |
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| Explore the Reasons for Agreement and Disagreement: Evaluate Assumptions | |
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| Inferring and Implying Assumptions | |
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| An Example of Hidden Assumptions from the World of Finance | |
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| Critique | |
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| How to Write Critiques | |
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| BOX: Guidelines for Writing Critiques | |
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| Demonstration: Critique | |
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| To What Extent Does the Author Succeed in His or Her Purpose? | |
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| To What Extent Do You Agree with the Author? Evaluate Assumptions | |
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| Model Critique: A Critique of Charles Krauthammer's "The Moon We Left Behind" | |
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| Informal Critique of the Model Critique | |
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| BOX: Critical Reading for Critique | |
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| The Strategy of the Critique | |
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| Synthesis | |
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| What Is a Synthesis? | |
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| Summary and Critique as a Basis for Synthesis | |
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| Inference: Moving Beyond Summary and Critique | |
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| Purpose | |
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| Example: Same Sources, Different Uses | |
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| BOX: Where Do We Find Written Syntheses? | |
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| Using Your Sources | |
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| Types of Syntheses: Explanatory and Argument | |
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| Explanation: News Article from the New York Times | |
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| While Warning About Fat, U.S. Pushes Cheese Sales | |
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| Argument: Editorial from the Boston Globe | |
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| Got Too Much Cheese? | |
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| What Are Genetically Modified (GM) Foods? | |
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| Genetically Modified Foods and Organisms-The United States Department of Energy | |
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| Why a GM Freeze?-The GM Freeze Campaign | |
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| How to Write Syntheses | |
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| BOX: Guidelines for Writing Syntheses | |
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| Argument Synthesis | |
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| The Elements of Argument: Claim, Support, and Assumption | |
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| Practicing Claim, Support, and Assumption | |
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| Demonstration: Developing an Argument Synthesis-Balancing Privacy and Safety in the Wake of Virginia Tech | |
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| Mass Shootings at Virginia Tech, April 16, 2007: Report of the Review Panel | |
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| Colleges Are Watching Troubled Students | |
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| The Family Educational Rights and Privacy Act (FERPA) | |
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| Critical Reading for Synthesis | |
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| Consider Your Purpose | |
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| Making a Claim: Formulate a Thesis | |
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| Decide How You Will Use Your Source Material | |
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| Develop an Organizational Plan | |
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| Formulate an Argument StrategyDraft and Revise Your Synthesis | |
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| Model Argument Synthesis: Balancing Privacy and Safety in the Wake of Virginia Tech | |
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| The Strategy of the Argument Synthesis | |
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| Developing and Organizing the Support for Your Arguments | |
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| Summarize, Paraphrase, and Quote Supporting Evidence | |
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| Provide Various Types of Evidence and Motivational Appeals | |
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| Use Climactic Order | |
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| Use Logical or Conventional Order | |
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| Present and Respond to Counterarguments | |
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| Use Concession | |
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| BOX: Developing and Organizing Support for Your Arguments | |
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| The Comparison-and-Contrast Synthesis | |
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| Organizing Comparison-and-Contrast Syntheses | |
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| Organizing by Source or Subject | |
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| Organizing by Criteria | |
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| Comparing and Contrasting | |
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| A Case for Comparison-and-Contrast: World War I and World War II | |
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| Comparison-and-Contrast Organized by Criteria | |
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| Model Exam Response | |
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| The Strategy of the Exam Response | |
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| Avoid Common Fallacies in Developing and Using Support | |
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| Summary | |
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| The Explanatory Synthesis | |
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| Model Explanatory Synthesis: Privacy vs. Safety in the Wake of Virginia Tech | |
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| The Strategy of the Explanatory Synthesis | |
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| Analysis | |
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| What Is an Analysis? | |
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| BOX: Where Do We Find Written Analyses? | |
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| How to Write Analyses | |
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| The Plug-In Drug | |
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| Reading Critically: Winn | |
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| Locate and Apply an Analytic Tool | |
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| Locate an Analytic Tool | |
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| Apply the Analytic Tool | |
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| Analysis Across the Curriculum | |
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| BOX: Guidelines for Writing Analyses | |
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| Formulate a Thesis | |
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| Develop an Organizational Plan | |
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| Turning Key Elements of a Principle or a Definition into Questions | |
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| Developing the Paragraph-by-Paragraph Logic of Your Paper | |
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| Draft and Revise Your Analysis | |
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| Write an Analysis, Not a Summary | |
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| Make Your Analysis Systematic | |
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| Answer the "So What?" Question | |
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| Attribute Sources Appropriately | |
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| BOX: Critical Reading for Analysis | |
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| When Your Perspective Guides the Analysis | |
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| Demonstration: Analysis | |
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| Model Analysis: The Case of the Missing Kidney: An Analysis of Rumor | |
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| Informal Analysis of the Model Analysis | |
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| The Strategy of the Analysis | |
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| Brief Takes | |
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| The Roar Of The Tiger Mom | |
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| BOX: Group Assignment #1: Make a Topic List | |
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| BOX: Group Assignment #2: Create a Topic Web | |
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| Why Chinese Mothers Are Superior-Amy Chua | |
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| Mother Inferior-Hanna Rosin | |
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| Amy Chua is a Wimp-David Brooks | |
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| In the Eye of the Tiger-Meghan Daum | |
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| Tiger Mom vs. Tiger Mailroom-Patrick Goldstein | |
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| America's Top Parent-Elizabeth Kolbert | |
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| In Defense of Being a Kid-James Bernard Murphy | |
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| An Anthology of Readings | |
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| The Changing Landscape of Work in the Twenty-First Century | |
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| Prospects for Graduates | |
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| A Post-College Flow Chart of Misery and Pain | |
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| Many with New College Degree Find Job Market Humbling | |
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| Job Outlook for College Graduates Slowly Improving | |
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| Data on the Job Market | |
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| College Majors, Unemployment and Earnings: Not All College Degrees are Created Equal | |
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| Employment Projections: 2010-2020 Summary - U.S. Bureau of Labor Statistics | |
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| Work and Identity | |
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| No Long Term: New Work and the Corrosion of Character | |
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| Trends Affecting Work | |
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| Will Your Job Be Exported? [Summary] | |
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| Is Your Job an Endangered Species? | |
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| Degrees and Dollars | |
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| Synthesis Activities | |
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| Research Activities | |
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| Have You Heard This? The Latest on Rumor | |
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| The Gossips-Norman RockwellFrankenchicken-Snopes.ComTruth Is In The Ear Of The Beholder | |
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| Fighting That Old Devil Rumor | |
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| A Psychology Of Rumor | |
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| "Paul Is Dead!" (Said Fred) | |
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| Political Smear Rumors: Three Case Studies | |
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| In Untruths About Obama, Echoes Of A Distant Time | |
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| The Anatomy Of A Smear Campaign: The Case Of John Mccain | |
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| How Rumors Help Us Make Sense Of An Uncertain World | |
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| Rumor Cascades And Group Polarization | |
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| Managing Rumors | |
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| The Rumor | |
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| Synthesis Activities | |
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| Research Activities | |
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| Green Power | |
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| Going Green: A Wedge Issue | |
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| The Dangerous Delusions of Energy Independence | |
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| A Debate on the Future of Nuclear Power, Post-Fukushima | |
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| The Future of Nukes, and of Japan | |
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| No Fail-Safe Option | |
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| Why I Still Support Nuclear Power, Even After Fukushima | |
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| If the Japanese Can't Build a Safe Reactor, Who Can? | |
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| Solar Power | |
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| State Solar Power Plans Are As Big As All Outdoors | |
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| Here Comes The Sun | |
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| Solar Is Getting Cheaper, But How Far Can It Go? | |
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| Wind Power | |
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| The Island In The Wind-Elizabeth KolbertWind Power Puffery | |
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| Synthesis Activities | |
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| Research Activities | |
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| New and Improved: Six Decades of Advertising | |
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| Advertising's Fifteen Basic Appeals | |
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| Making the Pitch in Print Advertising | |
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| Selling Happiness: Two Pitches from Mad Men | |
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| A Portfolio of Print Advertisements | |
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| A Portfolio of TV Commercials | |
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| Synthesis Activities | |
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| Research Activities | |
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| Video Links: Online Videos Linked to Chapters 1-9 | |
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| Credits | |
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| Index | |
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| Quick Index: APA Documentation Basics | |
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| Quick Index: MLA Documentation Basics | |