| |
| |
| |
| [reading arguments critically] | |
| |
| |
| |
| Reading Arguments with a Critical Eye | |
| |
| |
| |
| Responding Critically to the Arguments of Others | |
| |
| |
| |
| [writing arguments] | |
| |
| |
| |
| The Basics of Argument | |
| |
| |
| |
| Writing Effective Arguments | |
| |
| |
| |
| More about Argument: Induction, Deduction, Analogy, and Logical Fallacies | |
| |
| |
| |
| The Refutation Essay | |
| |
| |
| |
| The Position Essay | |
| |
| |
| |
| The Causal Essay | |
| |
| |
| |
| The Problem/Solution Essay | |
| |
| |
| |
| [writing a researched argument] | |
| |
| |
| |
| Planning the Researched Argument | |
| |
| |
| |
| Evaluating and Utilizing Sources | |
| |
| |
| |
| Drafting and Revising the Researched Argument | |
| |
| |
| |
| Documenting Sources (MLA, APA, and More) | |
| |
| |
| |
| [an anthology of contemporary arguments] | |
| |
| |
| |
| The Myth and Reality of the Image in American Consumer Culture | |
| |
| |
| |
| The Challenges of Living in a High-Tech, Multimedia World | |
| |
| |
| |
| Violent Media or Violent Society? | |
| |
| |
| |
| America in the Age of Obama | |
| |
| |
| |
| Students, Teachers, and Schools in the 21st Century | |
| |
| |
| |
| Freedom of Expression in the 21st Century | |
| |
| |
| |
| Enduring Controversies in a New Age: Abortion, Animal Rights, Capital Punishment, and Health Care | |
| |
| |
| |
| Marriage and Gender Roles: Changing Attitudes vs. Traditional Values | |
| |
| |
| |
| Arguing About Science: Policy, Politics, and Culture | |
| |
| |
| |
| Competing Perspectives on the American Economic and Financial Crisis | |
| |
| |
| |
| |
| |
| Reading Arguments with a Critical Eye | |
| |
| |
| What Does an Argument Look Like? | |
| |
| |
| Recognizing Purpose in Everyday Arguments | |
| |
| |
| Understanding Audience in Everyday Arguments | |
| |
| |
| Why You Need to Learn to Read and Write Arguments. Right Now | |
| |
| |
| “Young Workers: U Nd 2 Improve Ur Writing Skills” | |
| |
| |
| |
| What You Can Expect from Your Writing Assignments | |
| |
| |
| Why Read and Respond to the Work of Others? | |
| |
| |
| Critical Reading and the Contexts of Argument | |
| |
| |
| Active Reading: Use Your Mind! | |
| |
| |
| Understanding the Arguments of Others | |
| |
| |
| Editorial: “Music Piracy: A New Tune” | |
| |
| |
| Examining the Context of an Argument | |
| |
| |
| Who Is the Author? | |
| |
| |
| Who Is the Audience? | |
| |
| |
| What Is the Author’s Purpose? | |
| |
| |
| What Are the Writer’s Sources of Information? | |
| |
| |
| Understanding an Author’s Attitude and Tone | |
| |
| |
| Denotative and Connotative Word Choice | |
| |
| |
| Recognizing Tone | |
| |
| |
| Analyzing an Author’s Tone | |
| |
| |
| Analyzing for Tone: Word Choice | |
| |
| |
| Analyzing for Tone: Sentence Structure | |
| |
| |
| Analyzing for Tone: Metaphors | |
| |
| |
| Analyzing for Tone: Organization and Examples | |
| |
| |
| Analyzing for Tone: Repetition | |
| |
| |
| Analyzing for Tone: Hyperbole, Understatement, and Irony | |
| |
| |
| Analyzing for Tone: Visuals | |
| |
| |
| |
| |
| |
| Responding Critically to the Arguments of Others | |
| |
| |
| Responding to Arguments | |
| |
| |
| Responding to Content: What Does It Say? | |
| |
| |
| Writing Summaries | |
| |
| |
| “The Gettysburg Address” | |
| |
| |
| |
| “In Praise of a Snail’s Pace” | |
| |
| |
| |
| Writing Paraphrases | |
| |
| |
| From “A Free Man’s Worship” | |
| |
| |
| |
| The Analytic Response: How Is It Written? | |
| |
| |
| Understanding Purpose and Audience in a Style Analysis | |
| |
| |
| “In a Battle of Wits with Kitchen Appliances, I’m Toast” | |
| |
| |
| |
| Planning a Style Analysis | |
| |
| |
| Drafting a Style Analysis | |
| |
| |
| “Choosing Our Families” | |
| |
| |
| |
| Student Essay: “Goodman’s Feast of Style” | |
| |
| |
| The Evaluation Response: Does It Achieve Its Purpose? | |
| |
| |
| Combining Summary, Analysis, and Evaluation: The Critique or Review | |
| |
| |
| Knowing Your Audience | |
| |
| |
| Understanding Your Purpose | |
| |
| |
| Establishing a General Plan | |
| |
| |
| Drafting the Critique or Review | |
| |
| |
| The Research Response: How Does It Help Me Understand Other Works, Ideas, and Events? | |
| |
| |
| “Chance and Circumstance” | |
| |
| |
| |
| Medical News Today | |
| |
| |
| “Grim Warning for America’s Fast Food Consumers | |
| |
| |
| Offered by ‘Supersize Me’ Mice Research” | |
| |
| |
| “Beware of Facebook Danger” | |
| |
| |
| |
| |
| [writing arguments] | |
| |
| |
| |
| |
| |
| The Basics of Argument | |
| |
| |
| Characteristics of Argument | |
| |
| |
| Argument Is Conversation with a Goal | |
| |
| |
| Argument Takes a Stand on an Arguable Issue | |
| |
| |
| Argument Uses Reasons and Evidence | |
| |
| |
| Argument Incorporates Values | |
| |
| |
| Argument Recognizes the Topic’s Complexity | |
| |
| |
| The Shape of Argument | |
| |
| |
| The Aristotelian Model | |
| |
| |
| The Toulmin Model | |
| |
| |
| The Language of Claims and Support | |
| |
| |
| Types of Claims | |
| |
| |
| Support for Claims | |
| |
| |
| “Paradise Lost” | |
| |
| |
| |
| Using Toulmin’s Terms to Analyze Arguments | |
| |
| |
| “Let the Zoo’s Elephants Go” | |
| |
| |
| |
| |
| |
| |
| Writing Effective Arguments | |
| |
| |
| Inaugural Address | |
| |
| |
| |
| Know Your Audience | |
| |
| |
| Who Is My Audience? | |
| |
| |
| What Will My Audience Already Know about My Topic? | |
| |
| |
| Where Does My Audience Stand on the Issue? | |
| |
| |
| How Should I Speak to My Audience? | |
| |
| |
| Understand Your Writing Purpose | |
| |
| |
| Move from Topic to Claim to Possible Support | |
| |
| |
| Selecting a Topic | |
| |
| |
| Drafting a Claim or Thesis | |
| |
| |
| Listing Possible Grounds | |
| |
| |
| Listing Grounds for the Other Side or Another Perspective | |
| |
| |
| Considering the Rogerian or Conciliatory Argument | |
| |
| |
| Planning Your Approach | |
| |
| |
| Organizing and Drafting Your Argument | |
| |
| |
| Revising Your Draft | |
| |
| |
| Editing | |
| |
| |
| Word Choice and Tone | |
| |
| |
| Proofreading | |
| |
| |
| “We Need Higher Quality Outrage” | |
| |
| |
| |
| |
| |
| |
| More about Argument: Induction, Deduction, Analogy, SLIPPERY SLOPE and Logical Fallacies Induction | |
| |
| |
| Deduction | |
| |
| |
| Analogy | |
| |
| |
| Arguments That Do Not Work: Logical Fallacies | |
| |
| |
| Causes of Illogic | |
| |
| |
| Fallacies That Result from Oversimplifying | |
| |
| |
| “Why Teens Are Lousy at Chores” | |
| |
| |
| |
| Fallacies That Result from Ignoring the Issue | |
| |
| |
| “To Murder Victims’ Families, Executing Killers Is Justice” | |
| |
| |
| |
| Letter: “Legalization of Drugs Would Solve Many | |
| |
| |
| Problems for Government” | |
| |
| |
| Letter: “Better Things to Worry about Than Smoking” | |
| |
| |
| |
| |
| |
| The Refutation Essay | |
| |
| |
| What Is a Refutation Essay? | |
| |
| |
| Guidelines for Writing a Refutation Essay | |
| |
| |
| “Gender Games” | |
| |
| |
| |
| Using Research in Refutation Arguments | |
| |
| |
| “The Case for Legal Late-Term Abortions” | |
| |
| |
| |
| “You Can’t Fight Terrorism with Racism” | |
| |
| |
| |
| |
| |
| |
| The Position Essay | |
| |
| |
| Characteristics of a Position Argument | |
| |
| |
| Writing a Position Essay | |
| |
| |
| Planning and Organizing the Position Essay | |
| |
| |
| Counterarguments and Finding Common Ground | |
| |
| |
| Editorial: “Ultimately We Control Our Own Privacy Levels on Facebook” | |
| |
| |
| Drafting the Position Essay | |
| |
| |
| “Brain-Enhancing Drugs: Legalize ’Em, Scientists Say” | |
| |
| |
| |
| |
| |
| |
| The Causal Essay | |
| |
| |
| What Is a Causal Essay? | |
| |
| |
| Characteristics of Causal Arguments | |
| |
| |
| Recognizing Relationships in Causal Arguments | |
| |
| |
| Mill’s Methods for Investigating Causes | |
| |
| |
| Planning and Drafting a Causal Argument | |
| |
| |
| Planning the Causal Argument | |
| |
| |
| Using Visuals in the Causal Essay | |
| |
| |
| Drafting the Causal Argument | |
| |
| |
| Counterarguments in Causal Essays | |
| |
| |
| A Checklist for Revision | |
| |
| |
| “TV Really Might Cause Autism” | |
| |
| |
| |
| Guidelines for Analyzing Causal Arguments | |
| |
| |
| “A Specious ‘Experiment’ ” | |
| |
| |
| |
| |
| |
| |
| The Problem/Solution Essay | |
| |
| |
| Characteristics of Problem/Solution Arguments | |
| |
| |
| Planning and Writing a Problem/Solution Argument | |
| |
| |
| Drafting | |
| |
| |
| A Checklist for Revision | |
| |
| |
| Editorial: “Reviewing Criminal Justice” | |
| |
| |
| Guidelines for Analyzing Problem/Solution Arguments | |
| |
| |
| “A New Strategy for the War on Drugs” | |
| |
| |
| |
| |
| [writing a researched argument] | |
| |
| |
| |
| |
| |
| Planning the Researched Argument | |
| |
| |
| Finding a Workable and Manageable Topic | |
| |
| |
| Who Is My Audience? | |
| |
| |
| What Are the Assignment’s Time and Length Constraints? | |
| |
| |
| What Kinds of Topics Should I Avoid? | |
| |
| |
| How Can I Select a Good Topic? | |
| |
| |
| Writing a Tentative Claim or Research Proposal | |
| |
| |
| Locating Effective Print and Online Sources | |
| |
| |
| Preparing a Working Bibliography | |
| |
| |
| Basic Form for Books | |
| |
| |
| Basic Form for Articles | |
| |
| |
| Knowing Your Library | |
| |
| |
| Locating Books | |
| |
| |
| Using the Reference Collection | |
| |
| |
| Basic Reference Tools | |
| |
| |
| Using Indexes to Periodicals: In Print and Online | |
| |
| |
| Using Indexes to Academic Journals: In Print and Online | |
| |
| |
| Searching the Internet | |
| |
| |
| Conducting Field Research | |
| |
| |
| Federal, State, and Local Government Documents | |
| |
| |
| Correspondence | |
| |
| |
| Interviews | |
| |
| |
| Lectures | |
| |
| |
| Films, Tapes, Television, Online Multimedia Sources | |
| |
| |
| Surveys, Questionnaires, and Original Research | |
| |
| |
| |
| |
| |
| Evaluating and Utilizing Sources | |
| |
| |
| Finding Sources | |
| |
| |
| Evaluating Sources and Maintaining Credibility | |
| |
| |
| Documenting Sources to Avoid Plagiarism | |
| |
| |
| What Is Common Knowledge? | |
| |
| |
| Taking Notes on Sources | |
| |
| |
| Using “Tags” or “Signal Phrases” to Avoid Misleading Documentation | |
| |
| |
| |
| |
| |
| Drafting and Revising the Researched Argument | |
| |
| |
| Organizing the Paper | |
| |
| |
| The Formal Outline | |
| |
| |
| Drafting the Paper | |
| |
| |
| Plan Your Time | |
| |
| |
| Handle Documentation As You Draft | |
| |
| |
| Choose and Maintain an Appropriate Writing Style | |
| |
| |
| Avoid Ineffective Openings | |
| |
| |
| Write Effective Openings | |
| |
| |
| Compose Solid, Uni� ed Paragraphs | |
| |
| |
| Provide Unity and Coherence | |
| |
| |
| Guide Readers through Source Material | |
| |
| |
| Synthesize Source Material and Your Own Ideas | |
| |
| |
| Avoid Ineffective Conclusions | |
| |
| |
| Write Effective Conclusions | |
| |
| |
| Choose an Effective Title | |
| |
| |
| The Completed Paper | |
| |
| |
| Revising the Paper: A Checklist | |
| |
| |
| Rewriting | |
| |
| |
| Editing | |
| |
| |
| Proofreading | |
| |
| |
| |
| |
| |
| Documenting Sources (MLA, APA, and More) | |
| |
| |
| MLA Style | |
| |
| |
| MLA In-Text (Parenthetical) Documentation | |
| |
| |
| Preparing MLA Citations for a “Works Cited” Page | |
| |
| |
| Author/Year or APA Style | |
| |
| |
| APA Style: In-Text Citations | |
| |
| |
| APA Style: Preparing a List of References | |
| |
| |
| Sample Student Essay in APA Style | |
| |
| |
| Footnote or Endnote Style | |
| |
| |
| In-Text Citations | |
| |
| |
| Footnote/Endnote Form: First (Primary) Reference | |
| |
| |
| Sample Footnotes/Endnotes | |
| |
| |
| Footnote/Endnote Form: Short Forms | |
| |
| |
| Sample Bibliography | |
| |
| |
| |
| [an anthology of contemporary arguments] | |
| |
| |
| |
| |
| |
| The Myth and Reality of the Image in American Consumer Culture | |
| |
| |
| “The End of Consumer Culture?” | |
| |
| |
| |
| “Turning Goys Into Girls” | |
| |
| |
| |
| Nissan Advertisement | |
| |
| |
| “Social Lubricant: How a Marketing Campaign Became the Catalyst for a Societal Debate” | |
| |
| |
| |
| Product Placement: Mcdonald’S Ad in 30 Rock | |
| |
| |
| “Why the Music Industry Hates Guitar Hero” | |
| |
| |
| |
| |
| |
| |
| The Challenges of Living in a High-Tech, Multimedia World | |
| |
| |
| “Accident” Advertisement From Apple (MAC VS. PC) | |
| |
| |
| “PowerPoint: Killer App?” | |
| |
| |
| |
| “Obama: ‘It is unacceptable that the United States ranks 5th in the world in broadband adoption’ ” | |
| |
| |
| |
| “Out of the Woods: Today’s Kids Can’t See the Forest for the MTV” | |
| |
| |
| |
| “Society Is Dead: We Have Retreated Into the iWorld” | |
| |
| |
| |
| “Is MySpace Good for Society? A Freakonomics Quorum” | |
| |
| |
| |
| “On Facebook, Biggest Threat to Your Private Data May Be You” | |
| |
| |
| |
| |
| |
| |
| Violent Media or Violent Society? | |
| |
| |
| “Supremacy Crimes” | |
| |
| |
| |
| Kids, Guns, and Television | |
| |
| |
| Editorial cartoon | |
| |
| |
| |
| “What’s Up Doc? A Bloody Outrage, That’s What” | |
| |
| |
| |
| The Boondocks | |
| |
| |
| |
| “How Hip-Hop Music Lost Its Way and Betrayed Its Fans” | |
| |
| |
| |
| |
| |
| |
| America in the Age of Obama | |
| |
| |
| Meet the Press Transcript, Tom Brokaw and Colin Powell | |
| |
| |
| Political cartoon on Barack Obama | |
| |
| |
| |
| “What Obama’s Election Really Means to Black America” | |
| |
| |
| |
| Time Magazine Cover | |
| |
| |
| “The Age of Obama: Obama Will Need the Spirits of Kennedy, FDR and Lincoln, and Also a Patient Public” | |
| |
| |
| |
| The Amazing Spider-Man, Inaugural Day edition | |
| |
| |
| |
| |
| |
| |
| Students, Teachers, and Schools in the 21st Century | |
| |
| |
| National Education Association Web Site | |
| |
| |
| Political cartoon on standardized testing | |
| |
| |
| |
| Editorial cartoon about education | |
| |
| |
| |
| “Left Behind, Way Behind” | |
| |
| |
| |
| “Education Funding: Follow the Money” | |
| |
| |
| |
| “The Digital Library Plan: Riches We Must Share” | |
| |
| |
| |
| “The Digital Library Plan: But Not at Writers’ Expense” | |
| |
| |
| |
| |
| |
| |
| Freedom of Expression in the 21st Century | |
| |
| |
| “The Schools Are Destroying Freedom of Speech” | |
| |
| |
| |
| “Why the First Amendment (and Journalism) Might Be in Trouble” | |
| |
| |
| |
| “A Little Civility, Please” | |
| |
| |
| |
| “What Limits Should Campus Networks Place on Pornography?” | |
| |
| |
| |
| “A Perfect Storm: Privacy. Neutrality. Free Expression” | |
| |
| |
| |
| Free Speech Coalition, Inc. Web Site | |
| |
| |
| Photo of “Bong Hits 4 Jesus” Banner | |
| |
| |
| Political cartoon on free speech | |
| |
| |
| |
| |
| |
| |
| Enduring Controversies in a New Age: Abortion, Animal Rights, Capital Punishment, and Health Care | |
| |
| |
| Photo About Rescinding Mexico City Policy | |
| |
| |
| Photo of Animal Rights Protest | |
| |
| |
| Stop Aerial Wolf Hunting in Alaska Web Site | |
| |
| |
| Illustration about the death penalty | |
| |
| |
| |
| Political cartoon on race and the death penalty | |
| |
| |
| |
| Youtube Video About the Death Penalty | |
| |
| |
| “Elizabeth Edwards: Favors Clinton’s Health Plan, Says Obama’s ‘Not Universal,’ Slams McCain’s as Ineffective” | |
| |
| |
| |
| “Is Health Care a Right?” | |
| |
| |
| |
| “The Right Vision of Health Care” | |
| |
| |
| |
| |
| |
| |
| Marriage and Gender Roles: Changing Attitudes vs. Traditional Values | |
| |
| |
| Graph by Todd Trumbull, San Francisco Chronicle | |
| |
| |
| “Gay Rights in California” | |
| |
| |
| |
| Protect Marriage: Vote “Yes” on Proposition 8 Web Site | |
| |
| |
| “My Daughters Have No Mother” | |
| |
| |
| |
| Political cartoon on gay marriage | |
| |
| |
| |
| “The Worst Thing About Gay Marriage” | |
| |
| |
| |
| |
| |
| |
| Arguing About Science: Policy, Politics, and Culture | |
| |
| |
| “The Challenge for the Obama Administration Science Team” | |
| |
| |
| |
| An Inconvenient Truth Web Site | |
| |
| |
| “Trouble Ahead for Science” | |
| |
| |
| |
| “Florida’s Darwinian Interlude” | |
| |
| |
| |
| “Censoring Science Won’t Make Us Any Safer” | |
| |
| |
| |
| |
| |
| |
| Competing Perspectives on the American Economic and Financial Crisis | |
| |
| |
| “Behind the Curve” | |
| |
| |
| |
| “Bailout Politics” | |
| |
| |
| |
| Americans United For Change Advertisements | |
| |
| |
| Political cartoon on Barack Obama | |
| |
| |
| |
| “The Real Scandal of AIG” | |
| |
| |
| |
| Youtube Video of Jim Cramer on the Today Show | |
| |
| |
| “The Shadow of Depression” | |
| |
| |
| |
| Credits | |
| |
| |
| Index | |