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| Understanding Argument and Conducting Research | |
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| Recognizing Argument and Finding Issues | |
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| A Definition of Argument | |
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| Why Study Argument? | |
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| Recognizing Traditional and Consensual Argument | |
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| Evaluating Traditional and Consensual Argument | |
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| Distinguish between Ethical and Unethical Argument | |
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| What Is Your Personal Style of Argument? | |
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| Under What Conditions Does Argument Work Best? | |
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| Under What Conditions Does Argument Fail? | |
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| Engaging with Issues | |
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| Review Questions | |
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| Essay for Analysis | |
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| Chris Piper, "'A' is for 'Absent'" | |
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| A student argues against attendance policies in college that penalize students by lowering their grades for excessive absences | |
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| The Rhetorical Situation: Understanding Audience and Context | |
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| Analyze the Rhetorical Situation When You Read an Argument | |
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| Use the Rhetorical Situation When You Write an Argument | |
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| Conducting An Audience Analysis | |
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| Review Questions | |
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| Class Activities and Writing Assignments | |
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| Worksheet 1: Rhetorical Situation | |
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| Worksheet 2: Audience Analysis | |
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| ESSAYS FOR ANALYSIS | |
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| Charles M. Blow, "Welcome to the Club" | |
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| The author examines the issue of racial profiling, using facts and personal narrative | |
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| Prisna Virasin, "The Barbie Controversy" | |
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| This student issue proposal examines the controversy associated with Barbie dolls | |
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| Learning More about Issues: Conducting Research | |
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| Begin with What You Know | |
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| Locating Sources for Research | |
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| Evaluate Sources and Select the Best | |
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| Create a Bibliography | |
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| Survey, Read, and Add Annotations to Your Bibliography | |
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| Develop a System for Taking and Organizing Your Notes | |
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| Avoid Plagarism | |
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| Review Questions | |
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| Class Activities and Writing Assignments | |
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| Worksheet 3: Research Plan | |
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| Worksheet 4: Research Evaluation | |
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| Essay for Analysis | |
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| Angela A. Boatwright, "Human Cloaning: An Annotated Bibliography" | |
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| This is a student-written annotated bibliography about human cloning | |
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| Writing the Exploratory Paper | |
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| What Is an Exploratory Paper? | |
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| How Do You Write Now? | |
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| Prewriting Strategies | |
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| Writing the First Draft | |
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| Break through Writer's Block | |
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| Revise the Draft | |
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| How to Write an Exploratory Paper | |
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| Submitting Your Paper for Peer Review | |
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| Review Questions | |
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| Class Activities and Writing Assignments | |
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| Worksheet 5: Exploratory Paper | |
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| Essays for Analysis | |
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| Jeff D. Opdyke, "Kids and Chores: All Work and No Pay?" | |
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| This author considers different perspectives on how to pay children for doing the chores | |
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| Prisna Virasin, "The Controversy behind Barbie" | |
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| This student-written exploratory paper explains different perspecitves on the Barbie doll controversy | |
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| Using Argument Theory for Reading and Writing | |
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| The Toulmin Model of Argument: Understanding the Parts | |
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| The Parts of an Argument according to the Toulmin Model | |
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| Value of the Toulmin model for Reading and Writing Argument | |
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| Review Questions | |
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| Class Activities and Writing Assignments | |
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| Essays for Analysis | |
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| Military Advertisement | |
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| Practice finding the claim, support, and warrants in an advertisement for joining the military | |
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| Cartoon: the Price of Oranges | |
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| Use the Toulmin model to analyze a cartoon | |
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| Editorial: Brother, Can You Spare a Word? | |
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| This author argues that words and their connotations are important | |
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| Use the Toulmin model to write an analysis | |
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| Mohamed T. Diaby Jr., "Toulmin Analysis of the Price of Oranges Cartoon" | |
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| This represents a student example of a Toulmin analysis of a cartoon | |
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| Richard D. Rieke and Malcolm O. Sillars, "American Value System" | |
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| The authors argue that individuals have value systems that can be categorized and, thus, help with an understanding of value warrants | |
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| The Types of Claims: Establishing Purpose and Organization | |
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| Five Types of Claims | |
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| Mixed Claims | |
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| Claims and Argument in Real Life Situations | |
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| Value of the Claims and the Claim Questions for Reading and Writing Argument | |
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| Some Other Preliminary Questions to Help You Develop Your Claim | |
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| Review Questions | |
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| Class Activities and Writing Assignments | |
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| Worksheet 6: Claim Development | |
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| Essay for Analysis | |
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| Peg Tyre, "Bringing Up Adolescents" | |
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| This author asks, When should adult children start paying their own way? | |
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| The Types of Proof: Supporting the Claim | |
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| The Traditional Categories of Proof | |
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| Types of Logical Proofs: Logos | |
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| Proofs that Build Credibility: Ethos | |
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| Types of Emotional Proof: Pathos | |
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| Value of the Proofs for Reading and Writing Argument | |
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| Logos, Ethos, and Pathos Communicated through Language and Style | |
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| How to Recognize Fallacies | |
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| Ethics and Morality in Argument | |
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| Review Questions | |
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| Class Activities and Writing Assignments | |
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| Worksheet 7: Proof and Language Development | |
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| Essays for Analysis | |
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| Anna Quindlen, "Undocumented, Indispensable" | |
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| This essay addresses the state of illegal immigration and undocumented workers in the United States | |
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| Rush Limbaugh, "Sexual Harassment and the Feminist 'Front'" | |
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| This author gives his views on feminism and sexual harassment | |
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| Writing the Argument Analysis Paper: Review and Synthesis | |
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| Reading for the Argument Analysis Paper | |
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| Writing the Argument Analysis Paper | |
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| Rhetorical Situation for "A Call for Unity: A Letter from Eight White Clergymen" and Martin Luther King Jr's "Letter from Birmingham Jail" | |
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| Focus Topics to Help You Analyze the Letters | |
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| Letters for Analysis | |
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| A Call for Unity: A Letter from Eight White Clergymen | |
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| This letter, written by eight white clergymen in Alabama, prompted Martin Luther King Jr's famouse response | |
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| Martin Luther King Jr, "Letter from Birmingham Jail" | |
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| This is the letter King wrote in jail, justifying his Participation in the civil rights movement. It is a classical argument | |
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| Review Questions | |
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| Class Activities and Writing Assignments | |
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| Writing and Presenting Arguments | |
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| Analyzing and Creating Visual Argument | |
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| Recognizing Visual Argument | |
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| Why Visual Argument is Convincing: Eight Special Features | |
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| Using Argument Theory to Critique Visual Argument | |
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| Bias in Visual Argument | |
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| Sample Analysis of a Visual Argument | |
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| Add Visual Argument to Support Written Argument | |
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| Create Visual Arguments that Stand Alone | |
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| Class Activities and Writing Assignments | |
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| Worksheet 8: Visual Argument Development | |
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| Visual Arguments for Analysis | |
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| Cartoon: Get Out! | |
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| A visual argument for analysis | |
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| Karen Hernandez, "Never Again" | |
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| A student explains and analyzes her visual argument | |
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| Color Portfolio of Visual Arguments and Questions for Dicussion and Writing | |
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| Plate 1: Mexican Immigrants Crossing into the United States | |
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| Plate 2: Exploring an Issue Through Images: Walling Off Your Enemies: the Long View, 4 Images | |
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| Plate 3: Walling Off Your Enemies: the Long View, cont'd; 2 images | |
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| Plate 4: the Creation of Adam; Play Ball | |
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| Plate 5: Robot with Grappler Holding a Wounded Palestinian; Hands | |
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| Plate 6: American Soldiers; 2 images | |
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| Plate 7: People and Guns; 2 images | |
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| Plate 8: Two Student Examples of Visual Argument: Colalge and Installation | |
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| Writing the Rogerian Argument Paper | |
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| Achiviecing Common Ground in Rogerian Argument | |
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| Rogerian Argument as Strategy | |
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| Writing Rogerian Argument | |
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| Variations of Rogerian Argument | |
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| The Advantages and Disadvantages of Rogerian Argument | |
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| Review Questions | |
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| Class Activities and Writing Assignments | |
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| Essays for Analysis | |
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| Edward O. Wilson, "The Future of LIfe" | |
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| The author describes how to find common ground between two groups who usually disagree | |
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| Eric Hartman, "Let Those Who Ride Decide!" | |
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| This student Rogerian argument explains the tensions between those who advocate wearing motorcycle helmets and those who resist such a ruling | |
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| Elizabeth Nabhan, "Dear Boss" | |
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| A student Rogerian argument written in letter form to her boss to try to improve her job-related duties and responsibilities | |
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| Writing the Researched Position Paper | |
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| Classical Organization of Arguments | |
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| Classical and Modern Organization | |
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| Use Organizational Patterns to Help You Think and Organize | |
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| Incorporate Ideas from your Exploratory Paper | |
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| How to Match Patterns and Cross-Reference Your Notes | |
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| Incorporating Research into Your First Draft | |
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| Make Revisions and Prepare the Final Copy | |
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| Review Questions | |
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| Class Activities and Writing Assignments | |
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| Worksheet 9: Invention | |
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| How to Document Sources Using MLA and APA Styles | |
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| How to Document Sources Using MLA Style | |
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| MLA: How to Cite Sources in the Body of the Text | |
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| MLA: How to Cite Sources in the Works Cited Page | |
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| Student Researched Position Paper in MLA Style | |
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| Prisna Virasin, "The Big Barbie Controversy" | |
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| A researched position paper in MLA style that claims Barbie is neither good nor bad, only a scapegoat | |
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| How to Document Sources Using APA Style | |
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| APA: How to Cite Sources in the Body of the Text | |
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| APA: How to Cite Sources in the References Page | |
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| Student Researched Position Paper in APA Style | |
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| Darrell D. Greer, "Alaskan Wolf Management" | |
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| Summary Charts | |
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| Trace: the Rhetorical Situation | |
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| The Toulmin Model | |
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| Types of Claims | |
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| Types of Proof and Tests of Validity | |