Informed Argument

ISBN-10: 142826230X

ISBN-13: 9781428262300

Edition: 8th 2012

List price: $74.95
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Book details

List price: $74.95
Edition: 8th
Copyright year: 2012
Publisher: Wadsworth
Publication date: 1/1/2011
Binding: Paperback
Pages: 720
Size: 7.75" wide x 9.00" long x 1.00" tall
Weight: 3.080

Robert P. Yagelski is Associate Vice Provost and Director of the Program in Writing & Critical Inquiry at the State University of New York (SUNY) at Albany, where he also teaches courses in writing, composition theory and pedagogy, critical pedagogy, and qualitative research methods and helps prepare secondary school teachers. Considered a leading voice in composition theory, Professor Yagelski is widely published in the major journals in the field. He is also director of the Capital District Writing Project, a site of the National Writing Project, and former director of the SUNY-Albany Writing Center. He earned his Ph.D. in Rhetoric and Composition from The Ohio State University.

Understanding Argument
The Purposes of Argument
What is an Argument?
Understanding the Purposes of Argument
Arguments to Assert
Arguments to Prevail
Arguments to Inquire
Arguments to Negotiate and Reconcile
The Contexts of Argument
The Rhetorical Situation
Analyzing Your Audience
Imagining Your Audience
Cultural Context
Understanding Culture
Considering Culture in Argument
Considering Gender
Consider Age
Considering Sexual Orientation
Historical Context
The Media for Argument
Analyzing Arguments in Print
Reading Arguments Critically in Print Form
Analyzing Arguments in Visual Media
Photographs as Argument
Advertisements as Argument
Art as Argument
Integrating Visual Elements and Text
Analyzing Arguments in Electronic Media
The Internet
Online Versions of Print Arguments
Websites as Arguments
Social Media
The Strategies for Argument
Understanding Ethos: Appeals to Character
Understanding Pathos: Appeals to Emotion
Understanding Logos: Appeals to Reason
Patterns of Logic
Reasoning Inductively
Reasoning Deductively
The Syllogism
The Enthymeme
Cultural Differences in Logical Arguments
The Toulmin Model of Argumentation
Understanding Claims and Warrants
Evaluating Claims and Warrants
Appraising Evidence
Facts as Evidence
Personal Experience as Evidence
Authority as Evidence
Values as Evidence
Presenting Evidence in Visual Form
Recognizing Logical Fallacies
Appealing to Pity
Appealing to Prejudice
Appealing to Tradition
Arguing by Analogy
Attacking the Character of Opponents
Attributing False Causes
Attributing Guilt by Association
Begging the Question
Ignoring the Question
Jumping to Conclusions
Opposing a Straw Man
Presenting a False Dilemma
Reasoning That Does Not Follow ("Non Sequitur")
Sliding Down a Slippery Slope
Composing Arguments
Constructing Arguments
Managing the Composing Process
Understanding Composing as Inquiry
Defining Your Topic
Considering Audience
Identifying Your Audience
Making Concessions
Understanding Audience Expectations
How One Student Addresses Her Audience
Defining Your Terms
Structuring an Argument
Classical Arrangement
Rogerian Argument
Logical Arrangements
Inductive Reasoning
Deductive Reasoning
Using the Toulmin Model
Supporting Claims and Presenting Evidence
Using Language Effectively
Doing Research
Reading Critically
Integrating Source Material Into Your Paper
Avoiding Plagiarism
Finding Relevant Material
Using the Internet
Searching for Magazine and Journal Articles
Looking for Books
Conducting Interviews and Surveys
Documenting Your Sources
Compiling a Preliminary Bibliography
Citing Sources
MLA and APA Sources
Using Footnote and Content Notes
Parenthetical (In-Text) Citation
Organizing a Bibliography
MLA-Style Documentation
Citing Sources in MLA Style
Creating a Bibliography or Works Cited Page in MLA Style
APA-Style Documentation
Citing Sources in APA Style
Creating a Bibliography or Works Cited Page in APA Style
Preparing Your Final Draft
Negotiating Differences
Who Owns Words and Ideas?
"Standing Up for the Power of Learning"
"What's Yours? (Ownership of Intellectual Property)"
"Copyright Crusaders"
"The Responsible Plagiarist: Understanding Students Who Misuse Sources"
Who Owns Music?
"Free Downloads Play Sweet Music,"
"Hello, Cleveland,"
"Collecting Music in the Digital Realm,"
What Should We Own?
Excerpt from "Economy" in Walden (new selection)
"Rethinking Rent" (new selection)
"Defining an Ownership Society" (new selection)
"The End of the Ownership Society" (new selection)
How Should We Conduct Our Relationships?
"Why I'm Selling My Virginity" (new selection)
"Get Your Hand Out of My Pocket"
"Dorm Brothel"
"We're Here! We're Queer! We're 13!" (new selection)
What Does it Mean to be a Good Parent?
"Designer Babies and Other Myths,"
"Victims From Birth,"
"The Good Enough Mother,"
"What Fathers Do Best,"
What Are Family Values?
"Fidelity with a Wandering Eye"
"A More Perfect Union"
"The Future of Marriage" (new selection)
"The Marriage Gap" (new selection)
Communication. (new chapter) Should There Be Limits on Free Speech?
"The Globalization of Censorship" (new selection)
"Them Damn Pictures" (new selection)
"Why We Have Free Speech in America" (new selection)
"The Price of Free Speech: Campus Hate Speech Codes" (new selection)
What Responsibilities Do Popular Media Have?
"Empire of Images in Our World of Bodies" (new selection)
"Racism in the Media"(new selection)
"Symbolic Gestures" (new selection)
"Why I Love Al-Jazeera"(new selection)
How Should We Talk to One Another in the Digital Age?
"The Daily We: Is the Internet Really a Blessing for Democracy?"
"The Revolution Will Not Be Digitized"(new selection)
"Why Gen-Y Johnny Can't Read Non-Verbal Cues"(new selection)
"The Daily Show and Political Activism" (new selection)
What Should Students Be Taught?
"The Humanities for Cocktail Parties and More"
"Liberal Educations on the Ropes"
"Designing a Signature General Education Program"
"Life, Liberty, and the Pursuit of Aptitude" (new selection)
How Should Students Be Taught?
"Lost in the Life of the Mind"
"Moving Away from the Authoritarian Classroom". bell hooks, "Toward a Radical Feminist Pedagogy"
"The Art of Teaching Science"
How Should Learning Be Measured?
"Tests, Tracking, and Derailment"
"Unintended Consequences of High Stakes Testing"
"Why So Many Exams?
A Marxist Response"
"Getting Along Without Grades--and Getting Along With Them too" (new selection)
American National Identity
Who Gets to Be an American?
"By the Time I Get to Cucaracha"
"A Nation of Immigrants"
"Keep the Borders Open"
"Too Many: Looking Today's Immigration in the Face"
What Does It Mean to be a Good Citizen?
"Needed: Informed Voters"
"America: Idea or Nation?"
"A Patriotic Left"
"Class Warfare: It is Wrong that America's Most Privileged Families Have Abandoned Military Service"
How Should Americans Govern Themselves?
First Inaugural Address (new selection)
"Where Did "We" Go?" (new selection)
"Letter from Birmingham Jail,"
"Americans, Common Law, and Freedom: What You Need to Know" (new selection)
How Should We Design Communities?
"The Lived-In City"
"So What Can We Do--Really Do--About Sprawl?"
"Enough Snickering
Suburbia Is More Complicated and Varied Than We Think"
"The Green Case for Cities"(new selection)
What (and How) Should We Eat?
"Eat This Now!"
"Voting With Your Fork" (new selection)
"The Omnivore's Delusion" (new selection)
Capital Times editorial, "In Defense of Michael Pollan" (new selection)
What is Our Responsibility to the Earth?
"The Obligation to Endure"
"Silent Spring at 40"
"Human Nature" (new selection)
"Forget Short Showers" (new selection)
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