| Preface for Instructors |
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xxii | |
| A Note to the Student |
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xxx | |
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Part I How to Write Summaries, Critiques, Syntheses, and Analyses |
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1 | (202) |
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Summary, Paraphrase, and Quotation |
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3 | (45) |
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3 | (1) |
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Can a Summary Be Objective? |
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3 | (1) |
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4 | (1) |
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Where Do We Find Written Summaries? |
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4 | (1) |
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5 | (2) |
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Critical Reading for Summary |
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6 | (1) |
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7 | (1) |
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Guidelines for Writing Summaries |
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7 | (1) |
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8 | (12) |
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Will Your Job Be Exported? |
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8 | (5) |
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13 | (1) |
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Divide into Stages of Thought |
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14 | (1) |
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Write a Brief Summary of Each Stage of Thought |
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15 | (1) |
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Write a Thesis: A Brief Summary of the Entire Passage |
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16 | (3) |
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Write the First Draft of the Summary |
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19 | (1) |
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Combine Thesis Sentence with Brief Section Summaries |
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19 | (1) |
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The Strategy of the Shorter Summary |
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20 | (2) |
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Combine Thesis Sentence, Section Summaries, and Carefully Chosen Details |
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20 | (2) |
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The Strategy of the Longer Summary |
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22 | (1) |
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How Long Should a Summary Be? |
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22 | (1) |
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Individual and Collaborative Summary Practice |
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23 | (1) |
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Summarizing Figures and Tables |
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23 | (10) |
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25 | (2) |
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27 | (1) |
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27 | (1) |
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28 | (1) |
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28 | (1) |
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29 | (1) |
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29 | (4) |
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33 | (1) |
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33 | (3) |
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35 | (1) |
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36 | (1) |
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36 | (9) |
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37 | (1) |
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Quoting Memorable Language |
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37 | (1) |
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38 | (1) |
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Quoting Clear and Concise Language |
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38 | (1) |
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Quoting Authoritative Language |
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39 | (1) |
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Incorporating Quotations into Your Sentences |
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40 | (1) |
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Quoting Only the Part of a Sentence or Paragraph That You Need |
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40 | (1) |
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Incorporating the Quotation into the Flow of Your Own Sentence |
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40 | (1) |
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Avoiding Freestanding Quotations |
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41 | (1) |
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41 | (1) |
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41 | (1) |
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Using Brackets to Add or Substitute Words |
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42 | (1) |
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When to Summarize, Paraphrase, and Quote |
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43 | (1) |
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Incorporating Quotations into Your Sentences |
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44 | (1) |
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45 | (1) |
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45 | (3) |
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Rules for Avoiding Plagiarism |
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47 | (1) |
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Critical Reading and Critique |
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48 | (24) |
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48 | (14) |
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Question 1: To What Extent Does the Author Succeed in His or Her Purpose? |
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48 | (1) |
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49 | (1) |
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Where Do We Find Written Critiques? |
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49 | (1) |
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Evaluating Informative Writing |
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50 | (1) |
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50 | (1) |
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Informative and Persuasive Thesis Statements |
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51 | (1) |
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Evaluating Persuasive Writing |
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52 | (1) |
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We Are Not Created Equal in Every Way |
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52 | (1) |
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Critical Reading Practice |
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53 | (1) |
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54 | (1) |
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Logical Argumentation: Avoiding Logical Fallacies |
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55 | (1) |
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56 | (3) |
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Understanding Logical Fallacies |
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59 | (1) |
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59 | (1) |
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Question 2: To What Extent Do You Agree with the Author? |
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60 | (1) |
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Identify Points of Agreement and Disagreement |
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60 | (1) |
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Exploring Your Viewpoints---in Three Paragraphs |
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60 | (1) |
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Explore the Reasons for Agreement and Disagreement: Evaluate Assumptions |
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61 | (1) |
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62 | (2) |
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Guidelines for Writing Critiques |
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63 | (1) |
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64 | (1) |
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64 | (8) |
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To What Extent Does the Author Succeed in His or Her Purpose? |
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64 | (1) |
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To What Extent Do You Agree with the Author? Evaluate Assumptions |
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65 | (1) |
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Model Critique: A Critique of ``We Are Not Created Equal in Every Way'' by Joan Ryan |
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66 | (4) |
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Informal Critique of the Model Critique |
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70 | (1) |
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Critical Reading for Critique |
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70 | (1) |
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The Strategy of the Critique |
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71 | (1) |
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Introductions, Theses, and Conclusions |
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72 | (19) |
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72 | (6) |
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73 | (1) |
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73 | (1) |
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74 | (1) |
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From the General to the Specific |
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75 | (1) |
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Anecdote and Illustration: From the Specific to the General |
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75 | (1) |
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76 | (1) |
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77 | (1) |
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78 | (1) |
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78 | (5) |
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The Components of a Thesis |
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79 | (1) |
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79 | (1) |
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Starting with a Working Thesis |
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80 | (1) |
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Using the Thesis to Plan a Structure |
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81 | (1) |
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How Ambitious Should Your Thesis Be? |
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82 | (1) |
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Drafting Thesis Statements |
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83 | (1) |
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83 | (8) |
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Statement of the Subject's Significance |
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84 | (1) |
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Call for Further Research |
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85 | (1) |
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86 | (1) |
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87 | (1) |
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87 | (1) |
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88 | (1) |
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89 | (1) |
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90 | (1) |
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91 | (41) |
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91 | (1) |
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92 | (1) |
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Where Do We Find Written Syntheses? |
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92 | (1) |
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93 | (1) |
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Types of Syntheses: Explanatory and Argument |
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93 | (4) |
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Explanation: News Article from the New York Times |
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94 | (1) |
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Private Gets 3 Years for Iraq Prison Abuse |
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94 | (1) |
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Argument: Editorial from the Boston Globe |
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95 | (1) |
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95 | (2) |
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97 | (2) |
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Guidelines for Writing Syntheses |
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97 | (2) |
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The Explanatory Synthesis |
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99 | (1) |
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Demonstration: Explanatory Synthesis---The Car of the Future? |
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99 | (15) |
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99 | (1) |
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100 | (1) |
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Putting the Hindenburg to Rest |
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101 | (2) |
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Using Fossil Fuels in Energy Process Gets Us Nowhere |
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103 | (2) |
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Lots of Hot Air About Hydrogen |
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105 | (2) |
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107 | (1) |
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Critical Reading for Synthesis |
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108 | (1) |
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108 | (1) |
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Decide How You Will Use Your Source Material |
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109 | (1) |
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Develop an Organizational Plan |
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110 | (1) |
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110 | (2) |
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Write the Topic Sentences |
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112 | (1) |
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Organize a Synthesis by Idea, Not by Source |
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113 | (1) |
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113 | (1) |
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Model Explanatory Synthesis (First Draft) |
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114 | (9) |
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The Hydrogen Fuel-Cell Car |
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114 | (7) |
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Revise Your Synthesis: Global, Local, and Surface Revisions |
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121 | (1) |
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Revising the First Draft: Highlights |
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122 | (1) |
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122 | (1) |
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122 | (1) |
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122 | (1) |
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Revising the Explanatory Synthesis |
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122 | (1) |
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Model Explanatory Synthesis (Final Draft) |
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123 | (9) |
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123 | (8) |
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Critical Reading for Synthesis |
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131 | (1) |
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132 | (50) |
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What Is an Argument Synthesis? |
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132 | (8) |
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The Elements of Argument: Claim, Support, and Assumption |
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133 | (1) |
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Practicing Claim, Support, and Assumption |
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134 | (1) |
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The Three Appeals of Argument: Logos, Ethos, Pathos |
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134 | (1) |
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134 | (2) |
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Using Deductive and Inductive Logic |
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136 | (1) |
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137 | (1) |
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137 | (1) |
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138 | (1) |
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139 | (1) |
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139 | (1) |
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Demonstration: Developing an Argument Synthesis---Balancing Privacy and Safety in the Wake of Virginia Tech |
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140 | (30) |
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Mass Shootings at Virginia Tech---Report of the Review Panel |
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141 | (4) |
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Laws Limit Schools Even After Alarms |
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145 | (2) |
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Perilous Privacy at Virginia Tech---Christian Science Monitor |
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147 | (1) |
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Colleges Are Watching Troubled Students |
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148 | (3) |
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Virginia Tech Massacre Has Altered Campus Mental Health Systems---Associated Press |
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151 | (2) |
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The Family Educational Rights and Privacy Act |
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153 | (1) |
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Critical Reading for Synthesis |
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154 | (1) |
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155 | (1) |
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Making a Claim: Formulate a Thesis |
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155 | (1) |
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Decide How You Will Use Your Source Material |
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156 | (1) |
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Develop an Organizational Plan |
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157 | (1) |
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Formulate an Argument Strategy |
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158 | (1) |
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Draft and Revise Your Synthesis |
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159 | (1) |
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Model Argument Synthesis: Balancing Privacy and Safety in the Wake of Virginia Tech |
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159 | (6) |
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The Strategy of the Argument Synthesis |
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165 | (5) |
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Developing and Organizing the Support for Your Arguments |
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170 | (3) |
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Summarize, Paraphrase, and Quote Supporting Evidence |
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170 | (1) |
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Provide Various Types of Evidence and Motivational Appeals |
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171 | (1) |
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171 | (1) |
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Use Logical or Conventional Order |
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171 | (1) |
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Present and Respond to Counterarguments |
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172 | (1) |
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172 | (1) |
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Developing and Organizing Support for Your Arguments |
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173 | (1) |
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Avoid Common Fallacies in Developing and Using Support |
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173 | (1) |
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The Comparison-and-Contrast Synthesis |
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173 | (3) |
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Organizing Comparison-and-Contrast Syntheses |
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174 | (1) |
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Organizing by Source or Subject |
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174 | (1) |
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175 | (1) |
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Comparing and Contrasting |
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175 | (1) |
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A Case for Comparison-and-Contrast: World War I and World War II |
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176 | (5) |
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Comparison-and-Contrast Organized by Criteria |
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176 | (1) |
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Model Exam Response: Key Similarities and Differences Between World Wars I and II |
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177 | (3) |
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The Strategy of the Exam Response |
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180 | (1) |
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Summary of Synthesis Chapters |
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181 | (1) |
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182 | (21) |
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182 | (4) |
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Where Do We Find Written Analyses? |
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183 | (1) |
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When Your Perspective Guides the Analysis |
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184 | (2) |
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186 | (6) |
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186 | (1) |
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187 | (1) |
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Model Analysis: The Coming Apart of a Dorm Society |
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188 | (4) |
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Reading Critically: Peselman |
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192 | (1) |
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192 | (1) |
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192 | (1) |
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Locate an Analytical Principle |
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192 | (3) |
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195 | (8) |
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195 | (1) |
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Guidelines for Writing Analyses |
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196 | (1) |
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197 | (1) |
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Develop an Organizational Plan |
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197 | (1) |
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Turning Key Elements of a Principle or Definition into Questions |
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197 | (1) |
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Developing the Paragraph-by-Paragraph Logic of Your Paper |
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197 | (2) |
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Draft and Revise Your Analysis |
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199 | (1) |
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Write an Analysis, Not a Summary |
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199 | (1) |
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Make Your Analysis Systematic |
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199 | (1) |
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Answer the ``So What?'' Question |
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200 | (1) |
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Attribute Sources Appropriately |
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200 | (1) |
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Critical Reading for Analysis |
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200 | (1) |
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Analysis: A Tool for Understanding |
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201 | (2) |
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Part II An Anthology of Readings |
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203 | (554) |
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The Changing Landscape of Work in the Twenty-first Century |
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205 | (74) |
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Definitions: Work, Career, Profession, Vocation |
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207 | (7) |
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Fixed and Footloose: Work and Identity in the Twenty-first Century |
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214 | (6) |
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No Long Term: New Work and the Corrosion of Character |
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220 | (10) |
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230 | (3) |
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Work and Workers in the Twenty-first Century |
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233 | (5) |
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238 | (5) |
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Will Your Job Be Exported? |
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243 | (1) |
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Into the Unknown---The Economist |
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244 | (4) |
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Occupational Outlook Handbook/Tomorrow's Jobs---Bureau of Labor Statistics |
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248 | (2) |
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Are They Really Ready to Work? |
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250 | (12) |
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262 | (6) |
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268 | (3) |
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271 | (8) |
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275 | (2) |
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277 | (2) |
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ENVIRONMENT/PUBLIC POLICY |
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279 | (94) |
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Global Warming: Beyond the Tipping Point |
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283 | (6) |
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205 Easy Ways to Save the Earth-Thomas L. Friedman |
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289 | (12) |
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301 | (3) |
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The Dangerous Delusions of Energy Independence |
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304 | (7) |
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National Security Consequences of U.S. Oil Dependence---Report of an Independent Task Force |
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311 | (4) |
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Balance Sheets and the Climate Crisis: How American Businesses Can Help |
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315 | (7) |
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322 | (4) |
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G.M. at 100: Is Its Future Electric? |
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326 | (5) |
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Why the Gasoline Engine Isn't Going Away Any Time Soon |
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331 | (7) |
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The Case For and Against Nuclear Power |
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338 | (8) |
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346 | (8) |
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354 | (3) |
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State Solar Power Plans Are as Big as All Outdoors |
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357 | (4) |
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Environmentalists Against Solar Power |
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361 | (12) |
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365 | (4) |
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369 | (4) |
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Marriage and Family in America |
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373 | (87) |
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A Pop Quiz on Marriage; The Radical Idea of Marrying for Love |
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376 | (14) |
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390 | (13) |
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403 | (9) |
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The Satisfactions of Housewifery and Motherhood/Paradise Lost (Domestic Division) |
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412 | (6) |
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418 | (4) |
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422 | (2) |
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American Marriage in Transition |
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424 | (5) |
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The Myth of Co-Parenting: How It Was Supposed to Be. How It Was |
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429 | (7) |
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My Problem with her Anger |
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436 | (7) |
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443 | (7) |
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450 | (10) |
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453 | (2) |
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455 | (5) |
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460 | (76) |
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462 | (9) |
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471 | (12) |
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America's Sleep-Deprived Teens Nodding Off at School, Behind the Wheel---National Sleep Foundation |
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483 | (6) |
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When Worlds Collide: Adolescent Need for Sleep Versus Societal Demands |
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489 | (8) |
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Sleep Debt and the Mortgaged Mind |
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497 | (9) |
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The Pittsburgh Sleep Quality Index |
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506 | (6) |
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How Sleep Debt Hurts College Students |
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512 | (10) |
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Adolescent Sleep, School Start Times, and Teen Motor Vehicle Crashes |
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522 | (7) |
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529 | (7) |
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532 | (2) |
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534 | (2) |
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New and Improved: Six Decades of Advertising |
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536 | (78) |
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Advertising's Fifteen Basic Appeals |
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539 | (19) |
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Making the Pitch in Print Advertising |
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558 | (5) |
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Selling Happiness: Two Pitches from Mad Men |
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563 | (1) |
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A Portfolio of Print Advertisements |
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564 | (37) |
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A Portfolio of TV Commercials |
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601 | (13) |
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609 | (3) |
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612 | (2) |
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Fairy Tales: A Closer Look at Cinderella |
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614 | (66) |
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What Great Books Do for Children |
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617 | (2) |
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Universality of the Folktale |
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619 | (4) |
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Seven Variants of ``Cinderella'' |
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623 | (22) |
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624 | (4) |
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628 | (5) |
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633 | (2) |
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The Maiden, the Frog, and the Chief's Son (An African ``Cinderella'') |
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635 | (4) |
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Oochigeaskw---The Rough-Faced Girl (A Native American ``Cinderella'') |
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639 | (2) |
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Walt Disney's ``Cinderella'' |
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641 | (2) |
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643 | (2) |
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The Rise of Perrault's ``Cinderella'' |
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645 | (6) |
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``Cinderella'': A Story of Sibling Rivalry and Oedipal Conflicts |
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651 | (7) |
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Cinderella: Not So Morally Superior |
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658 | (4) |
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I Am Cinderella's Stepmother and I Know My Rights |
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662 | (4) |
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666 | (4) |
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Cinderella and Princess Culture |
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670 | (10) |
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674 | (4) |
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678 | (2) |
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|
|
|
|
680 | (77) |
|
Disobedience as a Psychological and Moral Problem |
|
|
683 | (5) |
|
|
|
|
|
688 | (4) |
|
|
|
|
|
|
|
692 | (13) |
|
|
|
Replicating Milgram: Would People Still Obey Today? |
|
|
705 | (7) |
|
|
|
|
|
712 | (11) |
|
|
|
|
|
723 | (3) |
|
|
|
Opinions and Social Pressure |
|
|
726 | (6) |
|
|
|
The Stanford Prison Experiment |
|
|
732 | (13) |
|
|
|
|
|
745 | (12) |
|
|
|
|
|
751 | (2) |
|
|
|
753 | (4) |
| Credits |
|
757 | (6) |
| Index |
|
763 | (15) |
| Quick Indexes |
|
778 | |
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