Preface |
|
iii | |
How From Critical Thinking to Argument |
|
|
Supports WPA Outcomes for First-Year Composition |
|
|
x | |
Part One From Critical Thinking To Argument And Research |
|
1 | (334) |
|
|
3 | (37) |
|
Thinking through an Issue |
|
|
4 | (6) |
|
Analyzing and Evaluating from Multiple Perspectives |
|
|
5 | (2) |
|
Survey, Analyze, and Evaluate the Issue |
|
|
7 | (2) |
|
Obstacles to Critical Thinking |
|
|
9 | (1) |
|
Visual Guide: Evaluating A Proposal |
|
|
9 | (1) |
|
Anticipating Counterarguments |
|
|
10 | (1) |
|
Critical Thinking at Work: From a Cluster to a Short Essay |
|
|
10 | (5) |
|
Stirred and Strained: Pastafarians Should Be Allowed to Practice in Prison (student essay) |
|
|
12 | (3) |
|
|
Generating Ideas: Writing as a Way of Thinking |
|
|
15 | (7) |
|
Confronting Unfamiliar Issues |
|
|
17 | (1) |
|
Using Clustering to Discover Ideas |
|
|
18 | (1) |
|
Approaching an Issue (or an Assignment) |
|
|
19 | (1) |
|
Prompting Yourself: Classical Topics and Invention |
|
|
20 | (2) |
|
An Essay for Generating Ideas |
|
|
22 | (5) |
|
The Genetically Engineered Salmon Is a Boon for Consumers and Sustainability |
|
|
22 | (2) |
|
|
The Evan Pugh professor emerita at Penn State University argues in favor of GMO foods, citing genetically modified salmon as "tak[ ing] pressure off wild salmon and mak[ ing] salmon farming more sustainable." |
|
|
|
Thinking Critically: Generating Ideas With Topics |
|
|
24 | (1) |
|
Thinking Critically About The Issue |
|
|
24 | (3) |
|
A Checklist For Critical Thinking |
|
|
27 | (1) |
|
A Short Essay Calling for Critical Thinking |
|
|
27 | (6) |
|
|
28 | (5) |
|
|
An economic research analyst warns against the "brave new world of workplace biosurveillance." |
|
|
|
|
33 | (7) |
|
A Checklist For Examining Assumptions |
|
|
34 | (1) |
|
The Military Has a Man Problem |
|
|
35 | (5) |
|
|
"For generations now, the debate over women in combat has put the onus on women to prove they can handle the infantry and other traditionally all-male units." |
|
|
|
2 Critical Reading: Getting Started |
|
|
40 | (45) |
|
|
40 | (17) |
|
|
41 | (4) |
|
A Short Essay For Previewing Practice |
|
|
45 | (1) |
|
Thinking Critically: Previewing |
|
|
46 | (1) |
|
Why I Changed My Mind on Weed |
|
|
46 | (5) |
|
|
"I had steadily reviewed the scientific literature on medical marijuana from the United States and thought it was fairly unimpressive...Well, I am here to apologize." |
|
|
|
Reading with a Careful Eye: Underlining, Highlighting, Annotating |
|
|
51 | (1) |
|
|
52 | (3) |
|
Defining Terms and Concepts |
|
|
55 | (2) |
|
Summarizing and Paraphrasing |
|
|
57 | (4) |
|
A Checklist For A Paraphrase |
|
|
61 | (1) |
|
Patchwriting and Plagiarism |
|
|
61 | (3) |
|
Strategies for Summarizing |
|
|
64 | (12) |
|
|
67 | (2) |
|
Visual Guide: Writing A Critical Summary |
|
|
69 | (1) |
|
A Short Essay for Summarizing Practice |
|
|
70 | (1) |
|
|
71 | (5) |
|
|
A feminist argues against those feminists who seek to ban pornography. |
|
|
|
A Checklist For A Summary |
|
|
76 | (1) |
|
|
76 | (9) |
|
Why the Pledge of Allegiance Should Be Revised (student essay) |
|
|
76 | (6) |
|
|
A student concludes that "those who wish to exercise religion are indeed free to do so, but the place to do so is not in a pledge that is required of all schoolchildren and of all new citizens." |
|
|
|
Executions Should Be Televised |
|
|
82 | (3) |
|
|
|
"A democracy demands a citizenry as informed as possible about the costs and benefits of society's ultimate punishment." |
|
|
|
3 Critical Reading: Getting Deeper into Arguments |
|
|
85 | (51) |
|
Persuasion, Argument, and Rhetorical Appeals |
|
|
85 | (5) |
|
Visual Guide: Evaluating Persuasive Appeals |
|
|
86 | (3) |
|
Thinking Critically: Identifying Ethos |
|
|
89 | (1) |
|
Reason, Rationalization, and Confirmation Bias |
|
|
90 | (1) |
|
|
91 | (7) |
|
|
91 | (1) |
|
|
92 | (1) |
|
|
92 | (6) |
|
Some Procedures in Argument |
|
|
98 | (23) |
|
|
98 | (6) |
|
|
104 | (3) |
|
Evidence: Experimentation, |
|
|
|
Examples, Authoritative Testimony, and Numerical Data |
|
|
107 | (8) |
|
Thinking Critically: Authoritative Testimony |
|
|
115 | (6) |
|
A Checklist For Evaluating Statistical Evidence |
|
|
121 | (1) |
|
|
121 | (5) |
|
|
121 | (1) |
|
|
122 | (3) |
|
Thinking Critically: Nonrational Appeals |
|
|
125 | (1) |
|
Does All Writing Contain Arguments? |
|
|
126 | (2) |
|
A Checklist For Analyzing An Argument |
|
|
127 | (1) |
|
An Example: An Argument and a Look at the Writer's Strategies |
|
|
128 | (8) |
|
|
128 | (8) |
|
|
A journalist contends that "the recycling movement is floundering" and has gone beyond its originally good intentions to become an unsustainable and even counterproductive practice. |
|
|
|
4 Visual Rhetoric: Thinking about Images as Arguments |
|
|
136 | (41) |
|
|
136 | (7) |
|
Types of Emotional Appeals |
|
|
138 | (5) |
|
Seeing versus Looking: Reading Advertisements |
|
|
143 | (6) |
|
A Checklist For Analyzing Images |
|
|
147 | (1) |
|
Visual Guide: Analyzing Images |
|
|
148 | (1) |
|
|
149 | (2) |
|
Documenting Reality: Reading Photographs |
|
|
151 | (3) |
|
A Word on "Alternative Facts" |
|
|
153 | (1) |
|
Accommodating, Resisting, and Negotiating the Meaning of Images |
|
|
154 | (3) |
|
Are Some Images Not Fit to Be Shown?: Politics and Pictures |
|
|
157 | (4) |
|
An Argument on Publishing Images |
|
|
158 | (3) |
|
Writing about Political Cartoons |
|
|
161 | (4) |
|
Thinking Critically: Analysis Of A Political Cartoon |
|
|
164 | (1) |
|
A Checklist For Analyzing Political Cartoons |
|
|
164 | (1) |
|
An Example: A Student's Essay Analyzing Images |
|
|
165 | (5) |
|
The American Pipe Dream? (student essay) |
|
|
165 | (5) |
|
|
Visuals as Aids to Clarity: Maps, Graphs, and Pie Charts |
|
|
170 | (5) |
|
A Word on Misleading or Manipulative Visual Data |
|
|
172 | (1) |
|
A Checklist For Charts And Graphs |
|
|
173 | (2) |
|
Using Visuals in Your Own Paper |
|
|
175 | (2) |
|
5 Writing an Analysis of an Argument |
|
|
177 | (22) |
|
|
177 | (11) |
|
Examining the Author's Thesis |
|
|
178 | (1) |
|
Examining the Author's Purpose |
|
|
179 | (1) |
|
Examining the Author's Methods |
|
|
180 | (1) |
|
Examining the Author's Persona |
|
|
181 | (1) |
|
Examining the Author's Audience |
|
|
182 | (2) |
|
A Checklist For Analyzing An Author's Intended Audience |
|
|
184 | (1) |
|
|
184 | (1) |
|
Visual Guide: Organizing Your Analysis |
|
|
185 | (1) |
|
|
186 | (1) |
|
A Checklist For Analyzing A Text |
|
|
187 | (1) |
|
An Argument, Its Elements, and a Student's Analysis of the Argument |
|
|
188 | (11) |
|
For Environmental Balance, Pick Up a Rifle |
|
|
188 | (3) |
|
|
"Let's bring back hunting." |
|
|
|
Thinking Critically: Examining Language To Analyze An Author's Argument |
|
|
191 | (1) |
|
|
191 | (2) |
|
For Sound Argument, Drop the Jokes: How Kristof Falls Short in Convincing His Audience (student essay) |
|
|
193 | (4) |
|
|
An Analysis of the Student's Analysis |
|
|
197 | (1) |
|
A Checklist For Writing An Analysis Of An Argument |
|
|
198 | (1) |
|
6 Developing an Argument of Your Own |
|
|
199 | (45) |
|
|
199 | (20) |
|
Getting Ideas: Argument as an Instrument of Inquiry |
|
|
200 | (1) |
|
Three Brainstorming Strategies: Freewriting, Listing, and Diagramming |
|
|
201 | (4) |
|
|
205 | (1) |
|
Asking Questions with Stasis Theory |
|
|
206 | (4) |
|
|
210 | (2) |
|
Thinking Critically: "Walking The Tightrope" |
|
|
212 | (1) |
|
A Checklist For A Thesis Statement |
|
|
213 | (1) |
|
|
213 | (3) |
|
Addressing Opposition and Establishing Common Ground |
|
|
216 | (2) |
|
A Checklist For Imagining An Audience |
|
|
218 | (1) |
|
Drafting and Revising an Argument |
|
|
219 | (16) |
|
|
219 | (1) |
|
|
219 | (4) |
|
|
|
|
223 | (1) |
|
Visual Guide: Organizing Your Argument |
|
|
224 | (2) |
|
Thinking Critically: Using Transitions In Argument |
|
|
226 | (1) |
|
|
227 | (1) |
|
|
228 | (1) |
|
A Checklist For Organizing An Argument |
|
|
229 | (1) |
|
Tone and the Writer's Persona |
|
|
229 | (4) |
|
|
233 | (1) |
|
Thinking Critically: Eliminating We, One, And I |
|
|
234 | (1) |
|
A Checklist For Establishing Tone And Persona |
|
|
234 | (1) |
|
|
235 | (1) |
|
|
235 | (2) |
|
A Checklist For Peer Review |
|
|
236 | (1) |
|
A Student's Essay, from Rough Notes to Final Version |
|
|
237 | (7) |
|
Why I Don't Spare "Spare Change" (student essay) |
|
|
240 | (4) |
|
|
|
244 | (91) |
|
|
244 | (6) |
|
|
245 | (3) |
|
Understanding Information Literacy |
|
|
248 | (2) |
|
|
250 | (3) |
|
|
253 | (9) |
|
Visual Guide: Finding Discourse On Your Topic |
|
|
254 | (1) |
|
Finding Quality Information Online |
|
|
255 | (2) |
|
|
|
|
257 | (3) |
|
|
260 | (1) |
|
Thinking Critically: Using Search Terms |
|
|
261 | (1) |
|
|
262 | (18) |
|
Scholarly, Popular, and Trade Sources |
|
|
264 | (2) |
|
|
|
|
266 | (5) |
|
Why Finding Reliable Internet Sources Is So Challenging |
|
|
271 | (1) |
|
|
272 | (5) |
|
Native Advertising and Branded Content |
|
|
277 | (1) |
|
A Checklist For Identifying Fake News |
|
|
278 | (1) |
|
Considering How Current Sources Are |
|
|
279 | (1) |
|
A Checklist For Evaluating Sources |
|
|
280 | (1) |
|
Performing Your Own Primary Research |
|
|
280 | (5) |
|
Interviewing Peers and Local Authorities |
|
|
281 | (1) |
|
|
281 | (1) |
|
Visual Guide: Conducting Interviews |
|
|
282 | (1) |
|
|
283 | (1) |
|
Research in Archives and Special Collections |
|
|
284 | (1) |
|
|
285 | (1) |
|
|
286 | (1) |
|
|
287 | (2) |
|
A Checklist For Avoiding Plagiarism |
|
|
289 | (1) |
|
Compiling An Annotated Bibliography |
|
|
289 | (1) |
|
|
290 | (6) |
|
Visual Guide: Integrating Quotations |
|
|
294 | (1) |
|
Thinking Critically: Using Signal Phrases |
|
|
295 | (1) |
|
|
296 | (1) |
|
A Note on Footnotes (and Endnotes) |
|
|
296 | (1) |
|
MLA Format: Citations within the Text |
|
|
297 | (3) |
|
MLA Format: The List of Works Cited |
|
|
300 | (12) |
|
|
303 | (2) |
|
|
305 | (3) |
|
|
308 | (1) |
|
|
308 | (1) |
|
|
309 | (2) |
|
|
311 | (1) |
|
APA Format: Citations within the Text |
|
|
312 | (1) |
|
APA Format: The List of References |
|
|
313 | (6) |
|
|
315 | (1) |
|
|
315 | (1) |
|
|
315 | (2) |
|
|
317 | (1) |
|
|
317 | (1) |
|
|
318 | (1) |
|
A Checklist For Critical Papers Using Sources |
|
|
319 | (1) |
|
An Annotated Student Research Paper in MLA Format |
|
|
319 | (9) |
|
An Argument for Corporate Responsibility (student essay) |
|
|
320 | (8) |
|
|
An Annotated Student Research Paper in APA Format |
|
|
328 | (9) |
|
Does Ability Determine Expertise? (student essay) |
|
|
328 | (10) |
|
Part Two Further Views On Argument |
|
335 | (78) |
|
8 A Philosopher's View: The Toulmin Model |
|
|
337 | (14) |
|
Visual Guide: The Toulmin Method |
|
|
338 | (1) |
|
Components of the Toulmin Model |
|
|
338 | (8) |
|
|
338 | (1) |
|
|
339 | (1) |
|
|
340 | (2) |
|
|
342 | (1) |
|
|
343 | (2) |
|
|
345 | (1) |
|
Thinking Critically: Constructing A Toulmin Argument |
|
|
346 | (1) |
|
Putting the Toulmin Method to Work: Responding to an Argument |
|
|
346 | (2) |
|
The Locavore Myth: Why Buying from Nearby Farmers Won't Save the Planet |
|
|
346 | (2) |
|
|
"The average American eats 273 pounds of meat a year. Give up red meat once a week and you'll save as much energy as if the only food miles in your diet were the distance to the nearest truck farmer." |
|
|
|
Thinking with the Toulmin Method |
|
|
348 | (3) |
|
A Checklist For Using The Toulmin Method |
|
|
350 | (1) |
|
9 A Logician's View: Deduction, Induction, and Fallacies |
|
|
351 | (46) |
|
Using Formal Logic for Critical Thinking |
|
|
351 | (1) |
|
Visual Guide: Deduction And Induction |
|
|
352 | (1) |
|
|
352 | (11) |
|
|
356 | (7) |
|
|
363 | (7) |
|
Observation and Inference |
|
|
363 | (2) |
|
|
365 | (3) |
|
|
368 | (2) |
|
|
370 | (27) |
|
|
373 | (3) |
|
|
376 | (5) |
|
|
381 | (2) |
|
|
383 | (2) |
|
A Checklist For Evaluating An Argument With Logic |
|
|
385 | (1) |
|
Thinking Critically: Identifying Fallacies |
|
|
386 | (1) |
|
|
387 | (10) |
|
|
A short story about the limits of logic: "Can you give me one logical reason why you should go steady with Petey Bellows?" |
|
|
|
10 A Psychologist's View: Rogerian Argument |
|
|
397 | (16) |
|
Rogerian Argument: An Introduction |
|
|
397 | (16) |
|
Visual Guide: Rogerian Argument |
|
|
399 | (1) |
|
A Checklist For Analyzing Rogerian Argument |
|
|
400 | (1) |
|
Communication: Its Blocking and Its Facilitation |
|
|
401 | (7) |
|
|
A psychotherapist explains why we must see things from the other person's point of view. |
|
|
|
Letter to a Southern Baptist Minister |
|
|
408 | (5) |
|
|
An internationally renowned evolutionary biologist appeals for help from a literalist interpreter of Christian Holy Scripture. |
|
|
Appendix: Sentence Guides for Academic Writers |
|
413 | (16) |
Index |
|
429 | |