| Preface |
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iii | |
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PART ONE FROM CRITICAL THINKING TO ARGUMENT AND RESEARCH |
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1 | (358) |
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3 | (43) |
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4 | (3) |
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7 | (1) |
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Obstacles to Critical Thinking |
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8 | (1) |
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An Essay on Types of Thinking (and Rethinking) |
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9 | (1) |
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ADAM GRANT, A Preacher, a Prosecutor, a Politician, and a Scientist |
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10 | (4) |
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An organizational psychologist insists "we need to develop the habit of forming our own second opinions" |
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Thinking through an Issue |
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14 | (2) |
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16 | (1) |
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Survey, Analyze, and Evaluate the Issue |
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17 | (2) |
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VISUAL GUIDE: EVALUATING A PROPOSAL |
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19 | (1) |
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Anticipating Counterarguments |
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19 | (1) |
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Critical Thinking at Work: From a Cluster to a Short Essay |
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20 | (1) |
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ALEXA CABRERA, Stirred and Strained: Pastafarians Should Be Allowed to Practice in Prison (student essay) |
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21 | (4) |
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A student explores the boundaries of religious freedom in state penitentiaries |
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Generating Ideas: Writing as a Way of Thinking |
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25 | (1) |
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Confronting Unfamiliar Issues |
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26 | (1) |
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Using Clustering to Discover Ideas |
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27 | (1) |
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Approaching an Issue (or an Assignment) |
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28 | (1) |
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Prompting Yourself: Classical Topics and Invention |
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29 | (2) |
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An Essay for Generating Ideas |
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31 | (1) |
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ASAO B. INOUE, Do Grades Help Students Learn in Classrooms? |
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31 | (5) |
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A writing professor examines the importance of risk-taking while learning: "What if you need to get things wrong in order to learn a new practice or discover new information?" |
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THINKING CRITICALLY: GENERATING IDEAS |
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36 | (1) |
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Generating Ideas from Multiple Perspectives |
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36 | (3) |
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A CHECKLIST FOR CRITICAL THINKING |
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39 | (1) |
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A Short Essay Calling for Critical Thinking |
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39 | (1) |
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ANAND JAYPRAKASH VAIDYA, The Inclusion Problem in Critical Thinking: The Case of Indian Philosophy |
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40 | (6) |
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A professor of philosophy examines multiple examples of Indian philosophy to demonstrate the importance of "character view" in critical thinking |
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2 Critical Reading: Getting Started |
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46 | (46) |
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47 | (2) |
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49 | (1) |
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49 | (2) |
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A CHECKLIST FOR PREVIEWING AND SKIMMING |
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51 | (4) |
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A Short Essay for Previewing Practice |
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55 | (1) |
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THINKING CRITICALLY: PREVIEWING |
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55 | (1) |
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CHARLES R. LAWRENCE III, On Racist Speech |
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56 | (5) |
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A law professor suggests that the framing of racist language as a free speech issue "has placed the bigot on the moral high ground and fanned the rising flames of racism" |
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Reading with a Careful Eye: Underlining, Highlighting, Annotating |
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61 | (1) |
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62 | (3) |
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Summarizing and Paraphrasing |
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65 | (4) |
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A CHECKLIST FOR A PARAPHRASE |
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69 | (1) |
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Patchwriting and Plagiarism |
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69 | (2) |
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Strategies for Summarizing |
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71 | (3) |
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74 | (3) |
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A Short Essay for Summarizing Practice |
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77 | (1) |
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VISUAL GUIDE: WRITING A CRITICAL SUMMARY |
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78 | (1) |
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SUSAN JACOBY, A First Amendment Junkie |
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79 | (5) |
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A feminist argues against those feminists who seek to ban pornography |
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A CHECKLIST FOR A SUMMARY |
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84 | (1) |
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84 | (1) |
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GWEN WILDE, Why the Pledge of Allegiance Should Be Revised (student essay) |
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84 | (5) |
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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" |
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SOHRAB AHMARI, Porn Isn't Free Speech---on the Web or Anywhere |
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89 | (3) |
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A journalist argues in favor of obscenity laws that would restrict the access of pornographic content online |
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3 Understanding Rhetorical Appeals |
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92 | (27) |
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93 | (1) |
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94 | (2) |
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THINKING CRITICALLY: IDENTIFYING ETHOS |
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96 | (1) |
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VISUAL GUIDE: EVALUATING PERSUASIVE APPEALS |
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97 | (1) |
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Seeing the Appeals in Real-World Events |
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98 | (3) |
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Unethical Uses of Rhetorical Appeals |
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101 | (3) |
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Are Such Appeals Always Unethical? |
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104 | (1) |
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Nonrational Appeals: Satire, Irony, Sarcasm |
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105 | (3) |
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Does All Communication Contain Arguments? |
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108 | (2) |
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THINKING CRITICALLY: EMOTIONAL APPEALS |
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110 | (1) |
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110 | (1) |
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AFRIKA AFENI MILLS, A Letter to White Teachers of My Black Children |
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110 | (6) |
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An educator implores teachers to gain "a much deeper understanding of racial history and ongoing racial matters" to cultivate more equitable learning environments |
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DODAI STEWART, The Case for a National One-Week Vacation |
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116 | (3) |
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An editor writes a memo to the United States of America, outlining the benefits of a collective break: "One solid week. No one works. NOTHING happens. Full nation vacation!" |
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4 Identifying Procedures In Argument |
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119 | (44) |
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The Power and Perils of Reason |
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120 | (1) |
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121 | (2) |
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123 | (1) |
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123 | (1) |
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124 | (1) |
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125 | (1) |
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VISUAL GUIDE: DEDUCTION AND INDUCTION |
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125 | (1) |
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126 | (1) |
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Testing Truth and Validity |
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127 | (3) |
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A CHECKLIST FOR EVALUATING A SYLLOGISM |
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130 | (4) |
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THINKING CRITICALLY: INDUCTIVE AND DEDUCTIVE REASONING |
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134 | (1) |
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Some Procedures in Argument |
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134 | (1) |
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135 | (5) |
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THINKING CRITICALLY: ANALYZING DEFINITIONS |
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140 | (2) |
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142 | (6) |
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THINKING CRITICALLY: AUTHORITATIVE TESTIMONY |
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148 | (4) |
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A CHECKLIST FOR EVALUATING STATISTICAL EVIDENCE |
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152 | (1) |
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153 | (2) |
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A CHECKLIST FOR EXAMINING ASSUMPTIONS |
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155 | (1) |
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An Example Argument and a Look at the Writer's Strategies |
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155 | (1) |
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JOHN TIERNEY, The Reign of Recycling |
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155 | (8) |
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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 |
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5 Visual Rhetoric: Thinking About Images As Arguments |
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163 | (40) |
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164 | (2) |
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166 | (1) |
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VISUAL GUIDE: ANALYZING IMAGES |
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167 | (2) |
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169 | (3) |
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A CHECKLIST FOR ANALYZING IMAGES |
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172 | (1) |
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Detecting Emotional Appeals in Visual Culture |
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172 | (3) |
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175 | (3) |
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Do Photographs Always Tell the Truth? |
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178 | (3) |
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A CHECKLIST FOR INSPECTING DIGITAL PHOTOGRAPHS |
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181 | (1) |
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Are Some Images Not Fit to Be Shown? |
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181 | (3) |
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A CHECKLIST FOR PUBLISHING CONTROVERSIAL IMAGES |
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184 | (1) |
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Accommodating, Resisting, and Negotiating the Meaning of Images |
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185 | (2) |
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Writing about Political Cartoons and Memes |
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187 | (4) |
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THINKING CRITICALLY: ANALYZING MEMES AND POLITICAL CARTOONS |
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191 | (1) |
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An Example: A Student's Essay Analyzing Images |
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192 | (1) |
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RYAN KWON, The American Pipe Dream? (student essay) |
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192 | (4) |
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A student analyzes two visual arguments to argue that the "American dream is---and always was---elusive" |
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Visuals as Aids to Clarity: Maps, Graphs, and Pie Charts |
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196 | (2) |
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A Word on Misleading or Manipulative Visual Data |
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198 | (1) |
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A CHECKLIST FOR CHARTS AND GRAPHS |
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198 | (4) |
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Using Visuals in Your Own Paper |
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202 | (1) |
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6 Writing An Analysis Of An Argument |
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203 | (25) |
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204 | (1) |
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Examining the Author's Thesis |
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204 | (1) |
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Examining the Author's Purpose |
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205 | (2) |
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Examining the Author's Methods |
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207 | (1) |
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Examining the Author's Persona |
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207 | (2) |
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Examining the Author's Audience |
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209 | (3) |
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A CHECKLIST FOR ANALYZING AN AUTHOR'S INTENDED AUDIENCE |
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212 | (1) |
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212 | (1) |
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VISUAL GUIDE: ORGANIZING YOUR ANALYSIS |
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213 | (1) |
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214 | (1) |
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A CHECKLIST FOR ANALYZING A TEXT |
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215 | (1) |
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An Argument, Its Elements, and a Student's Analysis of the Argument |
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216 | (1) |
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NICHOLAS D. KRISTOF, For Environmental Balance, Pick Up a Rifle |
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216 | (3) |
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"Let's bring back hunting" |
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Thinking Critically: Examining Language To Analyze An Author's Argument |
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219 | (1) |
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219 | (3) |
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THERESA CARCALDI, For Sound Argument, Drop the Jokes: How Kristof Falls Short in Convincing His Audience (student essay) |
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222 | (3) |
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A student conducts a close read of Nicholas D. Kristof's "For Environmental Balance, Pick Up a Rifle" |
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An Analysis of the Student's Analysis |
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225 | (1) |
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A CHECKLIST FOR WRITING AN ANALYSIS OF AN ARGUMENT |
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226 | (2) |
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7 Developing An Argument Of Your Own |
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228 | (43) |
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229 | (1) |
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Getting Ideas: Argument as an Instrument of Inquiry |
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230 | (1) |
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231 | (4) |
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235 | (1) |
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236 | (1) |
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Raising the Stakes of Your Thesis |
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237 | (2) |
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A CHECKLIST FOR A THESIS STATEMENT |
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239 | (1) |
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THINKING CRITICALLY: "WALKING THE TIGHTROPE" |
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240 | (1) |
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240 | (2) |
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Addressing Opposition and Establishing Common Ground |
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242 | (3) |
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A CHECKLIST FOR IMAGINING AN AUDIENCE |
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245 | (1) |
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Drafting and Revising an Argument |
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245 | (1) |
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245 | (1) |
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246 | (4) |
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Organizing the Body of the Essay |
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250 | (1) |
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VISUAL GUIDE: ORGANIZING YOUR ARGUMENT |
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251 | (2) |
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253 | (1) |
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THINKING CRITICALLY: USING TRANSITIONS IN ARGUMENT |
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254 | (1) |
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254 | (2) |
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256 | (1) |
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A CHECKLIST FOR ORGANIZING AN ARGUMENT |
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257 | (1) |
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Tone and the Writer's Persona |
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257 | (5) |
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THINKING CRITICALLY: ELIMINATING WE, ONE, AND I |
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262 | (1) |
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A CHECKLIST FOR ESTABLISHING TONE AND PERSONA |
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262 | (1) |
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262 | (1) |
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263 | (1) |
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A Checklist For Peer Review |
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264 | (1) |
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A Student's Essay, from Rough Notes to Final Version |
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265 | (2) |
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EMILY ANDREWS, Why I Don't Spare "Spare Change" (student essay) |
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267 | (4) |
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A student explains why she "will not attempt to be a mini-charitable organization, distributing spare change likely to go to an unworthy cause" |
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271 | (88) |
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272 | (1) |
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272 | (4) |
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Understanding Information Literacy |
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276 | (1) |
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277 | (2) |
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A Checklist For Approaching A Topic |
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279 | (1) |
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280 | (1) |
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Finding Quality Information Online |
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281 | (2) |
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Visual Guide: Finding Discourse On Your Topic |
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283 | (1) |
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Finding Articles Using Library Databases |
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284 | (4) |
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Thinking Critically: Using Search Terms |
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288 | (1) |
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288 | (1) |
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289 | (2) |
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Scholarly, Popular, and Trade Sources |
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291 | (2) |
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Evaluating Online Sources |
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293 | (3) |
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A Checklist For Identifying Reliable Websites |
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296 | (9) |
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A Checklist For Identifying Fake News |
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305 | (1) |
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Considering How Current Sources Are |
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306 | (1) |
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A Checklist For Evaluating Sources |
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307 | (1) |
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Performing Your Own Primary Research |
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307 | (1) |
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Interviewing Peers and Local Authorities |
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308 | (1) |
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308 | (1) |
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309 | (1) |
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Research in Archives and Special Collections |
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310 | (1) |
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311 | (1) |
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312 | (1) |
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313 | (1) |
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A Checklist For Avoiding Plagiarism |
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314 | (1) |
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Compiling an Annotated Bibliography |
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315 | (1) |
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316 | (3) |
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Visual Guide: Integrating Quotations |
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319 | (2) |
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Thinking Critically: Using Signal Phrases |
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321 | (1) |
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321 | (1) |
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A Note on Footnotes (and Endnotes) |
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322 | (1) |
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MLA Format: Citations within the Text |
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322 | (4) |
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MLA Format: The List of Works Cited |
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326 | (11) |
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An Annotated Student Research Paper in MLA Format |
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337 | (1) |
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Lesley Timmerman, An Argument for Corporate Responsibility (student essay) |
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338 | (8) |
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A student argues that "corporations have to take responsibility for their actions, beyond making money for shareholders" |
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APA Format: Citations within the Text |
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346 | (1) |
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APA Format: The List of References |
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346 | (6) |
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A CHECKLIST FOR CRITICAL PAPERS USING SOURCES |
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352 | (1) |
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An Annotated Student Research Paper in APA Format |
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353 | (1) |
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HANNAH SMITH BROOKS, Does Ability Determine Expertise? (student essay) |
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353 | (6) |
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A student promotes the value of "extended and extensive study and exposure "over" inherent ability" |
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PART TWO FURTHER VIEWS ON ARGUMENT |
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359 | (84) |
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9 A Philosopher's View: The Toulmin Model |
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361 | (19) |
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Understanding the Toulmin Model |
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362 | (1) |
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VISUAL GUIDE: THE TOULMIN METHOD |
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363 | (1) |
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Components of the Toulmin Model |
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363 | (1) |
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363 | (1) |
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364 | (1) |
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365 | (1) |
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366 | (1) |
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367 | (2) |
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369 | (1) |
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THINKING CRITICALLY: CONSTRUCTING A TOULMIN ARGUMENT |
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370 | (1) |
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Putting the Toulmin Method to Work: Responding to an Argument |
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370 | (1) |
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JONATHAN SAFRAN FOER, Show Your Hands: Saving the Planet Begins at Breakfast |
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371 | (5) |
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A novelist and essayist argues that "we cannot keep the kinds of meals we have known and also keep the planet we have known" |
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Thinking with the Toulmin Model |
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376 | (3) |
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A CHECKLIST FOR USING THE TOULMIN METHOD |
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379 | (1) |
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10 A Logician's View: Deduction, Induction, And Fallacies |
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380 | (48) |
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Using Formal Logic for Critical Thinking |
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381 | (2) |
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383 | (5) |
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388 | (6) |
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394 | (1) |
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Observation and Inference |
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395 | (2) |
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397 | (2) |
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399 | (2) |
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401 | (1) |
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Visual Guide: Common Fallacies |
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402 | (3) |
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405 | (1) |
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406 | (5) |
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411 | (3) |
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A Checklist For Evaluating An Argument With Logic |
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414 | (1) |
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415 | (1) |
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Thinking Critically: Identifying Fallacies |
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416 | (1) |
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MAX SHULMAN, Love Is a Fallacy |
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417 | (11) |
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A short story about the limits of logic:" `Can you give me one logical reason why you should go steady with Petey Bellows?'" |
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11 A Psychologist's View: Rogerian Argument |
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428 | (15) |
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Rogerian Argument: An Introduction |
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429 | (1) |
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Visual Guide: Rogerian Argument |
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430 | (2) |
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A Checklist For Analyzing Rogerian Argument |
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432 | (1) |
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Carl R. Rogers, Communication: Its Blocking and Its Facilitation |
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432 | (8) |
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A psychotherapist explains why we must see things from the other person's point of view |
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Lewis Oakley, Is It Time to Retire the Word "Privileged"? |
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440 | (3) |
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An equality activist proposes abandoning the word "privileged" because "no one has ever agreed to change their behavior because someone called them a name" |
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| Text Credits |
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443 | (2) |
| Index |
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445 | |
