| Part 1: Reading And Discovering Arguments |
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1 | (58) |
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1 Making an Effective Argument |
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2 | (10) |
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What Exactly Is an Argument? |
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2 | (1) |
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Writing Arguments in College |
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3 | (2) |
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What Does Inquiry Have to Do with Argument? |
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5 | (3) |
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6 | (1) |
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How can you argue responsibly? |
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7 | (1) |
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How can you argue respectfully? |
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7 | (1) |
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Arguments as Turns in a Conversation |
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8 | (2) |
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A Case Study: The Microcredit Debate |
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9 | (1) |
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10 | (2) |
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12 | (10) |
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13 | (1) |
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13 | (1) |
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13 | (3) |
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Before you begin reading, ask these questions: |
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13 | (1) |
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Read the argument once without making notes to gain a sense of the content |
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13 | (2) |
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14 | (1) |
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Read the argument a second and third time, asking more questions and making notes |
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15 | (1) |
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15 | (1) |
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15 | (1) |
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16 | (4) |
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17 | (2) |
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17 | (2) |
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Fallacies of emotion and language |
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19 | (1) |
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Note fallacies while you read |
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19 | (1) |
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Map and Summarize Arguments |
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20 | (2) |
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20 | (1) |
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20 | (2) |
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22 | (17) |
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Find Arguments in Everyday Conversations |
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23 | (1) |
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Distinguish arguments from other kinds of persuasion |
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23 | (1) |
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24 | (1) |
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25 | (5) |
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Read your assignment carefully |
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26 | (2) |
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26 | (1) |
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27 | (1) |
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Think about what interests you |
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28 | (1) |
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28 | (1) |
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29 | (1) |
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30 | (1) |
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31 | (3) |
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The skeptic: Disagreeing with a source |
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32 | (1) |
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The contributor: Agreeing with a source with an additional point |
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33 | (1) |
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The analyst: Agreeing and disagreeing simultaneously with a source |
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34 | (1) |
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Use Inquiry to Find Good Reasons |
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34 | (3) |
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Can you argue by definition? |
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34 | (1) |
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Can you argue from value? |
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35 | (1) |
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Can you argue from consequence? |
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36 | (1) |
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Can you counter objections to your position? |
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37 | (1) |
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Find Evidence to Support Good Reasons |
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37 | (2) |
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39 | (11) |
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40 | (1) |
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State and Evaluate Your Thesis |
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40 | (2) |
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40 | (1) |
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41 | (1) |
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42 | (3) |
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Understand what your readers know-and do not know |
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42 | (2) |
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43 | (1) |
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Understand your readers' attitudes toward you |
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44 | (1) |
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Understand your readers' attitudes toward your subject |
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44 | (1) |
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45 | (2) |
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Write an Engaging Title and Introduction |
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47 | (1) |
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Write a Strong Conclusion |
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48 | (2) |
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5 Revising and Editing Arguments |
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50 | (9) |
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51 | (1) |
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Checklist for Evaluating Your Draft |
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51 | (1) |
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Respond to the Writing of Others |
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52 | (3) |
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52 | (2) |
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53 | (1) |
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54 | (1) |
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54 | (1) |
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55 | (1) |
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Edit and Proofread Carefully |
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56 | (4) |
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56 | (1) |
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57 | (2) |
| Part 2: Analyzing Arguments |
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59 | (40) |
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6 Analyzing Written Arguments |
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60 | (23) |
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What Is Rhetorical Analysis? |
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60 | (2) |
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Build a rhetorical analysis |
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61 | (1) |
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Analyze the Rhetorical Features: Textual Analysis |
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62 | (7) |
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Statement on the Articles of Impeachment |
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63 | (3) |
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Jordan's purpose and argument |
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66 | (1) |
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66 | (1) |
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67 | (1) |
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67 | (1) |
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68 | (1) |
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68 | (1) |
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Analyze the Rhetorical Context |
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69 | (6) |
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Communication as conversation |
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69 | (2) |
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71 | (1) |
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The context of the speech |
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71 | (1) |
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72 | (3) |
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Write a Rhetorical Analysis |
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75 | (3) |
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Steps To Writing A Rhetorical Analysis |
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76 | (2) |
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Sample Student Rhetorical Analysis |
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78 | (4) |
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An Argument of Reason and Passion: Barbara Jordan's "Statement on the Articles of Impeachment" |
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78 | (4) |
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82 | (1) |
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7 Analyzing Visual and Multimedia Arguments |
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83 | (16) |
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What Is a Visual Argument? |
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83 | (3) |
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Can there be an argument without words? |
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83 | (1) |
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Visuals contain implicit arguments |
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84 | (1) |
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What is a multimedia argument? |
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85 | (1) |
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Analyze Visuals Used as Evidence |
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86 | (2) |
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Evaluate photographs and videos as evidence |
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86 | (1) |
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86 | (1) |
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Ask these questions when you are analyzing charts and graphs |
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87 | (1) |
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Evaluate informational graphics |
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87 | (1) |
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88 | (3) |
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89 | (1) |
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Analyze visual and textual elements |
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90 | (1) |
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91 | (1) |
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91 | (1) |
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Sample Student Visual Analysis |
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92 | (5) |
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Russell Lee's Pie Town Photographs |
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92 | (5) |
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97 | (2) |
| Part 3: Writing Arguments |
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99 | (90) |
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100 | (19) |
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Understand How Definition Arguments Work |
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101 | (1) |
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Recognize Kinds of Definitions |
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101 | (2) |
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102 | (1) |
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103 | (1) |
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103 | (1) |
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Build a Definition Argument |
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103 | (5) |
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King's Extended Definition Argument |
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106 | (1) |
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Steps To Writing A Definition Argument |
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107 | (1) |
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108 | (5) |
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Sample Student Definition Argument |
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113 | (5) |
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Flagrant Foul: The NCAA's Definition of Student Athletes as Amateurs |
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113 | (5) |
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118 | (1) |
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119 | (17) |
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Understand How Causal Arguments Work |
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120 | (1) |
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120 | (1) |
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Three forms for causal argument claims |
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120 | (1) |
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121 | (2) |
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123 | (4) |
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Steps To Writing A Causal Argument |
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126 | (1) |
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Why Should I Be Nice to You? Coffee Shops and the Politics of Good Service |
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127 | (5) |
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Sample Student Causal Argument |
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132 | (4) |
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Modern Warfare: Video Games' Link to Real-World Violence |
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132 | (3) |
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135 | (1) |
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136 | (16) |
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Understand How Evaluation 'Arguments Work |
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137 | (1) |
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Recognize Kinds of Evaluations |
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138 | (1) |
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Build an Evaluation Argument |
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139 | (3) |
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Steps To Writing An Evaluation Argument |
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141 | (1) |
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142 | (3) |
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Sample Student Evaluation Argument |
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145 | (6) |
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Organic Foods Should Come Clean |
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145 | (6) |
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151 | (1) |
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152 | (9) |
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Understand How Narrative Arguments Work |
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153 | (1) |
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Recognize Kinds of Narrative Arguments |
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154 | (1) |
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Build a Narrative Argument |
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155 | (2) |
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Steps To Writing A Narrative Argument |
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156 | (1) |
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157 | (3) |
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160 | (1) |
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161 | (15) |
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Understand How Rebuttal Arguments Work |
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162 | (1) |
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Recognize Kinds of Rebuttal Arguments |
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163 | (3) |
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163 | (1) |
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164 | (2) |
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Build a Rebuttal Argument |
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166 | (2) |
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Steps To Writing A Rebuttal Argument |
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167 | (1) |
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The Real Cause of Obesity |
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168 | (3) |
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Sample Student Rebuttal Argument |
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171 | (4) |
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Oversimplifying the Locavore Ethic |
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171 | (4) |
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175 | (1) |
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176 | (13) |
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Understand How Proposal Arguments Work |
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177 | (1) |
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Recognize Components of Proposal Arguments |
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177 | (1) |
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Build a Proposal Argument |
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178 | (3) |
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Steps To Writing A Proposal Argument |
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180 | (1) |
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The American Dream Remains within Reach-in Switzerland |
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181 | (3) |
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Sample Student Proposal Argument |
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184 | (4) |
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Let's Make It a Real Melting Pot with Presidential Hopes for All |
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184 | (4) |
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188 | (1) |
| Part 4: Designing And Presenting Arguments |
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189 | (18) |
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14 Designing Multimedia Arguments |
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190 | (9) |
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Know When to Use Visual Evidence |
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191 | (1) |
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Think about what an image or graphic communicates |
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191 | (1) |
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Think About the Argument an Image Makes |
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191 | (2) |
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Think about the argument a chart or graph makes |
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192 | (1) |
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Think about the argument a video makes |
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193 | (1) |
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Know When to Use Audio Evidence |
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193 | (1) |
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Think about what sound communicates |
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193 | (1) |
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Think about the argument an audio interview makes |
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194 | (1) |
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Think about the argument that sounds make |
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194 | (1) |
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Think About Your Good Reasons and the Best Media for Delivering Them |
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194 | (2) |
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Design Multimedia Arguments |
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196 | (2) |
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Creating multimedia projects |
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196 | (2) |
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Design Arguments for Print |
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198 | (1) |
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199 | (8) |
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199 | (2) |
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Start with your goals in mind |
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199 | (1) |
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It's all about your audience |
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200 | (1) |
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200 | (1) |
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200 | (1) |
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Design Visuals for a Presentation |
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201 | (2) |
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201 | (2) |
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Use audio and video clips strategically |
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203 | (1) |
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Deliver an Effective Presentation |
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203 | (1) |
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203 | (1) |
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203 | (1) |
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203 | (1) |
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Convert a Written Text into a Presentation |
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204 | (3) |
| Part 5: Researching Arguments |
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207 | (70) |
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208 | (6) |
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Analyze the Research Task |
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208 | (1) |
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208 | (1) |
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Identify your potential readers |
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209 | (1) |
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Assess the project's length, scope, and requirements |
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209 | (1) |
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209 | (1) |
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209 | (1) |
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210 | (1) |
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Gather Information About the Subject |
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210 | (2) |
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Conducting field research |
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210 | (2) |
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212 | (2) |
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214 | (10) |
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Develop Strategies for Finding Sources |
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214 | (1) |
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Determine where to start looking |
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214 | (1) |
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Learn the art of effective keyword searches |
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215 | (1) |
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Find Sources in Databases |
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215 | (2) |
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215 | (1) |
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216 | (1) |
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216 | (1) |
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217 | (3) |
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Use search engines wisely |
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217 | (2) |
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Find online government sources |
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219 | (1) |
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Find online reference sources |
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219 | (1) |
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220 | (1) |
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Know the limitations of Wikipedia |
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220 | (1) |
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220 | (2) |
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221 | (1) |
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221 | (1) |
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221 | (1) |
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Find charts, graphs, and maps |
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221 | (1) |
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221 | (1) |
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222 | (2) |
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222 | (1) |
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222 | (2) |
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18 Evaluating and Recording Sources |
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224 | (8) |
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224 | (1) |
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Determine the Relevance of Sources |
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225 | (1) |
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Determine the Quality of Sources |
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225 | (2) |
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Distinguish individual and anonymous sources from edited sources |
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225 | (1) |
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Distinguish popular sources from scholarly sources |
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226 | (1) |
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Distinguish primary sources from secondary sources |
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226 | (1) |
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Evaluate the quality of visual sources |
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226 | (1) |
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Evaluate Database and Print Sources |
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227 | (1) |
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Checklist for evaluating database and print sources |
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227 | (1) |
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228 | (1) |
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Pay attention to domain names |
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228 | (1) |
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Be alert for biased web sites |
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228 | (1) |
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Checklist for evaluating online sources |
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229 | (1) |
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229 | (3) |
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Locate elements of a citation in database sources |
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229 | (1) |
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Locate elements of a citation in online sources |
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230 | (1) |
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Locate elements of a citation in print sources |
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231 | (1) |
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19 Writing the Research Project |
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232 | (12) |
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Review Your Goals and Plan Your Organization |
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232 | (2) |
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Review your assignment and thesis |
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233 | (1) |
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Determine your contribution |
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233 | (1) |
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Determine your main points |
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233 | (1) |
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234 | (2) |
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234 | (1) |
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234 | (1) |
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What you are not required to acknowledge |
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234 | (1) |
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What you are required to acknowledge |
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235 | (1) |
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Plagiarism in college writing |
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235 | (1) |
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Avoid Plagiarism When Taking Notes |
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236 | (1) |
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236 | (2) |
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237 | (1) |
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Attributing every quotation |
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238 | (1) |
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Quoting words that are quoted in your source |
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238 | (1) |
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Avoid Plagiarism When Summarizing and Paraphrasing |
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238 | (2) |
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238 | (1) |
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239 | (1) |
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Choose and Integrate Quotations |
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240 | (2) |
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Decide when to quote and when to paraphrase |
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240 | (1) |
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Use quotations effectively |
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240 | (1) |
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241 | (1) |
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Introduce block quotations |
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242 | (1) |
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242 | (1) |
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242 | (2) |
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242 | (1) |
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Write an engaging introduction |
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243 | (1) |
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Write a strong conclusion |
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243 | (1) |
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243 | (1) |
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20 Documenting Sources in MLA Style |
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244 | (22) |
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Elements of MLA Documentation |
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245 | (5) |
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Citing a source in your paper |
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245 | (1) |
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Citing an entire work, a Web site, or other digital source |
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245 | (1) |
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Creating an MLA-style works-cited list |
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246 | (4) |
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250 | (3) |
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MLA Works-Cited List: Books |
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253 | (3) |
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253 | (1) |
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253 | (1) |
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Anonymous and group authors |
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254 | (1) |
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254 | (1) |
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254 | (1) |
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Editions and translations |
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255 | (1) |
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255 | (1) |
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MLA Works-Cited List: Periodicals |
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256 | (2) |
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Scholarly journal articles |
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256 | (1) |
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257 | (1) |
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257 | (1) |
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Reviews, editorials, letters to the editor |
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257 | (1) |
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MLA Works-Cited List: Online-Only Sources |
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258 | (2) |
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258 | (2) |
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MLA Works-Cited List: Other Sources |
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260 | (1) |
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261 | (5) |
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Need a Cure for Tribe Fever? How about a Dip in the Lake? |
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261 | (5) |
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21 Documenting Sources in APA Style |
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266 | (11) |
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Elements of APA Documentation |
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266 | (4) |
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Citing a source in your paper |
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266 | (1) |
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Creating an APA-style references list |
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267 | (3) |
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270 | (1) |
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APA References List: Books |
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271 | (1) |
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APA References List: Periodicals |
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272 | (1) |
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APA References List: Library Database Sources |
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273 | (1) |
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APA References List: Online Sources |
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274 | (1) |
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APA References List: Other Sources |
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274 | (3) |
| Part 6: Contemporary Arguments |
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277 | (248) |
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278 | (44) |
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Environmentalism and Sustainability |
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278 | (2) |
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280 | (23) |
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"It All Turns on Affection": 2012 Jefferson Lecture |
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284 | (8) |
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Will Big Business Save the Earth? |
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292 | (5) |
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How "Green" Is Your T-Shirt |
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297 | (1) |
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297 | (4) |
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The Burning Garbage Heap That Choked Mumbai |
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301 | (2) |
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Issue in Focus: Sustainability on Campus |
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303 | (18) |
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Taking the University to Task |
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305 | (5) |
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National Association of Scholars |
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Fixing Sustainability and Sustaining Liberal Education |
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310 | (6) |
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Energy Confessions of an Undergrad |
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316 | (2) |
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Turning Colleges' Partners into Pariahs |
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318 | (1) |
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Sustainability Gone Mad on College Campuses |
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319 | (2) |
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Projects: From Reading to Writing |
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321 | (1) |
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322 | (42) |
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City Spaces and Public Life |
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322 | (2) |
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324 | (22) |
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Want to be Happier and Live Longer? Protect Green Spaces |
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325 | (4) |
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329 | (5) |
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What Urban Planners Can Learn From Skaters and Itinerant Marching Bands |
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334 | (3) |
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The Rise of Smarter Cities |
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337 | (2) |
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Urban Farming is Booming, But What Does It Really Yield? |
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339 | (7) |
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Issue in Focus: Designing Cities for Diverse Peoples and Experiences |
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346 | (16) |
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How to Design a City for Women |
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347 | (2) |
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Did Diversity Miss the Train in Union Station's Architecture? |
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349 | (3) |
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Is America's Civic Architecture Inherently Racist? |
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352 | (3) |
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Why Designers Should Care About the Mechanics of Mixing |
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355 | (4) |
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How Hosting the Paralympics Can Make Cities More Accessible |
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359 | (3) |
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Projects: From Reading to Writing |
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362 | (2) |
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364 | (46) |
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Education in American Society |
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365 | (1) |
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365 | (28) |
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366 | (6) |
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College Is Still Worth It |
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372 | (6) |
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For Many, College Isn't Worth It |
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378 | (4) |
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We Can Code It: Why Computer Literacy Is Key to Winning the 21st Century |
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382 | (8) |
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What Is the Value of an Education in the Humanities? |
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390 | (3) |
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Issue in Focus: How Do We Learn? |
|
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393 | (15) |
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Don't Lecture Me: Rethinking the Way College Students Are Taught |
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396 | (4) |
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To Lecture or Not to Lecture? |
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400 | (3) |
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403 | (2) |
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Are College Lectures Unfair? |
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405 | (3) |
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Projects: From Reading to Writing |
|
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408 | (2) |
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410 | (45) |
|
The Ethics of Science and Technology |
|
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410 | (2) |
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412 | (25) |
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An Open Letter to the Oil and Gas Industry: The Ethical Case for Fracking |
|
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413 | (2) |
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415 | (2) |
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417 | (5) |
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422 | (6) |
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It Is Time to Restore the Distinction between Good and Gold |
|
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428 | (2) |
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Bringing Them Back to Life |
|
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430 | (7) |
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Issue in Focus: Ethics and Food Safety |
|
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437 | (17) |
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439 | (7) |
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Ken Roseboro Interviews Thierry Vrain |
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Interview: A Former Genetic Engineer Now Speaks Out against GMO Risks |
|
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446 | (2) |
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|
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You're Eating Genetically Modified Food |
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448 | (2) |
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450 | (4) |
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Projects: From Reading to Writing |
|
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454 | (1) |
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26 Regulating Substances, Regulating Bodies |
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455 | (34) |
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Private Bodies, Public Controls |
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456 | (2) |
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458 | (16) |
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Marijuana Legalization Is a Risk Not Worth Taking |
|
|
460 | (1) |
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|
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Call Obesity What It Is: A Disease |
|
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461 | (2) |
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How I Went from Fat and Healthy to Diseased-Overnight |
|
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463 | (2) |
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Up in Smoke: Give Movies with Tobacco an Automatic "R" |
|
|
465 | (1) |
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Disruptive Technology: A Blessing and a Curse |
|
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466 | (4) |
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The Case for Banning Laptops in the Classroom |
|
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470 | (2) |
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In Defense of Laptops in the College Classroom |
|
|
472 | (2) |
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Issue in Focus: Drinking on College Campuses |
|
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474 | (14) |
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|
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Why Colleges Haven't Stopped Students from Binge Drinking |
|
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475 | (5) |
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The Drinking Age of 21 Saves Lives |
|
|
480 | (2) |
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|
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Lowering the Drinking Age Will Have Bad Effects; We Should. Do It Anyway |
|
|
482 | (6) |
|
Projects: From Reading to Writing |
|
|
488 | (1) |
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489 | (36) |
|
New Technologies vs. Personal Privacy |
|
|
490 | (3) |
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493 | (20) |
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|
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Is It Time to Go High-Tech on the Fourth Amendment? |
|
|
494 | (2) |
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496 | (2) |
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|
Google's Privacy Whitewash |
|
|
498 | (2) |
|
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500 | (2) |
|
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502 | (4) |
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|
|
Small Change: Why the Revolution Will Not Be Tweeted |
|
|
506 | (7) |
|
Issue in Focus: Is There a Downside to the Internet? |
|
|
513 | (10) |
|
|
|
Does the Internet Make You Smarter? |
|
|
515 | (2) |
|
|
|
A Declaration of the Independence of Cyberspace |
|
|
517 | (1) |
|
|
|
Does the Internet Make You Dumber? |
|
|
518 | (2) |
|
|
|
The Perils of Social Reading |
|
|
520 | (3) |
|
Projects: From Reading to Writing |
|
|
523 | (2) |
| Glossary |
|
525 | (4) |
| Credits |
|
529 | (5) |
| Index |
|
534 | |
