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The Informed Argument Text With Infotrac
ISBN: 9780155069831 | 0155069837
Edition: 6thFormat: Paperback
Publisher: Wadsworth Publishing
Pub. Date: 10/3/2003
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Praised for the way it introduces students to the elements of argument, the sixth edition offers more complete coverage of the Toulmin model, a new focus on problem solving, and a section on visual argument.
| An Introduction to Argument | p. 1 |
| What Is an Argument? | p. 4 |
| Why Learn to Write Effective Arguments? | p. 6 |
| The Purposes of Argument | p. 8 |
| Arguments to Assert | p. 11 |
| Arguments to Inquire | p. 13 |
| Arguments to Dominate | p. 16 |
| Arguments to Negotiate and Reconcile | p. 18 |
| Strategies for Argument | p. 22 |
| Logical Arguments | ... MOREp. 24 |
| Reasoning Inductively | p. 25 |
| Reasoning Deductively | p. 26 |
| The Syllogism | p. 28 |
| The Enthymeme | p. 29 |
| Cultural Differences in Logical Arguments | p. 30 |
| The Toulmin Model of Argumentation | p. 31 |
| Understanding Claims and Warrants | p. 32 |
| Evaluating Claims and Warrants | p. 33 |
| Fallacies | p. 35 |
| Appealing to Pity | p. 36 |
| Appealing to Prejudice | p. 36 |
| Appealing to Tradition | p. 37 |
| Arguing by Analogy | p. 37 |
| Attacking the Character of Opponents | p. 37 |
| Attributing False Causes | p. 38 |
| Attributing Guilt by Association | p. 38 |
| Begging the Question | p. 38 |
| Equivocating | p. 39 |
| Ignoring the Question | p. 39 |
| Jumping to Conclusions | p. 39 |
| Opposing a Straw Man | p. 39 |
| Presenting a False Dilemma | p. 40 |
| Reasoning That Does Not Follow | p. 40 |
| Sliding Down a Slippery Slope | p. 40 |
| Emotional Arguments | p. 41 |
| Character-Based Arguments | p. 43 |
| The Contexts of Argument | p. 52 |
| The Rhetorical Situation | p. 54 |
| Analyzing Your Audience | p. 55 |
| Imagining Your Audience | p. 56 |
| Cultural Context | p. 58 |
| Understanding Culture | p. 58 |
| Considering Culture in Argument | p. 60 |
| Considering Gender | p. 61 |
| Considering Age | p. 63 |
| Considering Sexual Orientation | p. 64 |
| Historical Context | p. 65 |
| The Media for Argument | p. 68 |
| Analyzing Arguments in Print | p. 70 |
| Reading Arguments Critically | p. 70 |
| Evaluating Ethos | p. 73 |
| Appraising Evidence | p. 76 |
| Facts as Evidence | p. 76 |
| Personal Experience as Evidence | p. 78 |
| Authority as Evidence | p. 79 |
| Values as Evidence | p. 80 |
| Presenting Evidence in Visual Form | p. 81 |
| Analyzing Arguments in Visual Media | p. 82 |
| Design and Color | p. 86 |
| Art as Visual Argument | p. 88 |
| Integrating Visual Elements and Text | p. 93 |
| Analyzing Arguments in Electronic Media | p. 97 |
| The Internet | p. 97 |
| Web Sites | p. 99 |
| Online Versions of Print Arguments | p. 99 |
| Hypertextual Web Sites | p. 99 |
| Web Sites as Arguments | p. 103 |
| Online Discussion Forums | p. 105 |
| Radio and Television | p. 110 |
| Constructing Arguments | p. 112 |
| Managing the Composing Process | p. 114 |
| Understanding Composing as Inquiry | p. 114 |
| Defining Your Topic | p. 115 |
| Considering Audience | p. 117 |
| Identifying Your Audience | p. 117 |
| Making Concessions | p. 118 |
| Understanding Audience Expectations | p. 119 |
| How One Student Addresses Her Audience | p. 119 |
| Defining Your Terms | p. 124 |
| Structuring an Argument | p. 125 |
| Classical Arrangement | p. 126 |
| Rogerian Argument | p. 127 |
| Logical Arrangements | p. 132 |
| Inductive Reasoning | p. 132 |
| Deductive Reasoning | p. 134 |
| Using the Toulmin Model | p. 138 |
| Supporting Claims and Presenting Evidence | p. 144 |
| Using Language Effectively | p. 145 |
| Working with Sources | |
| Doing Research | p. 150 |
| Reading Critically | p. 152 |
| Previewing | p. 153 |
| Annotating | p. 154 |
| Summarizing | p. 155 |
| Synthesizing | p. 157 |
| Taking Notes | p. 159 |
| Avoiding Plagiarism | p. 161 |
| Finding Relevant Material | p. 163 |
| Getting Started | p. 163 |
| Avoiding Selective Research | p. 164 |
| Using the Internet | p. 164 |
| Searching for Magazine and Journal Articles | p. 167 |
| Searching for Newspaper Articles | p. 170 |
| Using Abstracting Services | p. 173 |
| Looking for Books | p. 173 |
| Conducting Interviews and Surveys | p. 175 |
| Documenting Your Sources | p. 178 |
| Compiling a Preliminary Bibliography | p. 180 |
| Organizing a Research Paper | p. 180 |
| Integrating Source Material into Your Paper | p. 181 |
| Citing Sources | p. 183 |
| Footnotes and Content Notes | p. 184 |
| Parenthetical (In-Text) Documentation | p. 185 |
| The MLA Author/Work Style | p. 186 |
| The APA Author/Year Style | p. 188 |
| Organizing a Bibliography | p. 190 |
| Works Cited in MLA Style | p. 191 |
| References in APA Style | p. 199 |
| Preparing Your Final Draft | p. 207 |
| Negotiating Differences | |
| Ownership | p. 210 |
| Who Owns Words and Ideas? | p. 212 |
| Con-Text: What Is Fair Use? | p. 213 |
| "Standing Up for the Power of Learning" | p. 214 |
| "Heavy Lifting" | p. 219 |
| "What's Yours? (Ownership of Intellectual Property)" | p. 223 |
| "'Let's Roll': You Can Trademark Words but Not Meaning" | p. 228 |
| Who Owns the Body? | p. 232 |
| Con-Text: The Father of Surrogate Parenting | p. 233 |
| "Standing at the Crossroads of Genetic Testing: New Eugenics, Disability Consciousness, and Women's Work" | p. 234 |
| "Designer Babies and Other Fairy Tales" | p. 240 |
| "Adapting to Our Own Engineering" | p. 245 |
| "Victims from Birth" | p. 249 |
| Who Owns Music? | p. 254 |
| Con-Text: The Importance of Music | p. 255 |
| "Free Downloads Play Sweet Music" | p. 256 |
| "Music Dangers and the Case for Control" | p. 261 |
| "Black Is Back" | p. 269 |
| "Empire of the Air" | p. 274 |
| Education | p. 280 |
| What Should Be Taught in Schools? | p. 282 |
| Con-Text: John Dewey on Democracy and Education | p. 283 |
| "Enroll: Why Berkeley Students Should Punish a Teacher by Taking His Class" | p. 284 |
| "Balancing the Academy" | p. 288 |
| "Toward a Radical Feminist Pedagogy" | p. 294 |
| "An Educated and Culturally Literate Person Must Study America's Multicultural Reality" | p. 301 |
| How Should We Determine What Our Children Learn? | p. 306 |
| Con-Text: The Report of the Committee of Ten, 1892 | p. 307 |
| "'No' Is the Right Answer" | p. 308 |
| "Tests, Tracking, and Derailment" | p. 312 |
| "Unintended Consequences of High Stakes Testing" | p. 316 |
| "Why So Many Exams? A Marxist Response" | p. 328 |
| How Should We Pay for Education? | p. 336 |
| Con-Text: Horace Mann and Public Education | p. 337 |
| "The Market Can Transform Our Schools" | p. 338 |
| "Flagging Flagships" | p. 342 |
| "Pizza Hut, Domino's, and the Public Schools" | p. 346 |
| "Why I Said No to Coca-Cola" | p. 358 |
| Environments | p. 362 |
| What Is Common Ground? | p. 364 |
| Con-Text: "The Tragedy of the Commons" | p. 365 |
| "In Defense of Hallowed Ground" | p. 366 |
| "Global Commons: But Where Is the Community?" | p. 370 |
| "Rediscovery of the Commons: Managing for the Common Good, Not Just for the Corporate Good" | p. 374 |
| "The Daily We: Is the Internet Really a Blessing for Democracy" | p. 380 |
| How Do We Design Communities? | p. 396 |
| Con-Text: "A Beautiful Place Made Ugly" | p. 397 |
| "A Suburb Grown Up and All Paved Over" | p. 398 |
| "Misplacing the Blame for Our Troubles on 'Flat, Not Tall' Spaces" | p. 402 |
| "So What Can We Do--Really Do--About Sprawl?" | p. 406 |
| "Enough Snickering. Suburbia Is More Complicated and Varied Than We Think" | p. 412 |
| What Is Our Relationship to Nature? | p. 418 |
| Con-Text: Thoreau's Wildness | p. 419 |
| "The Obligation to Endure" | p. 420 |
| "Silent Spring at 40" | p. 427 |
| "In Wildness Is the Preservation of the World" | p. 432 |
| "Values Beyond Price" | p. 443 |
| American National Identity | p. 448 |
| Who Gets to Be an American? | p. 450 |
| Con-Text: "The New Colossus" | p. 451 |
| "By the Time I Get to Cucaracha" | p. 452 |
| "A Nation of Immigrants" | p. 457 |
| "Keep the Borders Open" | p. 463 |
| "Too Many: Looking Today's Immigration in the Face" | p. 468 |
| What Does It Mean to Be a Good American Citizen? | p. 476 |
| Con-Text: John F. Kennedy's Inaugural Address, 1961 | p. 477 |
| "Needed: Informed Voters" | p. 478 |
| "Want to Be a Patriot? Do Your Job" | p. 482 |
| "America: Idea or Nation?" | p. 486 |
| "A Patriotic Left" | p. 497 |
| What Kind of Power Should We Give Our Government? | p. 506 |
| Con-Text: "The Declaration of Independence" | p. 507 |
| "Letter From a Birmingham Jail" | p. 508 |
| "Liberties Are a Real Casualty of War" | p. 521 |
| "Databases and Security vs. Privacy" | p. 524 |
| "Why Fear National ID Cards?" | p. 528 |
| Free Enterprise | p. 532 |
| What Is a Free Market? | p. 534 |
| Con-Text: The Wealth of Nations | p. 535 |
| "Greed Despoils Capitalism" | p. 536 |
| "The True Spirit of Enterprise" | p. 539 |
| "The Rebel Sell: If We All Hate Consumerism, How Come We Can't Stop Shopping?" | p. 544 |
| "Economies of Meaning" | p. 553 |
| What Does It Mean to Be a Consumer? | p. 560 |
| Con-Text: "Conspicuous Consumption" | p. 561 |
| "All-Consuming Patriotism: American Flag: $19.95. New Yacht: $75,000. True Patriotism: Priceless" | p. 562 |
| "The Joys of Excess" | p. 567 |
| "Mixed Messages Call for Healthy Skepticism" | p. 572 |
| "The Singer Solution to World Poverty" | p. 576 |
| How Should Workers Be Treated? | p. 584 |
| Con-Text: "Industrial Workers of the World" | p. 585 |
| "Let Them Sweat" | p. 586 |
| "Rugmaking, Interwoven with Social Justice" | p. 589 |
| "Going Down the Road" | p. 593 |
| "Just Another Hollow Day" | p. 597 |
| Globalization | p. 602 |
| Is Globalization Progress? | p. 604 |
| Con-Text: The Marshall Plan | p. 605 |
| "Giving Aid to World Trade" | p. 606 |
| "The March of the Monoculture" | p. 610 |
| "The Living Democracy Movement: Alternatives to the Bankruptcy of Globalisation" | p. 619 |
| "Singing for the Global Community" | p. 628 |
| What Is Fair Trade? | p. 632 |
| Con-Text: Harry Truman and Fair Trade | p. 633 |
| "Free Trade for a Fair, Prosperous World" | p. 634 |
| "Fair Trade: Small Change, Big Difference" | p. 640 |
| "Squeezed to the Last Drop" | p. 647 |
| "Finding Meaning in a Cup of Coffee" | p. 651 |
| How Should We Share the Earth? | p. 656 |
| Con-Text: The Kyoto Protocol | p. 657 |
| "No Margin for Error" | p. 658 |
| "The Global Warming Scapegoat" | p. 662 |
| "Injustice? Duress and the Burnt Church First Nation Fisheries Agreement with Canada" | p. 666 |
| "Stop Energy Eco-Imperialism" | p. 670 |
| Text Credits | p. 676 |
| Photo Credits | p. 686 |
| Index | p. 688 |
| Table of Contents provided by Ingram. All Rights Reserved. |
Robert P. Yagelski: State University of New York at Albany Robert K. Miller: University of St. Thomas Amy J. Crouse-Powers: State University of New York at Oneonta
