a guide to important reference features...
TRANSCRIPT
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AguidetoimportantreferencefeaturesinPracticalArgument
TemplatesforKeyWritingSkillsStructuringanArgumentWritingaCriticalResponseRespondingtoVisualArgumentsWritingaRhetoricalAnalysisWritingaDeductiveArgumentWritinganInductiveArgumentWritingaRogerianArgumentWritingaToulminArgumentUsingIdentifyingTagsWritinganArgumentaboutPlagiarismWritingaDefinitionArgumentWritingaCause-and-EffectArgumentWritinganEvaluationArgumentWritingaProposalArgumentWritinganEthicalArgument
GrammerinContextBoxesUsingParallelismPronoun-AntecedentAgreementContractionsversusPossessivePronounsAvoidingIsWhereandIsWhenAvoiding“TheReasonIsBecause”ComparativesandSuperlativesWillversusWouldSubordinationandCoordination
GuidelineonWorkingwithSourcesEvaluatingSourcesSummarizingSourcesParaphrasingSourcesQuotingSourcesSynthesizingSources
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ThirdEdition
PracticalArgumentATextandAnthology
LaurieG.KirsznerUniversityoftheSciences,Emeritus
StephenR.MandellDrexelUniversity
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ForBedford/St.Martin’s
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VicePresident,Editorial,MacmillanHigherEducationHumanities:EdwinHillEditorialDirector,EnglishandMusic:KarenS.HenrySeniorPublisherforComposition,BusinessandTechnicalWriting,DevelopmentalWriting:
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PREFACE
Inrecentyears,manycollegecompositionprogramshaveintegratedargumentationintotheirfirst-yearwritingsequence,andtherearegoodreasonsforthis.Argumentationiscentraltoacademicandpublicdiscourse,sostudentswhoareskilledatargumentationareabletoparticipateinthedynamic,ongoingdiscussionsthattakeplacebothintheirclassroomsandintheircommunities.Clearly,argumentationteachesvaluablecritical-thinkingskillsthatarenecessaryforacademicsuccessandforsurvivalintoday’smedia-drivensociety.
Whathassurprisedandtroubledusasteachers,however,isthatmanycollegeargumenttextsaresimplytoodifficult.Frequently,adivideexistsbetweenthepedagogyofthesetextsandstudents’abilitytounderstandit.Inmanycases,technicalterminologyandexcessivelyabstractdiscussionsleadtoconfusioninsteadofclarity.Theresultisthatstudents’worstfearsarerealized:insteadoffeelingthattheyarepartofadiscoursecommunity,theyseethemselvesasmarginalizedoutsiderswhowillneverbeabletounderstand,letalonemaster,theprinciplesofargumentation.
Recognizingthatstudentsstruggletomasterimportantprinciplesofargumentativethinkingandwriting,wedrewonouryearsofclassroomexperiencetocreateaninnovativebook:PracticalArgument:ATextandAnthology.Inthisthirdedition,PracticalArgumentremainsastraightforward,accessible,andvisuallyappealingintroductiontoargumentativewritingthatexplainsconceptsinunderstandable,everydaylanguageandillustratesthemwithexamplesthatactuallymeansomethingtostudents.PracticalArgumentisanalternativeforinstructorswhoseecurrentlyavailableargumenttextsastoobig,toocomplicated,andtoointimidatingfortheirstudents.
Inshort,ourgoalinthistextistodemystifythestudyofargument.Tothisend,wefocusonthethingsthatstudentsneedtoknow,omittingtheoverlytechnicalconceptstheyoftenstrugglewith.Forexample,PracticalArgumentemphasizesthebasicprinciplesofclassicalargumentanddownplaysthemorecomplexToulminlogic,treatingitasanalternativewayofenvisioningargument.PracticalArgumentworksbecauseitsapproachis“practical”;ithelpsstudentstomakeconnectionsbetweenwhattheylearnintheclassroomandwhattheyexperienceoutsideofit.Astheydoso,theybecomecomfortablewiththerhetoricalskillsthatarecentraltoeffectiveargumentation.Webelievethere’snootherbooklikeit.
OrganizationPracticalArgument,bothatextandareader,includesinonebookeverythingstudentsandinstructorsneedforanargumentcourse.
Part1,UnderstandingArgument,discussestheroleofargumentineverydaylifeandthevalueofstudyingargument,offersdefinitionsofwhatargumentisandisnot,explainsthe
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meansofpersuasion(appealstologos,pathos,andethos),anddefinesandillustratesthebasicelementsofargument(thesis,evidence,refutation,andconcludingstatement).
Part2,ReadingandRespondingtoArguments,explainsandillustratescriticalthinkingandreading;visualargument;writingarhetoricalanalysis;logicandlogicalfallacies;andRogerianargument,Toulminlogic,andoralarguments.
Part3,WritinganArgumentativeEssay,tracesandillustratestheprocessofplanning,drafting,andrevisinganargumentativeessay.
Part4,UsingSourcestoSupportYourArgument,coverslocatingandevaluatingprintandonlinesources;summarizing,paraphrasing,quoting,andsynthesizingsources;documentingsourcesinMLAstyle;andusingsourcesreponsibly.
Part5,StrategiesforArgument,explainsandillustratesthemostcommonkindsofarguments—definitionarguments,cause-and-effectarguments,evaluationarguments,proposalarguments,andethicalarguments.
Part6,Debates,Casebooks,andClassicArguments,includesbothcontemporaryandclassicarguments.Thecontemporaryargumentsarearrangedinfourpro-condebatesandfourin-depthcasebooksonissuessuchaswhethercontroversialsportsmascotsshouldbereplacedandwhetherhelicopterparentsareruiningtheirchildren’slives.Theelevenclassicargumentsincludewell-knownpiecesbywriterssuchasJonathanSwift,GeorgeOrwell,BettyFriedan,andRachelCarson.
Appendixes.AppendixAprovidesinstructiononwritingliteraryarguments,andAppendixBcoversAPAdocumentationstyle.
KeyFeaturesAccessibleinaThoughtfulWayPracticalArgumentcoverseverythingstudentsneedtoknowaboutargumentbutdoesn’toverwhelmthem.Itlimitstechnicalvocabularytowhatstudentsandinstructorsactuallyneedtounderstandanddiscusskeyconceptsinargumentandargumentativewriting.Inshort,PracticalArgumentisargumentmadeaccessible.
ArgumentStepbyStep,SupportedbyHelpfulApparatusPracticalArgumenttakesstudentsthroughastep-by-stepprocessofreadingandrespondingtoothers’argumentsandwriting,revising,andeditingtheirownarguments.Thebookusesaclassroom-tested,exercise-drivenapproachthatencouragesstudentstoparticipateactivelyintheirownlearningprocess.Chaptersprogressinaclear,easy-to-understandsequence:studentsareaskedtoreadarguments,identifytheirkeyelements,anddeveloparesponsetoanissueintheformofacomplete,documentedargumentativeessaybasedonin-bookfocusedresearch.
Exercisesandwritingassignmentsforeachselectionprovideguidanceforstudentsastheyworktowardcreatingafinishedpieceofwriting.Throughoutthetext,checklists,grammar-in-contextandsummaryboxes,andsourceandglossnotesprovidesupport.Inaddition,morethanadozenuniquetemplatesforparagraph-lengtharguments—locatedwiththeend-of-chapter
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exercises—providestructuresthatstudentscanuseforguidanceastheywritedefinitionarguments,cause-and-effectarguments,evaluationarguments,proposalarguments,andethicalarguments.Sentencetemplatesalsofrequentlyappearinthequestionsthatfollowthereadings,providinganopportunityforstudentstoworkuptoargumentsattheparagraphlevel.
AThematicallyFocusedApproachwithCompellingChapterTopicsStudentslearnbestwhentheycareaboutandareengagedinanissue.Forthisreason,PracticalArgumentusesreadingsandassignmentstohelpstudentslearnargumentationinthecontextofonehigh-interestcontemporaryissueperchapter.Chaptertopicsincludemediaviolence,freespeech,onlineeducation,technologyandprivacy,studentdebt,andstudentsafety—issuesthathaverealmeaninginstudents’lives.
ReadingsonRelevantandInterestingIssuesOnehundredandtwenty-oneaccessibleprofessionalreadings—onissuesthatstudentswillwanttoreadaboutanddebate—arepresentedinthetext,includingselectionsfromjournalsandblogs.Topicsincludetheadvantagesoftwo-yearcolleges,theconceptof“humane”;meat,andwhyundergraduatemajorsmatter.Manyvisualselectionsenhancethereadingsthroughoutthebookwhileseventeensamplestudentessays,morethaninanyotherargumentbook,providerealisticmodelsforstudentwritersaswellasadditionalstudentvoices.Eachstudentessay,includingcompleteMLAandAPAresearchpapers,isannotatedtofurtherassiststudentsthroughtheirownwritingprocess.Anadditionaltwenty-fourselectionsareorganizedasdebatesandcasebooksonquestionssuchaswhethermeatcanbeanethicalchoice,whethercontroversialsportsmascotsshouldbereplaced,andwhethereveryAmericanshouldgotocollege.Acollectionofelevenclassicargumentsoffersmorechallengingapproachestoenduringissues.
TohelpstudentsbetterunderstandthecontextofthesourcesincludedinPracticalArgument,eachismarkedwithaniconthatshowshowitwasoriginallypresented.
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AnOpenandInvitingFull-ColorDesignThefresh,contemporarylookofPracticalArgumentwillengagestudents.Thisopen,colorfuldesigneliminatestheseaofdensetypethatistypicalofmanyotherargumentbooks.Overahundredphotographsandothervisuals—suchasgraphicnovelexcerpts,cartoons,advertisements,templates,chartsandgraphs,Webpages,andfineart—provideappealingandinstructivereal-worldexamples.Theuseofopenspaceandnumerousimagesreinforcesthecurrencyofthebook’sthemesandalsocreatesaninvitingandvisuallystimulatingformat.
TwoVersionsPracticalArgumentisalsoavailableinatrimmed-downedition,PracticalArgument,ShortThirdEdition.Thisversionfeaturesastreamlinedtableofcontentswithfewerreadingsfortheinstructorwhoislookingtodomorewithless.PracticalArgument,ShortThirdEdition,canalsobepackagedwiththefullLaunchPad.ToorderPracticalArgument,ShortThirdEdition,useISBN978-1-319-03019-3.
NewtoThisEditionEssays,Topics,andImagesThethirdeditionincludessixty-eightengagingnewprofessionalessaysonsuchtimelytopicsasself-drivingcarsandfreespeechoncollegecampuses.Theseessayshavebeencarefullyselectedfortheirhigh-interestsubjectmatteraswellasfortheireffectivenessassourcesandasteachingmodelsforstudentwriting.
DebatesandCasebooksNewdebateandcasebooktopicsincludewhetherbystandershaveanobligationtointerveneinanemergency,andwhetheritpaystostudythehumanities.
MoreHelpwiththeWritingProcessandAcademicWritingInresponsetoinstructorrequests,wehaveexpandedthetemplates,makingthemmoreusefultostudentsandaddinginteractivityintheLaunchPad;includedadditionalannotationsintheMLApapertoguidestudentsintheintegrationofsourcematerial;simplifiedthecoverageofRogerianargument;andprovidedmorebackgroundontherhetoricalsituation.Wehavealsoprovidedmorehelpwithacademicwriting,includingadditionalmaterialonfindingsourcesaswellasexpandedexamplesofMLAandAPAdocumentation.Wehavesubstantiallyexpandedourcoverageofhowtorefuteopposingarguments,providingstudentswithafirmgraspofhowtousefullyincorporateconflictingviewpointsintotheirwriting.Finally,asetofdisciplinarycontentshasbeenincludedforinstructorswhowanttobrowsethereadingsbydisciplinesoutsideofcompositiontohelptheirstudentsmakeconnectionstotheirothercourses.
GettheMostOutofYourCoursewithPracticalArgumentBedford/St.Martin’soffersresourcesandformatchoicesthathelpyouandyourstudentsget
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evenmoreoutofyourbookandcourse.Tolearnmoreaboutortoorderanyofthefollowingproducts,contactyourMacmillansalesrepresentative,emailsalessupport([email protected]),orlookforPracticalArgument,ThirdEdition,atmacmillanlearning.com.
LaunchPadforPracticalArgument:WhereStudentsLearnLaunchPadprovidesengagingcontentandnewwaystogetthemostoutofyourbook.Getaninteractivee-bookcombinedwithuseful,highlyrelevantmaterialsinafullycustomizablecoursespace;thenassignandmixourresourceswithyours.
Auto-gradedreadingquizzes,comprehensionquizzesonargumenttopics,andinteractivewritingtemplateshelpstudentstoengageactivelywiththematerialyouassign.
Pre-builtunits—includingreadings,videos,quizzes,discussiongroups,andmore—areeasytoadaptandassignbyaddingyourownmaterialsandmixingthemwithourhigh-qualitymultimediacontentandready-madeassessmentoptions,suchasLearningCurveadaptivequizzing.TheLearningCurvenowincludesargumentmodulesfocusingontopic,purpose,andaudience;arguableclaims;reasoningandlogicalfallacies;andpersuasiveappeals(logos,pathos,andethos).
LaunchPadalsoprovidesaccesstoaGradebookthatprovidesaclearwindowontheperformanceofyourwholeclass,individualstudents,andevenresultsofindividualassignments.
Astreamlinedinterfacehelpsstudentsfocusonwhat’sdue,andsocialcommentingtoolsletthemengage,makeconnections,andlearnfromeachother.UseLaunchPadonitsownorintegrateitwithyourschool’slearningmanagementsystemsothatyourclassisalwaysonthesamepage.
Togetthemostoutofyourbook,orderLaunchPadforPracticalArgumentpackagedwiththeprintbook.(LaunchPadforPracticalArgumentcanalsobepurchasedonitsown.)Anactivationcodeisrequired.ToorderLaunchPadforPracticalArgumentwiththeprintbook,useISBN978-1-319-07353-4.
ChoosefromAlternativeFormatsofPracticalArgumentBedford/St.Martin’soffersarangeofaffordableformats,allowingstudentstochoosetheonethatworksbestforthem.Forfurtherdetails,lookforPracticalArgumentatmacmillanlearning.com.
PaperbackbriefeditionToorderthepaperbackPracticalArgument,ShortThirdEdition,useISBN978-1-319-03019-3.
Otherpopulare-bookformatsFordetails,visitmacmillanlearning.com/ebooks.
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Writer’sHelp2.0isapowerfulonlinewritingresourcethathelpsstudentsfindanswerswhethertheyaresearchingforwritingadviceontheirownoraspartofanassignment.
SmartsearchBuiltonresearchwithmorethan1,600studentwriters,thesmartsearchinWriter’sHelp2.0providesreliableresultsevenwhenstudentsusenovicetermssuchasflowandunstuck.
Trustedcontentfromourbest-sellinghandbooksChooseWriter’sHelp2.0,HackerVersionorWriter’sHelp2.0,LunsfordVersionandensurethatstudentshaveclearadviceandexamplesforalloftheirwritingquestions.
AdaptiveexercisesthatengagestudentsWriter’sHelp2.0includesLearningCurve,game-likeonlinequizzingthatadaptstowhatstudentsalreadyknowandhelpsthemfocusonwhattheyneedtolearn.
StudentaccessispackagedwithPracticalArgumentatasignificantdiscount.OrderISBN978-1-319-07356-5forWritersHelp2.0,HackerVersionorISBN978-1-319-07355-8forWritersHelp2.0,LunsfordVersiontoensureyourstudentshaveeasyaccesstoonlinewritingsupport.StudentswhorentabookorbuyausedbookcanpurchaseaccesstoWriter’sHelp2.0atmacmillanhighered.com/writershelp2.
Instructorsmayrequestfreeaccessbyregisteringasaninstructoratmacmillanhighered.com/writershelp2.
Fortechnicalsupport,visitmacmillanlearning.com/getsupport.PortfolioKeeping,ThirdEdition,byNedraReynoldsandElizabethDavis,providesallthe
informationstudentsneedtousetheportfoliomethodsuccessfullyinawritingcourse.PortfolioTeaching,acompanionguideforinstructors,providesthepracticalinformationinstructorsandwritingprogramadministratorsneedtousetheportfoliomethodsuccessfullyinawritingcourse.ToorderPortfolioKeepingpackagedwiththistext,contactyoursalesrepresentativeforapackageISBN.
InstructorResourcesYouhavealottodoinyourcourse.Bedford/St.Martin’swantstomakeiteasyforyoutofindthesupportyouneed—andtogetitquickly.
ResourcesforTeachingPracticalArgumentisavailableasaPDFthatcanbedownloadedfromtheBedford/St.Martin’sonlinecatalog.Inadditiontochapteroverviewsandteachingtips,theinstructor’smanualincludessamplesyllabi,answerstoquestionsthatappearwithinthebook,andsuggestedclassroomactivities.
JoinOurCommunity!TheMacmillanEnglishCommunityisnowBedford/St.Martin’shomeforprofessionalresources,featuringBedfordBits,ourpopularblogsitethatoffersnewideasforthecompositionclassroomandcompositionteachers.ConnectandconversewithagrowingteamofBedfordauthorsandtopscholarswhoblogonBits:AndreaLunsford,Nancy
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AcknowledgmentsThefollowingreviewersgaveusvaluablefeedback:JoshuaBeach,UniversityofTexasatSanAntonio;JennyBillingsBeaver,RowanCabarrusCommunityCollege;JadeBittle,RowanCabarrusCommunityCollege;ShannonBlair,CentralPiedmontCommunityCollege;ChrisBlankenship,EmporiaStateUniversity;PatriciaColella,BunkerHillCommunityCollege;JasonDePolo,NorthCarolinaA&TStateUniversity;JulieDorris,ArkansasNortheasternCollege;SarahDuerden,UniversityofSheffield;AlanGoldman,MassachusettsBayCommunityCollege;IrisHarvey,TarrantCountyCommunityCollege;RebeccaHewett,CaliforniaStateUniversity;BruceHolmes,StratfordUniversity;AnnelieseHoman,StateFairCommunityCollege;AnnHostestler,GoshenCollege;ElizabethHurston,EastfieldCollege;AnnJohnson,UniversityofNebraskaatOmaha;VirginiaKearney,BaylorUniversity;AudreyLapointe,CuyamacaCollege;LaurieLeach,HawaiiPacificUniversity;VickiMartineau-Gilliam,NationalUniversity;GwendolynMiller,UniversityofWisconsin-Parkside;DeborahMiller-Zournas,StarkStateCollege;JamesMinor,SouthPiedmontCommunityCollege;LaniMontreal,MalcolmXCollege;KathleenMoore,CommunityCollegeofVermont-Montpelier;MeltamOztan,KentState;MattPifer,HussonUniversity;CoryPotter,Bethune-CookmanUniversity;MandyReid,IndianaStateUniversity;StuartRosenberg,CyprusCollege;ZahirSmall,SantaFeCollege;KymberlySnelling,MetropolitanCommunityCollege-Ft.Omaha;RosieSoy,HudsonCountyCommunityCollege;AndreaSpofford,AustinPeayStateUniversity;WesSpratlin,MotlowStateCommunityCollege;CheliTurner,GreenvilleTechnicalCollege;BarbaraUrban,CentralPiedmontCommunityCollege-LevineCampus;andSandraZapp,ParadiseValleyCommunityCollege.
WethankJeffOusborne,DejaRuddick,ElizabethRice,andMichelleMcSweeneyfortheirvaluablecontributionstothistext.
AtBedford/St.Martin’s,JoanFeinberg,DeniseWydra,KarenHenry,SteveScipione,LeasaBurton,andJohnSullivanwereinvolvedandsupportivefromthestartoftheproject.John,inparticular,helpedusshapethisbookandwaswithuseverystepoftheway.Inthisthirdedition,wehavehadthepleasureofworkingwithSherryMooney,oursmart,talented,andcreativeeditor.HeradditiontoourteamhasmadePracticalArgumentamuchbetterbook.MattGlazer
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patientlyandefficientlyshepherdedthebookthroughtheproductionprocess.OthersonourteamincludedJenniferPrince,whohelpedwithmanydetails;JoyFisherWilliamsandGillianDaniels,whowereinstrumentalinmarketingthebook;SheriBlaney,whofoundartandobtainedpermissionforit;ChristineVolboril,whohandledtextpermissions;andouroutstandingcopyeditor,DianaP.George.Wearegratefulfortheirhelp.
Finally,wewouldliketothankeachotherforlunchespast—andformany,manylunchestocome.
LaurieG.KirsznerStephenR.Mandell
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BRIEFCONTENTS
Preface
DisciplinaryContentsPART
1UnderstandingArgument
PART
2ReadingandRespondingtoArguments
PART
3WritinganArgumentativeEssay
PART
4UsingsourcestosupportYourArgument
PART
5StrategiesforArgument
PART
6Debates,Casebooks,andClassicArguments
APPENDIXAWritingPteraryArgumentsAPPENDIXBDocumentingSources:APA
Glossary
Acknowledgments
Subjectindex
IndexoftitlesandAuthors
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CONTENTS
Preface
DisciplinaryContents
PART
1UnderstandingArgumentAnIntroductiontoArgumentRecognizingArguments
WhyInstructorsAssignArgument[BOX]
DefiningArgument
WhatKindsofStatementsAreNotDebatable?[BOX]
ArgumentsinRealLife
WinningandLosingArguments
TheRhetoricalSituation
ConsideringtheWriter
ConsideringthePurpose
ConsideringtheAudience
ConsideringtheQuestion
ConsideringtheContext
Logos,Pathos,andEthos
TheAppealtoReason(Logos)
LogosinAction
TheAppealtotheEmotions(Pathos)
PathosinAction
TheAppealtoAuthority(Ethos)
EthosinAction
TheRhetoricalTriangle
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1TheFourPillarsofArgumentATISSUE IsaCollegeEducationWorththeMoney?
TheElementsofArgument
ThesisStatement
Evidence
Refutation
ConcludingStatement
CHECKLIST:DOESYOURARGUMENTSTANDUP?
NIATUCKSON,WhyForeign-LanguageStudyShouldBeRequired[STUDENTESSAY]
Astudentwriterusesthefourpillarsofargumentasshemakesthecaseforaforeign-languagerequirementincollege.
ANDREWHERMAN,RaisetheDrinkingAgetoTwenty-FiveAcollegestudentclaimsthathispeerscannotdrinkresponsibly.
READINGANDWRITINGABOUTTHEISSUE IsaCollegeEducationWorththeMoney?
DAVIDLEONHARDT,IsCollegeWorthIt?Clearly,NewDataSay
Alogos-basedargumentusesincomestatisticstosupporttheclaimthateveryoneshouldgotocollege.
MARTYNEMKO,WeSendTooManyStudentstoCollege
Acareercounselorclaimsthatcollegeisagoodchoiceonlyforsomepeople.
JENNIELE,WhatDoesItMeantoBeaCollegeGrad?
Afirst-generationAmericanwritesthathercollegedegreesymbolizestheopportunitiestheUnitedStatesoffers.
DALESTEPHENS,CollegeIsaWasteofTime
Therecipientofafellowshipforentrepreneursexplainswhyheisforgoingcollege.
BRIDGETTERRYLONG,CollegeIsWorthIt—someoftheTime
Aneconomistspecializingineducationproposescriteriafordeterminingthevalueofacollegeeducation.
MARYC.DALYANDLEILABENGALI,IsItStillWorthGoingtoCollege?
TwoemployeesattheFederalReserveBankofSanFranciscolookatearningspremiumsastheyconsiderwhethercollegeisworththecost.
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TONYBRUMMEL,PracticalExperienceTrumpsFancyDegrees
Thefounderandownerofasuccessfulindependentrecordlabelexplainswhyheishappyhedecidednottogotocollege.
PART
2ReadingandRespondingtoArguments
2ThinkingandReadingCriticallyATISSUE DoViolentMediaImagesTriggerViolentBehavior?
ThinkingCriticallyUsingCritical-ThinkingSkills[BOX]
ReadingCriticallyGuidelinesforReadingCritically[BOX]
BecominganActiveReaderPreviewing
CloseReadingComprehensionClues[BOX]
GERARDJONES,ViolentMediaIsGoodforKids
Anargumentinfavorof“creativeviolence”offersstudentsanopportunitytopracticethinkingcriticallyandreadingactively.
HighlightingSuggestionsforHighlighting[BOX]
JOHNLEO,WhenLifeImitatesVideo
Astudentwriterhighlightsacolumnist’sargumentontheconsequencesofviolentvideogames.
Annotating
CHECKLIST:QUESTIONSFORANNOTATING
JOHNLEO,WhenLifeImitatesVideo
AstudentwriteraddsannotationstoLeo’sessay(highlightedabove).
JESSICAROBBINS,Don’tWithholdViolentGames
Anargumentforallowingviolentgamesprovidesanexampleforhighlighting,annotation,andcriticalanalysis.
AMERICANPSYCHOLOGICALASSOCIATION,ViolenceinMassMedia
TheAmericanPsychologicalAssociationrevisesa1985resolutionontelevisionviolencetoaddressmorerecentformsofmediaandmediaviolence.
WritingaCriticalResponseCHECKLIST:QUESTIONSFORCRITICALREADINGKATHERINECHOI,Responseto“WhenLifeImitatesVideo”[STUDENTRESPONSE]
AstudentrespondstoJohnLeo,examininghisargumentandexplainingitsshortcomings.
TEMPLATEFORWRITINGACRITICALRESPONSE
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3DecodingVisualArgumentsATISSUE DoViolentMediaImagesTriggerViolentBehavior?
ThinkingCriticallyaboutVisualArgumentsVisualsversusVisualArguments[BOX]
UsingActiveReadingStrategieswithVisualArgumentsComprehensionClues[BOX]
Appeals:Logos,Pathos,andEthos[BOX]TODDDAVIDSON,MediaViolence[VISUAL]
Animageservesasacommentaryonchildrenandviolence.
MAXFISHER,Gun-RelatedMurdersandVideoGameConsumption[GRAPHS]
Twographsprovideinsightintothecorrelationbetweengun-relatedmurdersandvideogames.
BOBENGELHART,ViolentVideoGames[CARTOON]
Acomicmakesavisualargumentaboutrepresentationsofviolence.
PARENTHOODLIBRARY,DistributionofLanguage,Sex,andViolenceCodesinPG-RatedMovies[CHART]
ApiechartindicatesthatnearlyhalfofallmoviesratedPGearnthatratingbecauseofviolence.
BoyPlayingViolentVideoGame[PHOTOGRAPH]
Animagepromptsquestionsaboutchildrenandviolence.
WaystoDieinChildren’sCartoons[CHART]
ThischartusesdatafromaBritishmedicaljournalstudytobreakdownhowcharactersmostoftendieinanimatedfilms.
LAURENDAZZARA,WhyGamingIsaPositiveElementinLife[INFOGRAPHIC]
Avisuallyenhancedpresentationofgamingstatisticsmakesanappealingcaseforthepositiveimpactsofvideogames.
HighlightingandAnnotatingVisualsROCKSTARNORTH,GrandTheftAutoIV[ADVERTISEMENT]
Astudentwriterannotatesanimagefromapopularvideogame.
NATELONDA,silencetheViolence[IMAGE]
Anartist’svisualrepresentationofthethreatofviolenceinthemedia.
RespondingCriticallytoVisualArgumentsCHECKLIST:QUESTIONSFORRESPONDINGTOVISUALARGUMENTS
JASONSAVONA,ResponsetoGrandTheftAutoIV[STUDENTRESPONSE]
Astudentwriteranalyzesanimagefromapopularvideogame.
TEMPLATEFORRESPONDINGTOVISUALARGUMENTS
4WritingaRhetoricalAnalysisATISSUE IsItEthicaltoBuyCounterfeitDesignerMerchandise?
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WhatIsaRhetoricalAnalysis?Overview:“LetterfromBirminghamJail”byMartinLutherKingJr.[BOX]
ConsideringtheRhetoricalSituationAnalyzingtheRhetoricalSituation[BOX]
TheWriterAnalyzingtheWriter[BOX]
TheWriter’sPurposeAnalyzingtheWriter’sPurpose[BOX]
TheWriter’sAudienceAnalyzingtheWriter’sAudience[BOX]
TheQuestionAnalyzingtheQuestion[BOX]
TheContextAnalyzingtheContext[BOX]
ConsideringtheMeansofPersuasion:Logos,Pathos,EthosTheAppealtoReason(Logos)
TheAppealtotheEmotions(Pathos)TheAppealtoAuthority(Ethos)
ConsideringtheWriter’sRhetoricalStrategiesThesis
OrganizationEvidence
StylisticTechniques
AssessingtheArgumentCHECKLIST:PREPARINGTOWRITEARHETORICALANALYSIS
SampleRhetoricalAnalysisDANATHOMAS,Terror’sPurseStrings
Awriterarguesthatthecounterfeithandbagindustryhastiestoterrorism.
DENIZBILGUTAY,APowerfulCalltoAction[STUDENTESSAY]
AstudentwriteranalyzestherhetoricalstrategiesDanaThomasusesin“Terror’sPurseStrings.”
RAJEEVRAVISANKAR,SweatshopOppression
Anessaybyastudentjournalist,arguingthattheblameforsweatshopsshouldbeplacedoncorporations,offersanopportunityforstudentstowritearhetoricalanalysis.
TEMPLATEFORWRITINGARHETORICALANALYSISNICHOLASD.KRISTOF,WhereSweatshopsAreaDream
AcolumnistfortheNewYorkTimesexplainswhysweatshopsarenotalwaysbad.
5UnderstandingLogicandRecognizingLogicalFallacies
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ATISSUSE HowFreeShouldFreeSpeechBe?
WhatIsDeductiveReasoning?
ConstructingSoundSyllogismsSyllogismwithanIllogicalMiddleTerm
SyllogismwithaKeyTermWhoseMeaningShiftsSyllogismwithNegativePremise
RecognizingEnthymemesBumper-StickerThinking[BOX]
WritingDeductiveArgumentsCRYSTALSANCHEZ,CollegeShouldBeforEveryone[STUDENTESSAY]
AstudentarguesthateveryU.S.citizenshouldhaveanopportunitytoattendcollege.
WhatIsInductiveReasoning?ReachingInductiveConclusions[BOX]
MakingInferences
ConstructingStrongInductiveArgumentsGeneralizationTooBroad
InsufficientEvidenceIrrelevantEvidence
ExceptionstotheRule
WritingInductiveArgumentsWILLIAMSALETAN,PleaseDoNotFeedtheHumans
Inaninductiveargument,aSlatewritertakesthepositionthatobesityisaglobalproblem.
RecognizingLogicalFallaciesBeggingtheQuestionCircularReasoning
WeakAnalogyAdHominemFallacy(PersonalAttack)
CreatingaStrawManHastyorSweepingGeneralization(JumpingtoaConclusion)
Either/OrFallacy(FalseDilemma)Equivocation
RedHerringSlipperySlope
YouAlso(TuQuoque)AppealtoDoubtfulAuthority
MisuseofStatisticsPostHoc,ErgoPropterHoc(AfterThis,ThereforeBecauseofThis)
NonSequitur(ItDoesNotFollow)
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BandwagonFallacy
PATRICKJ.BUCHANAN,ImmigrationTime-Out
Apoliticalcommentarymakesacaseforahalttoimmigration,offeringstudentsanopportunitytoevaluatethelogicofhisarguments.
READINGANDWRITINGABOUTTHEISSUE HowFreeShouldFreeSpeechBe?THANEROSENBAUM,ShouldNeo-NazisBeAllowedFreespeech?
Anessayonthelastingeffectsofemotionalharmquestionswhetherthereshouldbelimitsplacedonfreespeech.
SOLSTERN,TheUnfreeSpeechMovement
An“early-1960sradical”reflectsontheoriginsoftheFreeSpeechMovementandthenegativeimpacthefeelsithashadontrueopen-mindedness.
AMERICANASSOCIATIONOFUNIVERSITYPROFESSORS,OnFreedomofExpressionandCampusSpeechCodes
Apolicystatementadvisesinstitutionsoflearningtoavoidinstitutingspeechcodes.
WENDYKAMINER,ProgressiveIdeasHaveKilledFreeSpeechonCampus
Acollegeprofessorarguesthatdiscomfortshouldnotbeconfusedwithoppression.
JUDITHSHULEVITZ,InCollegeandHidingfromScaryIdeas
Anop-edquestionstheconceptofcollegeasa“safespace.”
ERICPOSNER,UniversitiesAreRighttoCrackDownonSpeechandBehavior
Alawprofessordefendstherightsofuniversitiestoinstitutespeechcodes.
TEMPLATEFORWRITINGADEDUCTIVEARGUMENT
TEMPLATEFORWRITINGANINDUCTIVEARGUMENT
6RogerianArgument,ToulminLogic,andOralArgumentsATISSUE IsOnlineEducationBetterThanClassroomEducation?
UnderstandingRogerianArgument
StructuringRogerianArguments
WritingRogerianArgumentsZOYAKAHN,WhyCellPhonesDoNotBelongintheClassroom[STUDENTESSAY]
Astudentarguesthatcellphonesshouldbeturnedoffduringclass.
UnderstandingToulminLogic
ConstructingToulminArguments
WritingToulminArgumentsJENDAVIS,CompetitiveCheerleadersAreAthletes[STUDENTESSAY]
Astudentmakesthecasethat“competitivecheerleadersareathletesineverysenseoftheword.”
UnderstandingOralArguments
PlanninganOralArgument
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CHECKLIST:DESIGNINGANDDISPLAYINGVISUALS
DeliveringOralArguments
DealingwithNervousness[BOX]
ComposinganOralArgumentCHANTEESTEELE,AnArgumentinSupportofthe“GapYear”[STUDENTSPEECH]
Amodeloralargument,thisstudentspeechmakesacasefortakingayearoffbetweenhighschoolandcollege.
READINGANDWRITINGABOUTTHEISSUE IsOnlineEducationBetterThanClassroomEducation?
COLLEGEDEGREESEARCH.NET,TheEvolutionofOnlineSchooling[INFOGRAPHIC]
Atimelineillustratestheoriginsandgrowthofonlinelearningsincethe1930s.
CHRISBUSTAMANTE,TheRisksandRewardsofOnlineLearning
AwriterfortheCommunityCollegesTimeslooksatonlineinstructionatRioSaladoCollege,whichcurrentlyservesmorethan41,000onlinestudents.
DAVIDSMITH,RelianceonOnlineMaterialsHindersLearningPotentialforStudents
ThisopinionessayfromthestudentnewspaperoftheUniversityofNebraskarefutestheideathatonlineinstructionimprovesonthetraditionalmodel.
ELENAKADVANY,OnlineEducationNeedsConnection
Anotherstudentnewspaperwritercallsforablendoftraditionalandonlineeducation.
JOHNCRISP,ShortDistanceLearning
Acollegeprofessorarguesfortheimportanceofface-to-faceinstruction.
SCOTTL.NEWSTOK,APleaforCloseLearning
Acollegeprofessormakesthecaseforkeepinghumaninteractionasthefoundationoflearning.
RAYMCNULTY,OldFlamesandNewBeacons
AnexecutiveintheeducationindustryandformereducationcommissionerforVermontpointstodistancelearningasanavenueforfuturestudentsuccess.
PETERORABAUGH,TradingClassroomAuthorityforOnlineCommunity
AprofessorofEnglishatKennesawStateUniversitypresentsthetrade-offsinvolvedinonlinelearning.
TEMPLATEFORWRITINGAROGERIANARGUMENT
TEMPLATEFORWRITINGATOULMINARGUMENT
PART
3WritinganArgumentativeEssay
7Planning,Drafting,andRevisinganArgumentativeEssayATISSUE ShouldCollegeCampusesGoGreen?
ChoosingaTopicTopicstoAvoid[BOX]
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ThinkingaboutYourTopicFreewriting
BrainstormingClustering
InformalOutline
DraftingaThesisStatement
UnderstandingYourPurposeandAudience
GatheringEvidenceEvaluatingtheEvidenceinYourSourcesDetectingBiasinYourSources
UsingAnalogiesasEvidence[BOX]
RefutingOpposingArgumentsStrategiesforRefutingOpposingArguments
RevisingYourThesisStatement
StructuringYourEssaySupplyingBackgroundInformation[BOX]UsingInductionandDeduction
IdentifyingaStrategyforYourArgumentConstructingaFormalOutline
EstablishingCredibilityBeingWell-Informed
BeingReasonableBeingFair
MaintainingYourCredibility[BOX]
DraftingYourEssaySuggestedTransitionsforArgument[BOX]
GRAMMARINCONTEXT:USINGPARALLELISM
RevisingYourEssayAskingQuestions
CHECKLIST:QUESTIONSABOUTYOURESSAY’SPURPOSEANDAUDIENCE
CHECKLIST:QUESTIONSABOUTYOURESSAY’SSTRUCTUREANDSTYLE
CHECKLIST:QUESTIONSABOUTYOURESSAY’SSUPPORTINGEVIDENCEUsingOutlinesandTemplates
GettingFeedbackGuidelinesforPeerReview[BOX]
AddingVisuals
PolishingYourEssay
-
Editing
GRAMMARINCONTEXT:PRONOUN-ANTECEDENTAGREEMENTProofreading
GRAMMARINCONTEXT:CONTRACTIONSVERSUSPOSSESSIVEPRONOUNSChoosingaTitle
CheckingFormatSHAWNHOLTON,GoingGreen[STUDENTESSAY]
Inthefinalversionofthepaperdevelopedthroughoutthischapter,astudentarguesthatcollegesshouldcreategreencampuses.
PART
4UsingSourcestoSupportYourArgument
8FindingandEvaluatingSourcesATISSUE IsTechnologyaSeriousThreattoOurPrivacy?
FindingSourcesFindingInformationintheLibrary
FindingInformationontheInternet
EvaluatingSourcesNICHOLASTHOMPSON,BiggerBrother:TheExponentialLawofPrivacyLoss
AwriterfortheNewYorkerexplainsthattheamountofpersonalinformationcompanieshaveabouteachofusisrapidlyincreasing.
USATODAYEDITORIALBOARD,TimetoEnact“DoNotTrack”
Aneditorialurgeslawmakerstohelpprotectprivacyonline.
REBECCAMACKINNON,PrivacyandFacebook
ThisexcerptfromMacKinnon’sbookConsentoftheNetworkedexaminestheimpactofunannouncedchangesintheFacebookprivacysettingsforIranianusers.
EvaluatingWebsitesUsingaSite’sURLtoAssessItsObjectivity[BOX]
AvoidingConfirmationBias[BOX]THECHRONICLEOFHIGHEREDUCATION,HomePage[WEBSITE]
Thiswebsiteforajournalforcollegeanduniversityprofessorsandadministratorsincludesavarietyofarticlesandfeatures.
GLAMOURMAGAZINE,HomePage[WEBSITE]
Thiswebsiteforageneral-interestmagazineofferssportsandentertainmentnews.
THECHRONICLEOFHIGHEREDUCATION,AbouttheChronicle[WEBSITE]
TheChronicleexplainsitspurposeandaudience.
GLAMOURMAGAZINE,AboutGlamour[WEBSITE]
Glamourdescribesitsreaderas“thewomanwhosetsthedirectionofherownlife”andhelpsherachieveherdreams.
JONATHANMAHLER,WhoSpewedThatAbuse?AnonymousYikYakAppIsn’tTelling
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AsegmentontechnologyfortheNewYorkTimesexploresanewappwhoseprivacysettingsoftenleadtoanonymousverbalabuse.
JENNIFERGOLBECK,AllEyesonYou
ThedirectoroftheHuman-ComputerInteractionLabattheUniversityofMarylandexploresthewaysthattechnologyistrackingmodernusers.
CRAIGDESSON,MyCreepyInstagramMapKnowsWhereILive
Anarticleontheeasewithwhichsocialmediasitesrevealyourlocation.
SHARONJAYSON,IsOnlineDatingSafe?
Anarticleasksreaderstoconsideronlinedatingintermsofsafetyandprivacy.
SAMLAIRD,ShouldAthletesHaveSocialMediaPrivacy?OneBillSaysYes
Asportsreporteraddressesthelegalquestionofprivacyforcollegeathletes.
9Summarizing,Paraphrasing,Quoting,andSynthesizingSourcesATISSUE IsTechnologyaSeriousThreattoOurPrivacy?
SummarizingSourcesWhentoSummarize[BOX]
SummarizingSources[BOX]
ParaphrasingSourcesWhentoParaphrase[BOX]Paraphrasingsources[BOX]
QuotingSourcesWhentoQuote[BOX]
QuotingSources[BOX]SHELLEYFRALIC,Don’tFallfortheMythsaboutOnlinePrivacy
Fralicpointsoutthenaivetéofbelievingthereisprivacytobefoundonline.
WorkingSourceMaterialintoYourArgumentUsingIdentifyingTags
TemplatesforUsingIdentifyingTags[BOX]WorkingQuotationsintoYourSentences
DistortingQuotations[BOX]
SynthesizingSources
10DocumentingSources:MLAWhyDocumentSources?[BOX]
UsingParentheticalReferences
PreparingtheWorks-CitedListPeriodicalsBooks
-
AudiovisualSources
InternetSourcesLegalCase
GovernmentDocumentMLAPaperGuidelines[BOX]
ERINBLAINE,ShouldDataPostedonSocial-NetworkingSitesBe“FairGame”forEmployers?[MODELMLAPAPER]
AstudentpaperillustratesModernLanguageAssociation(MLA)documentationstyle.
11UsingSourcesResponsiblyATISSUE WhereShouldWeDrawtheLinewithPlagiarism?
UnderstandingPlagiarismTwoDefinitionsofPlagiarism[BOX]AvoidingUnintentionalPlagiarism
InternetSourcesandPlagiarism[BOX]IntentionalPlagiarism[BOX]
KnowingWhattoDocumentAUSTINAMERICAN-STATESMAN,CheatersNeverWin
RevisingtoEliminatePlagiarism
READINGANDWRITINGABOUTTHEISSUE IWhereShouldWeDrawtheLinewithPlagiarism?
JACKSHAFER,Sidebar:ComparingtheCopy
Ajournalistshowshowdifferentnewspapersusethesamesourcematerial—somemoreethicallythanothers.
LAWRENCEM.HINMAN,HowtoFightCollegeCheating
Aphilosophyprofessorposesthreesuggestionsforcombatingcheatingandplagiarism
TRIPGABRIEL,PlagiarismLinesBlurforStudentsinDigitalAge
Digitaltechnologymakesitmoredifficulttoknowwhentogivecreditforsourcesofinformation,explainsthiswriterinanarticlefromtheNewYorkTimes.
ELIZABETHMINKEL,TooHardNottoCheatintheInternetAge?
AresponsetoTripGabriel’sarticlerejectstheideathattechnologynecessarilycomplicatestheproblemofplagiarism.
RICHARDA.POSNER,TheTruthaboutPlagiarism
Anotedlegalscholarexamineshowpopularculturereinventsitselfandclarifieswhatitmeanstocommitacademicplagiarism.
DYLANBYERS,PlagiarismandBuzzFeed’sAchilles’Heel
AblogpostpointsoutthenuancesofplagiarismontheInternet.
K.BALIBALOSANDJ.GOPALAKRISHNAN,OKorNot?
Apollseriesexaminestheissueofplagiarismfromstudentandinstructorperspectives.
DANARIELY,EssayMills:ACoarseLessoninCheating
Aprofessortrieshishandatusingan“essaymill.”
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TermPapersforSaleAdvertisement[WEBPAGE]
TEMPLATEFORWRITINGANARGUMENTABOUTPLAGIARISM
WRITINGASSIGNMENTS:USINGSOURCESRESPONSIBLY
PART
5READINGANDWRITINGABOUTTHEISSUE
12DefinitionArgumentsATISSUE IsWikipediaaLegitimateResearchSource?
WhatIsaDefinitionArgument?
DevelopingDefinitionsDictionaryDefinitions(FormalDefinitions)
ExtendedDefinitionsOperationalDefinitions
StructuringaDefinitionArgumentADAMKENNEDY,WhyIAmaNontraditionalStudent[STUDENTESSAY]
Astudentwriterexaminesthelimitationsofonedefinitionof“nontraditionalstudent.”
GRAMMARINCONTEXT:AVOIDINGISWHEREANDISWHEN
EJGARR,Athletevs.RoleModel
Asports-radiohostoffersanargumentforwhyathletesare,andarenot,rolemodels.
FirefightersatGroundZero[PHOTOGRAPH];TheTuskegeeAirmen[PHOTOGRAPH]
Twoimagesprovidevisualdefinitionsofcourage.
READINGANDWRITINGABOUTTHEISSUE IsWikipediaaLegitimateResearchSource?TIMOTHYMESSER-KRUSE,The“UndueWeight”ofTruthonWikipedia
Whenhetriestocorrectfactualerrors,aprofessornotessomethingoddaboutWikipedia’spolicyforpostinginformationonitssite.
MICHAELMARTINEZ,WhyCitationsDoNotMakeWikipediaandSimilarSitesCredible
Anarticlebreaksdownthepotentialpitfallsofcitingtheworkofothers.
KEVINMORRIS,AfteraHalf-Decade,MassiveWikipediaHoaxFinallyExposed
AneditoratTheDailyDot.compointsoutalong-standinghoaxasproofofthefallibilityofWikipedia.
ALISONHUDSON,StopWikipediaShaming
AcollegeEnglishinstructordefendstheusefulnessofWikipediainanacademicsetting.
ANDREASKOLBE,Debunkingthe“AccurateasBritannica”Myth?
ArebuttalbreaksdowntheflawsinareliabilitystudyofWikipediaandBritannica.
RANDALLSTROSS,AnonymousSourceIsNottheSameasOpenSource
Ahistoriandiscussestheproblemanonymoussourcespresentforthosetryingtoassesstheircredibility.
WIKIPEDIA,Wikipedia:About;INTERNETENCYCLOPEDIAOFPHILOSOPHY,AbouttheIEP
Twoonlineencyclopediasexplaintheirpurposes.
http://TheDailyDot.com
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NEILWATERS,Wikiphobia:TheLatestinOpenSource
AprofessorrecountstheinternationalmediaattentionheandhiscollegereceivedafterhisdepartmentbannedtheuseofWikipediaasasource.
TEMPLATEFORWRITINGADEFINITIONARGUMENT
WRITINGASSIGNMENTS:DEFINITIONARGUMENTS
13Cause-and-EffectArgumentsATISSUE ShouldVaccinationBeRequiredforAllChildren?
WhatIsaCause-and-EffectArgument?InOneYear,GunsMurdered[ADVERTISEMENT]SurgeonGeneral’sWarning[PHOTOGRAPH]
BuzzedDrivingIsDrunkDriving[ADVERTISEMENT]BumperStickers[PHOTOGRAPH]
UnderstandingCause-and-EffectRelationshipsMainandContributoryCauses
ImmediateandRemoteCausesCausalChains
KeyWordsforCause-and-EffectArguments[BOX]PostHocReasoning
NORAEPHRON,TheChickenSoupChronicles
Apopularessayistoffersahumoroustakeonposthocreasoning.
StructuringaCause-and-EffectArgumentKRISTINAMIALKI,Texting:ABoon,NotaThreat,toLanguage[STUDENTESSAY]
AstudentarguesthattextingisacreativeandeffectiveuseoftheEnglishlanguage.
GRAMMARINCONTEXT:AVOIDING“THEREASONISBECAUSE”PEGGYORENSTEIN,ShouldtheWorldofToysBeGender-Free?
Awriterlooksintotherelationshipbetweengenderandtoys.
READINGANDWRITINGABOUTTHEISSUE ShouldVaccinationBeRequiredforAllChildren?
CLYDEHABERMAN,ADiscreditedVaccineStudy’sContinuingImpactonPublicHealth
Anarticleusestheposthocfallacytoilluminatetheconversationaboutvaccinesandautism.
JANETD.STEMWEDEL,sayingNotoVaccines
Aprofessorofphilosophymakesanethicalargumentinfavorofvaccination.
MAHESHVIDULA,IndividualRightsvs.PublicHealth:TheVaccinationDebate
Thisarticlepresentsthepositionsandmotivationsofbothsidesofthevaccinationdebate.
BENCARSON,VaccinationsArefortheGoodoftheNation
Adoctorinfavorofsmallgovernmentmakesthecaseformandatoryvaccination.
RUSSELLSAUNDERS,Pediatrician:VaccinateYourKids—orGetOutofMyOffice
Apediatricianexplainswhyhewillnotacceptpatientswhoseparentsrefusetovaccinate
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them.
JEFFREYSINGER,VaccinationandFreeWill
Afterexploringthedebatefromavarietyofangles,Singerconcludesthatmassimmunizationdoesmoreharmthangood.
JENNYMCCARTHY,TheGrayAreaonVaccines
ActressandsocialactivistJennyMcCarthyclarifiesherstanceonvaccination.
FactsabouttheMeasles[GRAPHIC]
Threeimagesofferavisualrepresentationofherdimmunity.
TEMPLATEFORWRITINGACAUSE-AND-EFFECTARGUMENT
WRITINGASSIGNMENTS:CAUSE-AND-EFFECTARGUMENTS
14EvaluationArgumentsATISSUE DotheBenefitsofFrackingOutweightheEnvironmentalRisks?
WhatIsanEvaluationArgument?MakingEvaluations[BOX]IdentifyingBias[BOX]
CriteriaforEvaluation
StructuringanEvaluationArgumentKEVINMURPHY,EvaluationofaWebsite:RateMyProfessors.com[STUDENTESSAY]
Astudentevaluatestheusefulnessofapopularsite.
GRAMMARINCONTEXT:COMPARATIVESANDSUPERLATIVESVERNONR.WIEHE,NothingPrettyinChildPageants
Aformerprofessorasksquestionsaboutthephenomenonofchildbeautypageants—andsuggestssomedisturbinganswers.
READINGANDWRITINGABOUTTHEISSUE DotheBenefitsofFrackingOutweightheEnvironmentalRisks?
ELIZABETHKOLBERT,BurningLove
Awriterexaminesthe“crush”Americahasonshalegas.
SEANLENNON,DestroyingPreciousLandforGas
ThesonofmusicianJohnLennonusesanappealtopathostoappealforpreservinglandagainstfracking.
THOMASL.FRIEDMAN,GetItRightonGas
APulitzerPrize-winningauthorproposessomeguidelinesforhowtheUnitedStatesshouldapproachmethanegas.
SCOTTMCNALLY,WaterContamination—FrackingIsNottheProblem
ResearcherScottMcNallyshinesalightonthetrueconcernsaroundwatercontamination.
SHALEGASPRODUCTIONSUBCOMMITTEE,FromShaleGasProductionSubcommittee90-DayReport
Twographsmakeavisualcaseforhydraulicfracturing.
USATODAYEDITORIALBOARD,Fracking,withCare,BringsBigBenefits
Thiseditorialmakesthecasethat,withalittlecaution,frackingisthesolutiontoanumber
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ofproblems.
TEMPLATEFORWRITINGANEVALUATIONARGUMENT
WRITINGASSIGNMENTS:EVALUATIONARGUMENTS
15ProposalArgumentsATISSUE ShouldtheGovernmentDoMoretoRelievetheStudent-LoanBurden?
WhatIsaProposalArgument?LetVegetarianismGrowonYou[advertisement]553Awhimsicalvisualmakesaseriousargumentagainsteatinganimals.Problem-SolvingStrategies[BOX]
StatingtheProblem
ProposingaSolution
DemonstratingThatYourSolutionWillWork
EstablishingFeasibilitySunshineweek.org,LettheSunshineIn[advertisement]556Anadvertisementsuggestsaneedforgreatertransparencyingovernment.
DiscussingBenefits
RefutingOpposingArguments
Nyc.gov,It’sYourCity.It’sYourEarth.[advertisement]558Anadproposesasimple,easysolutiontohelpsavetheplanet.
SUSANENGEL,TeachYourTeachersWellApsychologyprofessorproposeschangesinthewayweeducatefutureteachers.
StructuringaProposalArgument
MELISSABURRELL,CollegesNeedHonorCodes[STUDENTESSAY]Astudentwriterproposestheestablishmentofhonorcodes.
GRAMMARINCONTEXT:WILLVERSUSWOULD
ADAMCOHEN,Self-DrivingCarsWillChangetheRulesoftheRoadAninstructoratYaleLawSchoolbringsupthequestionofliabilityforself-drivingcars,givingstudentsanopportunitytoexamineaproposalargumentinacurrentcontext.
READINGANDWRITINGABOUTTHEISSUE ShouldtheGovernmentDoMoretoRelievetheStudent-LoanBurden?
StudentDebtCrisisSolution[VISUAL]AvisualusesRomanmythologytocommentontoday’sstudentdebtcrisis.
RICHARDVEDDER,ForgiveStudentLoans?ThedirectoroftheCenterforCollegeAffordabilityandProductivitylistsreasonswhythecurrentcollegeloanprogramisflawed.
http://Sunshineweek.orghttp://Nyc.gov
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KEVINCAREY,TheU.S.ShouldAdoptIncome-BasedLoansNowAneducationpolicydirectoroutlinesthebenefitsoftyingstudentloanrepaymenttoaborrower’sincome.
ASTRATAYLOR,AStrikeagainstStudentDebtAnop-edcallsforthecancellationofstudentdebtonanationallevel.
LEESIEGEL,WhyIDefaultedonMyStudentLoansAnauthorandculturalcriticdescribesthesenseoffreedomhefoundindefaultingonhisstudentloans.
SAMADOLPHSEN,Don’tBlametheGovernmentAnop-edsuggeststhatstudentswhotakeoutloansshouldnotlooktothegovernmenttorepaythem.
TEMPLATEFORWRITINGAPROPOSALARGUMENT
WRITINGASSIGNMENTS:PROPOSALARGUMENTS
16EthicalArgumentsATISSUE HowFarShouldSchoolsGotoKeepStudentsSafe?
WhatIsanEthicalArgument?
StatinganEthicalPrincipal
EthicsversusLaw
UnderstandingEthicalDilemmas
Treadlightly.org,RideHard,TreadLightly[advertisement]597Avisualargumentmakesthecaseforprotectingournationalparks.
PETA,Adopt,Don’tBuy[advertisement]597Anactormakesanethicalcaseforpetadoption.
LINDAPASTAN,Ethics[POEM]
StructuringanEthicalArgument
CHRISMUNOZ,AreCollegesDoingEnoughforNontraditionalstudents?[STUDENTESSAY]
Astudentarguesthatuniversitieshaveanethicalresponsibilitytovalueeducationoverathletics.
GRAMMARINCONTEXT:SUBORDINATIONANDCOORDINATION
DANIELSULEIMAN,MoreThan“MoralComplicity”atAuschwitzAlawyercommentsonthedistinctionbetweenmoralandcriminalguilt.
READINGANDWRITINGABOUTTHEISSUE HOWFarShouldSchoolsGotoKeepStudentsSafe?
BRETTA.SOKOLOW,HowNottoRespondtoVirginiaTech—IIThepresidentoftheNationalCenterforHigherEducationRiskManagementcounterssuggestionsfortighteningcampussecurity.
http://Treadlightly.org
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JESUSM.VILLAHERMOSAJR.,GunsDon’tBelongintheHandsofAdministrators,Professors,orStudents
AdeputysheriffandSWATteamrespondentarguesagainstarmingadministrators,professors,orstudents.
TIMOTHYWHEELER,There’saReasonTheyChooseSchoolsThedirectorofDoctorsforResponsibleGunOwnershipadvocatesarmingstudents.
GREGHAMPIKIAN,WhenMayIShootaStudent?AprofessoratBoiseStateUniversitywritesasatiricalopenlettertohisstatelegislature.
TODDC.FRANKEL,CanWeInventOurWayOutofSchoolViolence?Areporterwondersifawaveofschoolsafetyinventionscanprotectstudentswhentheworsthappens.
ALANSCHWARZ,ABidforGunsonCampusestoDeterRapeAnarticlescrutinizestheriseineffortstolegalizefirearmsoncollegecampuses.
ISOTHERMALCOMMUNITYCOLLEGE,WarningSigns:HowYouCanHelpPreventCampusViolence
Acampuspublicationlistswarningsignsforidentifyingpotentiallyviolentstudents.
AMYDION,GonebutNotForgottenAnimagecommemoratesthosekilledinschoolshootings.
TEMPLATEFORWRITINGANETHICALARGUMENT
WRITINGASSIGNMENTS:ETHICALARGUMENTS
Part5Review:CombiningArgumentativeStrategiesANTHONYPRIETO,GettheLeadoutofHunting
Ahunterpromotestheuseofnontoxicbullets.
KEVINCAREY,FulfillGeorgeWashington’sLastWish—aNationalUniversity
Thisarticle,adaptedfromabookonthefutureoftheU.S.educationalsystem,incorporatesmultipleargumentativestrategies.
PART
6Debates,Casebooks,andClassicArguments
17AreHelicopterParentsRuiningTheirChildren’sLives?DONAUCOIN,ForSome,HelicopterParentingDeliversBenefits
Theparentsdescribedinthisarticlefindthatdeepinvolvementintheirchildren’slivesistoeveryone’sbenefit.
MADELINELEVINE,RaisingSuccessfulChildren
ClinicianandauthorMadelineLevineencouragesparentsto“findthecourage”nottooverparenttheirchildren.
18ShouldControversialSportsMascotsBeReplaced?JACKSHAKELY,IndianMascots—You’reOut
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AMuscogee/Creekwriterarguesthatdignityandrespectarenot“subjecttomajorityrule.”
ELLIEREYNOLDs,NativeAmericansHaveBecomeaPoliticalPawn
AmemberoftheOglalaSiouxtriberegretsthelossofimportantconversationsthatarebeingsilencedbypoliticalcorrectness.
19UnderWhatCircumstancesDoBystandersHaveanEthicalObligationtoIntervene?
LENORESKENAZY,HowKittyGenoveseDestroyedChildhood
BloggerLenoreSkenazylamentsthelossoffreedomssheremembersfromherownchildhood.
JOENOCERA,It’sHardtoBeaHero
Thisop-edcomparestwofrighteningmomentswithtragicallydifferentoutcomes.
20ShouldBottledWaterBeBannedonCollegeCampuses?THECRIMSONSTAFF,VoteYesontheBottledWaterBan
TheHarvardstudentnewspapercallsforbanningbottledwateroncampus.
CHARLESFISHMAN,BottledWaterIsSilly—ButSoIsBanningIt
Aninvestigativejournalistrevealstheflawsinbothbottledwaterandthosewhocondemnit.
21ShouldEveryAmericanGotoCollege?ERICHOOVER,College’sValueGoesDeeperThantheDegree
Hooverdiscussestheintangiblebenefitsofacollegeeducation.
LIZWESTON,WhenaTwo-YearCollegeDegreePaysOff
Thisarticleproposesthattwo-yearcollegesareasurerpathtofinancialstability.
CHARLESMURRAY,What’sWrongwithVocationalSchool?
InMurray’sview,toomanypeoplegotocollege.Hewritesthatfouryearcollegesshouldbereservedforasmallergroupofelitestudents.
PHARINET,IsCollegeforEveryone?
ForbloggerPharinet,theanswertothequestionintheessay’stitleisno.Shebelievesthatmanystudentsattendfour-yearprogramstogetajob,topleasetheirparents,ortoconformtosocietalexpectations.
22ShouldWeEatMeat?JONATHANSAFRANFOER,LetThemEatDog
A“modestproposal”questionswhywearereluctanttofeedonman’sbestfriend.
NICOLETTEHAHNNIMAN,TheCarnivore’sDilemma
Alivestockrancherarguesthatwhileindustriallyproducedmeatanddairyproductscreatesubstantialgreenhousegasesandotherpollutants,traditionalranchingmethodshavepositiveenvironmentaleffects.
DANIELPAYNE,WhyYouShouldEat“Humane”Meat
Paynearguesinfavorofetingmeat—butonlywhenithasbeenraisedhumanely.
SUNAURATAYLOR,HumaneMeat?NoSuchThing
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ActivistSunauraTaylordrawsaparallelbetweenhowwetreatanimalsandhowwetreatpeoplewithdisabilities.
23IsAmericaSaferNowThanBefore9/11?OMARASHMAWY,TenYearsafter9/11,We’reStillintheDark
Aformerwar-crimesprosecutorarguesthatourignoranceofIslamandofMuslimcultureisdangerous.
PAULBRANDUS,Remembering9/11:HowSafeAreWeToday?
AmemberoftheWhiteHousepresscorpscatalogsthelownumberofterroristfatalitiessince9/11.
JONATHANRAUCH,BeNotAfraid
RauchsuggeststhatAmericansarerefusingtoacknowledgetheunprecedentedsafetyweenjoy.
CHRISTOPHERELLIOT,TheTSAHasNeverKeptYouSafe:Here’sWhy
AconsumeradvocatearguesthattheTSAservesitspurposeperfectly—ifyouunderstanditstruepurpose.
24DoesItPaytoStudytheHumanities?CHRISTINAH.PAXSON,TheEconomicCaseforSavingtheHumanities
ThepresidentofBrownUniversityidentifiesimportantapplicationsforadegreeinthehumanities.
ANTHONYPCARNEVALEANDMICHELLEMELTON,MajorDifferences:WhyUndergraduateMajorsMatter
Thisarticlecomparesthestatisticsonvariousmajorsandhowtheymeasureupintheworkplace.
KIMBROOKS,IsItTimetoKilltheLiberalArtsDegree?
Therecipientofaliberalartsdegreereflectsontheunpleasantsurprisesawaitingfuturegraduates.
THOMASFRANK,CourseCorrections
Acollegeprofessorcritiquesthewayhumanitiesadvocatesdefendtheirdisciplines.
25CLASSICARGUMENTSPLATO,TheAllegoryoftheCave
AfounderofWesternphilosophywritesthatweareimprisonedinaworldofshadows,images,andfalsehoods,yetthroughadifficultprocessofenlightenment,wecanascendintothe“intellectualworld”andsee“allthingsbeautifulandright.”
ANDREWMARVELL,ToHisCoyMistress
Usingthetechniquesofformalargument,thispoem’sspeakermakesaningeniousattemptatseduction.
JONATHANSWIFT,AModestProposal
SwiftproposesanunusualsolutiontotheplightofthepoorinIreland.
THOMASJEFFERSON,TheDeclarationofIndependence
AnexplanationofandjustificationforwhythethirteenAmericancolonieswereindependentandnolongerpartoftheBritishEmpire,theDeclarationisalsoastatementaboutnaturalrights,thefoundationsoflegitimategovernments,andtherightofpeopleto
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revoltagainstunjustauthority.
ABRAHAMLINCOLN,TheGettysburgAddress
Lincoln’sshort,powerfulspeechisthemostfamouspublicaddressinAmericanhistory.
ELIZABETHCADYSTANTON,DeclarationofSentimentsandResolutions
Usingthestyle,form,andevensomeofthelanguageoftheDeclarationofIndependence,StantondeclaresthatwomenmustthrowoffthetyrannyofmaleabusesandusurpationsandseizetheirfullrightsandprivilegesasAmericancitizens.
GEORGEORWELL,PoliticsandtheEnglishLanguage
Anotednovelistandessayistarguesthatimprecisioninlanguageisnotonlyasignofslothbutalsodangerous.
RACHELCARSON,TheObligationtoEndure
Anexcerptfromthebookthathelpedstarttheenvironmentalmovementpromptsstilltimelyawarenessofthedamagingeffectsofpesticidesandotherchemicals.
BETTYFRIEDAN,TheImportanceofWork
Work,saysFriedan,providesnotjustapaycheckbutalsoself-realization,andwomenareentitledto“afullshareofhonoredandusefulwork.”
JAMESBALDWIN,IfBlackEnglishIsn’taLanguage,ThenTellMe,WhatIsIt?
Baldwinexploreshowpublicandprivateidentityisshapedthroughlanguageandhowlanguagerevealsone’sself.
APPENDIXAWritingLiteraryArgumentsWhatIsaLiteraryArgument?
StatinganArgumentativeThesis
ChoosingEvidence
WritingaLiteraryArgument
MEGANMCGOVERN,ConfessionsofaMisunderstoodPoem:AnAnalysisof“TheRoadNotTaken”[STUDENTESSAY]
Astudent’sliteraryargumentexaminesafamouspoembyRobertFrost.
LORENMARTINEZ,NotJusta“Girl”[STUDENTESSAY]Unlikemostcritics,thisstudentwriterarguesthatthefemalecharacterinErnestHemingway’sshortstory“HillsLikeWhiteElephants”iscomplexandsympatheticallydrawn.
APPENDIXBDocumentingSources:APAUsingParentheticalReferences
PreparingaReferenceList
ExamplesofAPACitations
Periodicals
Books
InternetSources
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StudentEssay
APAPaperGuidelines[BOX]
DENIZA.BILGUTAY,TheHighCostofCheapCounterfeitGoods[MODELAPAPAPER]
AstudentpaperillustratesAmericanPsychologicalAssociation(APA)documentationstyle.
GlossaryG-1
AcknowledgmentsC-1
SubjectIndexI-1
IndexofTitlesandAuthorsI-9
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DISCIPLINARYCONTENTS
Business/EconomicsSAMADOLPHSEN,Don’tBlametheGovernmentDENIZA.BILGUTAY,TheHighCostofCheapCounterfeitGoods[STUDENTESSAY]DENIZA.BILGUTAY,APowerfulCalltoAction[STUDENTESSAY]KIMBROOKS,IsItTimetoKilltheLiberalArtsDegree?KEVINCAREY,FulfillGeorgeWashington’sLastWish—aNationalUniversityKEVINCAREY,TheU.S.ShouldAdoptIncome-BasedLoansNowANTHONYPCARNEVALEANDMICHELLEMELTON,MajorDifferences:WhyUndergraduateMajors
MatterADAMCOHEN,Self-DrivingCarsWillChangetheRulesoftheRoadMARYC.DALYANDLEILABENGALI,IsItStillWorthGoingtoCollege?THOMASL.FRIEDMAN,GetItRightonGasERICHOOVER,College’sValueGoesDeeperThantheDegreeELIZABETHKOLBERT,BurningLoveNICHOLASD.KRISTOF,WhereSweatshopsAreaDreamSEANLENNON,DestroyingPreciousLandforGasDAVIDLEONHARDT,IsCollegeWorthIt?Clearly,NewDatasayBRIDGETTERRYLONG,CollegeIsWorthIt—someoftheTimeREBECCAMACKINNON,PrivacyandFacebookSCOTTMCNALLY,WaterContamination—FrackingIsNottheProblemCHARLESMURRAY,What’sWrongwithVocationalSchool?PEGGYORENSTEIN,shouldtheWorldofToysBeGender-Free?CHRISTINAH.PAXSON,TheEconomicCaseforSavingtheHumanitiesPHARINET,IsCollegeforEveryone?RAJEEVRAVISANKAR,sweatshopOppressionSHALEGASPRODUCTIONSUBCOMMITTEE,FromShaleGasProductionSubcommittee90-DayReport
LEESIEGEL,WhyIDefaultedonMyStudentLoansASTRATAYLOR,AStrikeagainstStudentDebtDANATHOMAS,Terror’sPurseStringsRICHARDVEDDER,ForgiveStudentLoans?LIZWESTON,WhenaTwo-YearCollegeDegreePaysOff
ChildDevelopmentDONAUCOIN,ForSome,HelicopterParentingDeliversBenefitsCLYDEHABERMAN,ADiscreditedVaccineStudy’sContinuingImpactonPublicHealth
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MADELINELEVINE,RaisingSuccessfulChildrenJENNYMCCARTHY,TheGrayAreaonVaccinesPEGGYORENSTEIN,ShouldtheWorldofToysBeGender-Free?RUSSELLSAUNDERS,Pediatrician:VaccinateYourKids—orGetOutofMyOfficeLENORESKENAZY,HowKittyGenoveseDestroyedChildhoodCHANTEESTEELE,AnArgumentinSupportofthe“GapYear”[STUDENTESSAY]VERNONR.WIEHE,NothingPrettyinChildPageants
ComputerScienceCHRISBUSTAMANTE,TheRisksandRewardsofOnlineLearningCOLLEGEDEGREESEARCH.NET,TheEvolutionofOnlineSchooling[INFOGRAPHIC]JOHNCRISP,ShortDistanceLearningCRAIGDESSON,MyCreepyInstagramMapKnowsWhereILiveJENNIFERGOLBECK,AllEyesonYouELENAKADVANY,OnlineEducationNeedsConnectionREBECCAMACKINNON,PrivacyandFacebookJONATHANMAHLER,WhoSpewedThatAbuse?AnonymousYikYakAppIsn’tTellingRAYMCNULTY,OldFlamesandNewBeaconsPETERORABAUGH,TradingClassroomAuthorityforOnlineCommunityDAVIDSMITH,RelianceonOnlineMaterialsHindersLearningPotentialforStudentsNICHOLASTHOMPSON,BiggerBrother:TheExponentialLawofPrivacyLossUSATODAYEDITORIALBOARD,TimetoEnact“DoNotTrack”
EducationAMERICANASSOCIATIONOFUNIVERSITYPROFESSORS,OnFreedomofExpressionandCampus
SpeechCodesDANARIELY,EssayMills:ACoarseLessoninCheatingAUSTINAMERICAN-STATESMAN,CheatersNeverWinK.BALIBALOSANDJ.GOPALAKRISHNAN,OKorNot?KIMBROOKS,IsItTimetoKilltheLiberalArtsDegree?DYLANBYERS,PlagiarismandBuzzFeed’sAchilles’HeelMELISSABURRELL,CollegesNeedHonorCodes[STUDENTESSAY]CHRISBUSTAMANTE,TheRisksandRewardsofOnlineLearningANTHONYPCARNEVALEANDMICHELLEMELTON,MajorDifferences:WhyUndergraduateMajors
MatterCOLLEGEDEGREESEARCH.NET,TheEvolutionofOnlineSchooling[INFOGRAPHIC]JOHNCRISP,ShortDistanceLearningLOOSDIALLO,PlagiarismPolicy[IMAGE]SUSANENGEL,TeachYourTeachersWellTHOMASFRANK,CourseCorrectionsTRIPGABRIEL,PlagiarismLinesBlurforStudentsinDigitalAge
http://COLLEGEDEGREESEARCH.NEThttp://COLLEGEDEGREESEARCH.NET
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LAWRENCEM.HINMAN,HowtoFightCollegeCheatingALISONHUDSON,StopWikipediaShamingELENAKADVANY,OnlineEducationNeedsConnectionZOYAKAHN,WhyCellPhonesDoNotBelongintheClassroom[STUDENTESSAY]WENDYKAMINER,ProgressiveIdeasHaveKilledFreeSpeechonCampusANDREASKOLBE,Debunkingthe“AccurateasBritannica”Myth?MICHAELMARTINEZ,WhyCitationsDoNotMakeWikipediaandSimilarSitesCredibleRAYMCNULTY,OldFlamesandNewBeaconsTIMOTHYMESSER-KRUSE,The“UndueWeight”ofTruthonWikipediaELIZABETHMINKEL,TooHardNottoCheatintheInternetAge?CHRISMUÑOZ,AreCollegesDoingEnoughforNontraditionalStudents?[STUDENTESSAY]KEVINMURPHY,EvaluationofaWebsite:RateMyProfessors.com[STUDENTESSAY]SCOTTL.NEWSTOK,APleaforCloseLearningCHRISTINAH.PAXSON,TheEconomicCaseforSavingtheHumanitiesERICPOSNER,UniversitiesAreRighttoCrackDownonSpeechandBehaviorRICHARDA.POSNER,TheTruthaboutPlagiarismPETERORABAUGH,TradingClassroomAuthorityforOnlineCommunityJACKSHAFER,Sidebar:ComparingtheCopyJUDITHSHULEVITZ,InCollegeandHidingfromScaryIdeasDAVIDSMITH,RelianceonOnlineMaterialsHindersLearningPotentialforStudentsRANDALLSTROSS,AnonymousSourceIsNottheSameasOpenSourceTermPapersforSaleAdvertisement[WEBPAGE]NIATUCKSON,WhyForeign-LanguageStudyShouldBeRequired[STUDENTESSAY]NEILWATERS,Wikiphobia:TheLatestinOpenSource
EnvironmentalScienceRACHELCARSON,TheObligationtoEndureTHECRIMSONSTAFF,VoteYesontheBottledWaterBanCHARLESFISHMAN,BottledWaterIsSilly—ButSoIsBanningItJONATHANSAFRANFOER,LetThemEatDogTHOMASL.FRIEDMAN,GetItRightonGasSHAWNHOLTON,GoingGreen[STUDENTESSAY]ELIZABETHKOLBERT,BurningLoveSEANLENNON,DestroyingPreciousLandforGasSCOTTMCNALLY,WaterContamination—FrackingIsNottheProblemNICOLETTEHAHNNIMAN,TheCarnivore’sDilemmaDANIELPAYNE,WhyYouShouldEat“Humane”MeatANTHONYPRIETO,GettheLeadoutofHuntingWILLIAMSALETAN,PleaseDoNotFeedtheHumansSHALEGASPRODUCTIONSUBCOMMITTEE,FromShaleGasProductionsubcommittee90-DayReport
SUNAURATAYLOR,HumaneMeat?NoSuchThing
http://RateMyProfessors.com
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HistoryBETTYFRIEDAN,TheImportanceofWorkTHOMASJEFFERSON,TheDeclarationofIndependenceABRAHAMLINCOLN,TheGettysburgAddressGEORGEORWELL,PoliticsandtheEnglishLanguageOverview:“LetterfromBirminghamJail”byMartinLutherKingJr.[BOX]ELIZABETHCADYSTANTON,DeclarationofSentimentsandResolutionsDANIELSULEIMAN,MoreThan“MoralComplicity”atAuschwitz
Law/CriminalJusticeOMARASHMAWY,TenYearsafter9/11,We’reStillintheDarkDENIZA.BILGUTAY,TheHighCostofCheapCounterfeitGoods[STUDENTESSAY]ERINBLAINE,ShouldDataPostedonSocial-NetworkingSitesBe“FairGame”forEmployers?
[STUDENTESSAY]PATRICKJ.BUCHANAN,ImmigrationTime-OutBENCARSON,VaccinationsArefortheGoodoftheNationADAMCOHEN,Self-DrivingCarsWillChangetheRulesoftheRoadCRAIGDESSON,MyCreepyInstagramMapKnowsWhereILiveJENNIFERGOLBECK,AllEyesonYouGREGHAMPIKIAN,WhenMayIShootaStudent?SAMLAIRD,shouldAthletesHaveSocialMediaPrivacy?OneBillsaysYesREBECCAMACKINNON,PrivacyandFacebookJONATHANMAHLER,WhoSpewedThatAbuse?AnonymousYikYakAppIsn’tTellingERICPOSNER,UniversitiesAreRighttoCrackMownonspeechandBehaviorTHANEROSENBAUM,ShouldNeo-NazisBeAllowedFreespeech?RUSSELLSAUNDERS,Pediatrician:VaccinateYourKids—orGetOutofMyOfficeJANETD.STEMWEDEL,SayingNotoVaccinesDANIELSULEIMAN,MoreThan“MoralComplicity”atAuschwitzNICHOLASTHOMPSON,BiggerBrother:TheExponentialLawofPrivacyLossUSATODAYEDITORIALBOARD,TimetoEnact“DoNotTrack”MAHESHVIDULA,IndividualRightsvs.PublicHealth:TheVaccinationDebate
Medicine/NursingBENCARSON,VaccinationsArefortheGoodoftheNationCLYDEHABERMAN,ADiscreditedVaccineStudy’sContinuingImpactonPublicHealthJENNYMCCARTHY,TheGrayAreaonVaccinesWILLIAMSALETAN,PleaseDoNotFeedtheHumansRUSSELLSAUNDERS,Pediatrician:VaccinateYourKids—orGetOutofMyOfficeJANETD.STEMWEDEL,SayingNotoVaccinesMAHESHVIDULA,IndividualRightsvs.PublicHealth:TheVaccinationDebate
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PhilosophyBETTYFRIEDAN,TheImportanceofWorkPLATO,TheAllegoryoftheCaveDANIELSULEIMAN,MoreThan“MoralComplicity”atAuschwitz
PoliticalScienceSAMADOLPHSEN,Don’tBlametheGovernmentAMERICANASSOCIATIONOFUNIVERSITYPROFESSORS,OnFreedomofExpressionandCampus
SpeechCodesJAMESBALDWIN,IfBlackEnglishIsn’taLanguage,ThenTellMe,WhatIsIt?DENIZA.BILGUTAY,TheHighCostofCheapCounterfeitGoods[STUDENTESSAY]ERINBLAINE,ShouldDataPostedonSocial-NetworkingSitesBe“FairGame”forEmployers?
[STUDENTESSAY]PATRICKJ.BUCHANAN,ImmigrationTime-OutKEVINCAREY,FulfillGeorgeWashington’sLastWish—aNationalUniversityKEVINCAREY,TheU.S.ShouldAdoptIncome-BasedLoansNowANDREWHERMAN,RaisetheDrinkingAgetoTwenty-FiveTHOMASJEFFERSON,TheDeclarationofIndependenceWENDYKAMINER,ProgressiveIdeasHaveKilledFreeSpeechonCampusGEORGEORWELL,PoliticsandtheEnglishLanguageERICPOSNER,UniversitiesAreRighttoCrackDownonSpeechandBehaviorELLIEREYNOLDS,NativeAmericansHaveBecomeaPoliticalPawnTHANEROSENBAUM,ShouldNeo-NazisBeAllowedFreeSpeech?WILLIAMSALETAN,PleaseDoNotFeedtheHumansALANSCHWARZ,ABidforGunsonCampusestoDeterRapeJACKSHAKELY,IndianMascots—You’reOutJUDITHSHULEVITZ,InCollegeandHidingfromScaryIdeasLEESIEGEL,WhyIDefaultedonMyStudentLoansBRETTA.SOKOLOW,HowNottoRespondtoVirginiaTech—IISOLSTERN,TheUnfreeSpeechMovementDANIELSULEIMAN,MoreThan“MoralComplicity”atAuschwitzASTRATAYLOR,AStrikeagainstStudentDebtRICHARDVEDDER,ForgiveStudentLoans?JESUSM.VILLAHERMOSAJR.,GunsDon’tBelongintheHandsofAdministrators,Professors,or
StudentsTIMOTHYWHEELER,There’saReasonTheyChooseSchools
PsychologyAMERICANPSYCHOLOGICALASSOCIATION,ViolenceinMassMediaOMARASHMAWY,TenYearsafter9/11,We’reStillintheDark
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PAULBRANDUS,Remembering9/11:HowSafeAreWeToday?KATHERINECHOI,Responseto“WhenLifeImitatesVideo”[STUDENTRESPONSE]LAURENDAZZARA,WhyGamingIsaPositiveElementinLife[INFOGRAPHIC]BOBENGELHART,ViolentVideoGames[CARTOON]BETTYFRIEDAN,TheImportanceofWorkJENNIFERGOLBECK,AllEyesonYouGREGHAMPIKIAN,WhenMayIShootaStudent?GERARDJONES,ViolentMediaIsGoodforKidsJOHNLEO,WhenLifeImitatesVideoJOENOCERA,It’sHardtoBeaHeroPEGGYORENSTEIN,ShouldtheWorldofToysBeGender-Free?PARENTHOODLIBRARY,DistributionofLanguage,Sex,andViolenceCodesinPG-RatedMovies
[CHART]JONATHANRAUCH,BeNotAfraidJESSICAROBBINS,Don’tWithholdViolentGamesJASONSAVONA,ResponsetoGrandTheftAutoIV[STUDENTRESPONSE]LENORESKENAZY,HowKittyGenoveseDestroyedChildhoodBRETTA.SOKOLOW,HowNottoRespondtoVirginiaTech—IIWaystoDieinChildren’sCartoons[CHART]TIMOTHYWHEELER,There’saReasonTheyChooseSchools
SociologyAMERICANPSYCHOLOGICALASSOCIATION,ViolenceinMassMediaOMARASHMAWY,TenYearsafter9/11,We’reStillintheDarkDENIZA.BILGUTAY,APowerfulCalltoActionPAULBRANDUS,Remembering9/11:HowSafeAreWeToday?KATHERINECHOI,Responseto“WhenLifeImitatesVideo”[STUDENTRESPONSE]TODDDAVIDSON,MediaViolence[VISUAL]AMYDION,GonebutNotForgottenEJGARR,Athletevs.RoleModelGERARDJONES,ViolentMediaIsGoodforKidsNICHOLASD.KRISTOF,WhereSweatshopsAreaDreamJOHNLEO,WhenLifeImitatesVideoPEGGYORENSTEIN,ShouldtheWorldofToysBeGender-Free?PARENTHOODLIBRARY,DistributionofLanguage,Sex,andViolenceCodesinPG-RatedMovies
[CHART]JONATHANRAUCH,BeNotAfraidRAJEEVRAVISANKAR,SweatshopOppressionJESSICAROBBINS,Don’tWithholdViolentGamesTHANEROSENBAUM,ShouldNeo-NazisBeAllowedFreeSpeech?CRYSTALSANCHEZ,CollegeShouldBeforEveryone[STUDENTESSAY]BRETTA.SOKOLOW,HowNottoRespondtoVirginiaTech—IISOLSTERN,TheUnfreeSpeechMovement
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DANATHOMAS,Terror’sPurseStringsNICHOLASTHOMPSON,BiggerBrother:TheExponentialLawofPrivacyLossTIMOTHYWHEELER,There’saReasonTheyChooseSchools