Well-Crafted Argument

Contents Note: Each chapter in Part I concludes with a Chapter Summary, a Checklist, and Writing Projects. Each cluster in Part II begins with an Introduction and concludes with Connections Across the Clusters, Writing Projects, and Suggestions for Further Reading. I. The Rhetoric of Argument 1. Anatomy of an Argument Why Argue? What Is an Argument? Using Evidence in Argument Using Appeals in Argument Communicating with a Purpose Preparing to Compose an Argument Organizing the Argument Drafting the Argument Revising the Argument: A Form of Reevaluation Reading to Revise 2. Using the Classical Model in Your Arguments Argument in the Ancient World The Classical Model of Argument Reading: [Student essay] Justine Hearn, "Ecology vs. Land Development in Trinidad and Tobago" Reading: Anti-Defamation League, "School Vouchers: The Wrong Choice for Public Education" Reading: Kurt L. Schmoke, "Why School Vouchers Can Help Inner-City Children" 3. Using the Toulmin Model in Your Arguments The Toulmin Model of Argument Reading: [Student essay] Daniel Neal, "Tobacco: Ignorance Is No Longer an Excuse" Reading: Virginia Woolf, "Professions for Women" Reading: Thomas Jefferson, "Declaration of Independence" 4. Using the Rogerian Model in Your Arguments The Rogerian Model of Argument Reading: [Student essay] Sheila Gleason, "Public Funding for the Arts: Time to Correct the Abuses" Reading: Martin Luther King, Jr., "Letter from Birmingham Jail" Summary and Comparison of the Classical, Toulmin, and Rogerian Models Reading: [Student essay] Daniela Gibson, "Who Owns Our Children?" 5. Reasoning: Methods and Fallacies Argumentative Reasoning The Nature of Fallacies Strategies of Reasoning Errors in Reasoning: A Taxonomy Reading: Max Shulman, "Love Is a Fallacy" 6. Methods of Critical Reading Reading as the Construction of Meaning Active versus Passive Reading Reading as a Writer of Arguments Writing a Summary Reading with a Pencil Becoming a Highly Motivated Reader Reading Responsibly Reading: Editorial, "High Noon" Active Reading as Shared Reading Using the Modes of Argument as a Schema for Analysis The Importance of Open-Mindedness When Reading Reading: Galileo Galilei, "Letter to the Grand Duchess Christina" 7. Researching Your Argument The Three Faces of Research Searching before You Research: Taking Mental Inventory Focusing Your Research for Argumentative Essays Formulating a Strong Thesis Research Using the Internet Useful Types of Internet Resources Searching on the Web Useful Web Sites for Writers of Arguments Researching Using Print Resources Gathering Information from E-mail and Telephone Conversations, Interviews, and Surveys Taking Effective Research Notes The Role of Serendipity in Research Evaluating Your Sources Understanding and Avoiding Plagiarism Incorporating Outside Sources into Your Argument 8. Documenting Your Sources: MLA and APA Styles Citation of Source Material: A Rationale Which Documentation Style to Use? A Guide to MLA Documentation Style Presenting Quoted Material Using Author/Page In-Text Citatins Preparing the MLA List Works Cited Sample Student Paper: MLA Documentation Format A Guide to APA Documentation Format Presenting Quoted Material Using Author/Year In-Text Citatins Preparing the APA List of References Sample Student Paper: APA Documentation Format II. Reading Clusters Cluster 1: What Is the Impact of Cyberspace Technology on Education? Abby Ellin, "The Battle in Cyberspace" Alfred Bork and David R. Britton, Jr., "The Web Is Not Yet Suitable for Learning" Patricia Cravener, "Education on the Web: A Rejoinder" Mary Anne Mather, "Virtual Schooling: Going the Distance--Any Distance--to School" Nicholas Confessore, "The Virtual University" Sven Birkerts, "Perseus Unbound" Ray Kurzweil, "Neural Implants" [Student essay] Andrea De Anda, "You Log On, but You Can't Log Off" Cluster 2: Is Standardized Testing a Reliable Method of Assessing Student Performance? Michael Scott Moore, "Buying Time" Peter Sacks, "Standard Testing: Meritocracy's Crooked Yardstick" Thomas Haladyna, Nancy Haas, and Jeanette Allison, "Continuing Tensions in Standardized Testing" Gene Koretz, "Standardized Exams Get an 'A.'" Rebecca Zwick, "Eliminating Standardized Tests in College Admissions: The New Affirmative Action?" Nathan Glazer and Abigail Thernstrom, "Should the SAT Account for Race?" "Yes"[Glazer]; "No" [Thernstrom] National Association for the Education of Young Children, "Standardized Testing of Young Children 3 through 8 Years of Age" [student essay] Gina Takasugi, "Why Are the 'Standards' So Low in Education?" Cluster 3: Can Censorship or Book Banning Ever Be Justified? Martin P. Golding, "Campus Speech Issues" Donna A. Demac, "Precarious Prose" Nicholas J. Karolides, "Banned Books: Two Case Histories" Herbert N. Foerstel, "Panama City, Florida: Darkness in the Sunshine State" Kurt Vonnegut, Letter to Charles McCarthy, Drake School Board George P. Elliott, "Against Pornography" [Student essay] Dewey Adams, "Comic Book Censorship and the Comic Book Legal Defense Fund Cluster 4: Is Space Exploration Worth the Expense? Christopher P. McKay, "Flowers for Mars" Carl Sagan, "Why Send Humans to Mars?" James L. Kauffman, "The Moon Shot and Congressional Critics" Pamela Mack, "Research and Development for Whose Benefit? The Relationship between NASA and the Users of Earth Resources Data" Neil de Grasse Tyson, "Space: You Can't Get There from Here" Fred Guterl, "What Should We Do with the Moon?" Christopher Chyba, "Some Thoughts on SETI" Pat Dasch, "In Search of a Space Policy That Goes Somewhere" [Student essay] William N. Boenig, "Is Space Travel Worth the Expense?" Cluster 5: Are Science and Religion Compatible? Steven Weinberg, "A Designer Universe?" Gerald R. Schroeder, "The Search" Richard Dawkins, "The Anaesthetic of Familiarity" Delos B. McKown, "Science vs. Religion in Future Constitutional Conflicts" Henry M. Morris, "Unresolved Problems of Evolution" Stephen Jay Gould, "Darwinism Defined: The Difference Between Fact and Theory" Charles Krauthammer, "The Real Message of Creationism" Annie Dillard, "Fecundity" [student essay] Mark Rodriguez, "Too Much Confrontation: Why Creationism Should Not Be Taught Alongside Evolution" Cluster 6: Is Multicultural Education Necessary? Angela D. Ferguson and Mary F. Howard-Hamilton. "Addressing Issues of Multiple Identities for Women of Color on College Campuses" Wayne P. Thomas and Virginia Collier, "Two Languages Are Better Than One" Leslie Marmon Silko, "Language and Literature from a Pueblo Indian Perspective" Richard Rodriguez, "Speaking a Public Language" Mike Rose, "The Politics of Remediation" Dinesh D'Souza, "Equality and the Classics" Lawrence W. Levine, A Historian in Wonderland: Through the Looking Glass [student essay] Chris Garber, "The Importance of Multicultural Education in Global Society" Cluster 7: Should Media Violence Be Controlled? Rose A. Dyson, "New Insights into Media Violence Cheryl Arvidson, "Statement Linking Media Violence to Violence in Kids Draws Criticism" Doreen Carvajal, "Major Studios Used Children to Test-Market Violent Films" Mike Oppenheim, "TV Isn't Violent Enough" W. James Potter, "Violent Content on Television" Jean Tepperman, "Toxic Lessons" Gay Hollis, "Murder, Mayhem, Politics, and Commerce: The Influence of the Media in the UniteWhite, Fred is the author of 'Well-Crafted Argument' with ISBN 9780618045495 and ISBN 061804549X.