Cover......Page 1
Title Page......Page 4
Copyright Page......Page 5
Brief Contents......Page 6
Detailed Contents......Page 8
Preface......Page 18
Acknowledgments......Page 24
Part One: Principles of Argument......Page 28
1 Argument: An Introduction......Page 29
Argument Is Not Pro‐Con Debate......Page 30
Arguments Can Be Explicit or Implicit......Page 31
For Writing and Discussion: Implicit and Explicit Arguments......Page 32
Argument Requires Justification of Its Claims......Page 35
Argument Combines Truth‐Seeking and ‐Persuasion......Page 37
Argument and the Problem of Truth in the 21st ‐Century......Page 39
For Writing and Discussion: Role‐Playing ‐Arguments......Page 41
Conclusion......Page 43
The Classical Structure of Argument......Page 44
Classical Appeals and the Rhetorical Triangle......Page 46
Difference between an Issue Question and an Information Question......Page 48
For Writing and Discussion: Information ‐Questions Versus Issue Questions......Page 49
Difference between a Genuine Argument and a Pseudo‐Argument......Page 50
Frame of an Argument: A Claim Supported by Reasons......Page 52
What Is a Reason?......Page 53
For Writing and Discussion: Using Images to Support an Argument......Page 54
Expressing Reasons in Because Clauses......Page 56
Writing Assignment: An Issue Question and Working Thesis Statements......Page 57
An Overview of Logos: What Do We Mean by the “Logical Structure” of an Argument?......Page 59
The Role of Assumptions......Page 60
The Core of an Argument: The Enthymeme......Page 61
The Power of Audience‐Based Reasons......Page 62
Adopting a Language for Describing Arguments: The Toulmin System......Page 63
For Writing and Discussion: Developing Enthymemes with the Toulmin Schema......Page 68
Hypothetical Example: Cheerleaders as Athletes......Page 69
First Part of Chandale’s Argument......Page 70
Continuation of Chandale’s Argument......Page 71
Extended Student Example: Girls and Violent Video Games......Page 72
Carmen Tieu (Student Essay), Why Violent Video Games Are Good for Girls......Page 74
The Thesis‐Governed “Self‐Announcing” Structure of Classical Argument......Page 76
Conclusion......Page 77
Writing Assignment: Plan of an Argument’s Details......Page 78
Kinds of Evidence......Page 79
Apply the STAR Criteria to Evidence......Page 82
Be Mindful of a Source’s Distance from Original Data......Page 84
Rhetorical Understanding of Evidence......Page 85
Angle of Vision and the Selection and Framing of Evidence......Page 86
Examining Visual Arguments: Angle of Vision......Page 87
Rhetorical Strategies for Framing Evidence......Page 89
Strategies for Framing Statistical Evidence......Page 91
Conclusion......Page 92
Writing Assignment: A Supporting‐Reasons Argument......Page 93
5 Moving Your Audience: Ethos, Pathos, and Kairos......Page 94
Logos, Ethos, and Pathos as Persuasive Appeals: An Overview......Page 95
How to Create an Effective Ethos: The Appeal to Credibility......Page 96
How to Create Pathos: The Appeal to Beliefs and Emotions......Page 97
Use Concrete Language......Page 98
Use Specific Examples and Illustrations......Page 99
Use Narratives......Page 100
Kairos: The Timeliness and Fitness of Arguments......Page 101
Using Images to Appeal to Logos, Ethos, Pathos, and Kairos......Page 103
For Writing and Discussion: Analyzing Images as Appeals to Pathos......Page 104
Examining Visual Arguments: Logos, Ethos, Pathos, and Kairos......Page 105
How Audience‐Based Reasons Appeal to Logos, Ethos, Pathos, and Kairos......Page 106
For Writing and Discussion: Planning an Audience‐Based Argumentative Strategy......Page 108
Writing Assignment: Revising a Draft for Ethos, Pathos, and Audience‐Based Reasons......Page 109
6 Responding to Objections and Alternative Views......Page 110
One‐Sided, Multisided, and Delayed‐Thesis ‐Arguments......Page 111
Determining Your Audience’s Resistance to Your Views......Page 112
Appealing to a Supportive Audience: One‐Sided Argument......Page 113
Summarizing Opposing Views......Page 114
For Writing and Discussion: Distinguishing Fair from Unfair Summaries......Page 115
Refuting Opposing Views......Page 116
Strategies for Rebutting Evidence......Page 117
Conceding to Opposing Views......Page 118
Trudie Makens (Student Essay), Bringing Dignity to Workers: Make the Minimum Wage a Living Wage......Page 119
Appealing to a Resistant Audience: Delayed‐Thesis Argument......Page 121
Alexander Chancellor, Oh, How I Will Miss the Plastic Bag......Page 122
Writing a Delayed‐Thesis Argument......Page 124
Lauren Shinozuka (Student Essay), The Dangers of Digital Distractedness......Page 125
Part Two: Entering an Argumentative Conversation......Page 130
7 Analyzing Arguments Rhetorically......Page 131
Author, Motivating Occasion, and Purpose......Page 132
Genre......Page 134
Angle of Vision......Page 135
Asking Questions That Promote Rhetorical Thinking......Page 136
For Writing and Discussion: Practicing Rhetorical Analysis......Page 138
Conducting a Rhetorical Analysis of a Source Text......Page 139
KATHRYN JEAN LOPEZ, Egg Heads......Page 140
Our Own Rhetorical Analysis of “Egg Heads”......Page 143
Conclusion......Page 146
Writing Assignment: A Rhetorical Analysis......Page 147
Readings......Page 148
Ellen Goodman, Womb for Rent......Page 149
Zachary Stumps (Student Essay), A Rhetorical ‐Analysis Of Ellen Goodman’s “Womb For Rent”......Page 150
8 Argument as Inquiry: Reading, Summarizing, and Speaking Back......Page 154
Be Open to the Issues All Around You......Page 155
Explore Ideas by Freewriting......Page 156
For Writing and Discussion: Responding to Visual Arguments About a Living Wage......Page 158
Explore Ideas by Playing the Believing and Doubting Game......Page 160
Summarizing a Stakeholder’s Argument......Page 162
JAMES SUROWIECKI, The Pay Is Too Damn Low......Page 163
Thinking Steps for Writing a Summary......Page 164
For Writing and Discussion: Does/Says Statements......Page 165
Examples of Summaries......Page 166
Practicing Doubting: Willing Your Own Resistance to the Writer’s Views......Page 167
For Writing and Discussion: Raising Doubts About Surowiecki’s Argument......Page 168
Thinking Dialectically......Page 169
MICHAEL SALTSMAN, To Help the Poor, Move Beyond “Minimum” Gestures......Page 170
Three Ways to Foster Dialectic Thinking......Page 171
Writing Assignment: An Argument Summary or a Formal Exploratory Essay......Page 173
Trudie Makens (Student Essay), Should Fast‐Food Workers Be Paid $15 per Hour?......Page 175
Part Three: Expanding Our Understanding of Argument......Page 182
9 Making Visual and Multimodal Arguments......Page 183
Understanding Visual Design Elements in Multimodal Argument......Page 184
Use of Type......Page 185
Use of Space and Layout......Page 186
Use of Images and Graphics......Page 188
For Writing and Discussion: Analyzing an Advocacy Ad......Page 191
The Compositional Features of Photographs and Drawings......Page 192
Compositional Features to Examine in Photos and Drawings......Page 193
An Analysis of a Multimedia Video Argument Using Words, Images, and Music......Page 195
For Writing and Discussion: Thinking ‐Rhetorically about Photos......Page 198
Posters and Fliers......Page 199
Public Affairs Advocacy Advertisements......Page 201
For Writing and Discussion: Analyzing Posters Rhetorically......Page 202
Websites......Page 204
Guidelines for Creating the Visual Elements in Posters, Fliers, and Advocacy Ads......Page 205
Guidelines for Creating Video Arguments......Page 206
Using Information Graphics in Arguments......Page 207
How Tables Contain a Variety of Stories......Page 208
Using a Graph to Tell a Story......Page 209
Incorporating Graphics into Your Argument......Page 212
A Note on How Graphics Frame Data ‐Rhetorically......Page 213
Conclusion......Page 214
Writing Assignment: A Visual Argument ‐Rhetorical Analysis, a Visual Argument, or a Short Argument Using Quantitative Data......Page 215
10 An Alternative to Argument: Collaborative Rhetoric......Page 216
The Appropriateness and Usefulness of Collaborative Rhetoric......Page 217
The Principles of Collaborative Rhetoric......Page 218
Identifying Values, Emotions, and Identities......Page 219
Seeking Common Ground......Page 220
For Writing and Discussion: Listening Empathically and Seeking Common Ground......Page 221
Preparing for Collaborative Rhetoric Through Reflective Writing......Page 223
For Writing and Discussion: Conducting a Collaborative Rhetoric Discussion......Page 224
Writing an Open Letter as Collaborative Rhetoric......Page 225
Colleen Fontana (Student Essay), An Open Letter to Robert Levy in Response to His Article “They Never Learn”......Page 226
Writing Assignment: An Open Letter as Collaborative Rhetoric......Page 231
Monica Allen (Student Essay), An Open Letter to Christopher Eide in Response to His Article “High‐Performing Charter Schools Can Close the Opportunity Gap”......Page 232
Part Four: Arguments in Depth: Types of Claims......Page 238
11 An Introduction to the Types of Claims......Page 239
The Types of Claims and Their Typical Patterns of Development......Page 240
Using Claim Types to Focus an Argument and Generate Ideas: An Example......Page 241
Writer 1: Ban E‐Cigarettes......Page 242
Writer 2: Promote E‐Cigarettes as a Preferred Alternative to Real Cigarettes......Page 243
Some Examples of Hybrid Arguments......Page 244
For Writing and Discussion: Exploring Different Claim Types and Audiences......Page 245
ALEX HUTCHINSON, Your Daily Multivitamin May Be Hurting You......Page 246
12 Definition and Resemblance Arguments......Page 248
What Is at Stake in an Argument about Definition and Resemblance?......Page 249
The Rule of Justice: Things in the Same Category Should Be Treated the Same Way......Page 250
For Writing and Discussion: Applying the Rule of Justice......Page 251
For Writing and Discussion: Supporting and Rebutting Simple Categorical Claims......Page 252
Resemblance Argument Using Analogy......Page 253
For Writing and Discussion: Developing Analogies......Page 254
Resemblance Arguments Using Precedent......Page 255
Examining Visual Arguments: Claim about Category (Definition)......Page 256
Overview of Criteria‐Match Structure......Page 257
Toulmin Framework for a Definition Argument......Page 258
Creating Criteria Using Aristotelian Definition......Page 259
Conducting the Match Part of a Definition ‐Argument......Page 261
Strategy 1: Research How Others Have Defined the Term......Page 262
Strategy 2: Create Your Own Extended Definition......Page 263
For Writing and Discussion: Developing a Definition......Page 265
Exploring Ideas......Page 266
Questioning and Critiquing a Definition ‐Argument......Page 267
Arthur Knopf (Student Essay), Is Milk a Health Food?......Page 269
Alex Mullen (Student Essay), A Pirate But Not a Thief: What Does “Stealing” Mean in a Digital Environment?......Page 272
MARK OPPENHEIMER, How Do We Define Adulthood?......Page 274
13 Causal Arguments......Page 277
An Overview of Causal Arguments......Page 278
Kinds of Causal Arguments......Page 279
Toulmin Framework for a Causal Argument......Page 281
Two Methods for Arguing That One Event Causes Another......Page 283
First Method: Explain the Causal Mechanism Directly......Page 284
Second Method: Infer Causal Links Using ‐Inductive Reasoning......Page 285
Examining Visual Arguments: A Causal Claim......Page 286
A Glossary of Key Terms......Page 287
Avoiding Common Inductive Fallacies That Can Lead to Wrong Conclusions......Page 288
Exploring Ideas......Page 289
Identifying Your Audience and Determining What’s at Stake......Page 290
Organizing a Causal Argument......Page 291
Questioning and Critiquing a Causal Argument......Page 292
Readings......Page 293
Jesse Goncalves (Student Essay), What Causes Math Anxiety?......Page 294
KRIS SAKNUSSEMM, Mirror, Mirror on the Wall, Are We Really Here at All? Can We Tell?......Page 300
Carlos Macias (Student Essay), “The Credit Card Company Made Me Do It!”—The Credit Card Industry’s Role in Causing Student Debt......Page 302
14 Evaluation and Ethical Arguments......Page 307
Constructing a Categorical Evaluation Argument......Page 309
Criteria‐Match Structure of Categorical ‐Evaluations......Page 310
Developing Your Criteria......Page 311
Making Your Match Argument......Page 312
Examining Visual Arguments: An Evaluation Claim......Page 313
For Writing and Discussion: Developing Criteria and Match Arguments......Page 314
Consequences as the Base of Ethics......Page 315
Example Ethical Arguments Examining Capital Punishment......Page 316
Common Problems in Making Evaluation Arguments......Page 318
Exploring Ideas......Page 319
Questioning and Critiquing a Categorical ‐Evaluation Argument......Page 320
Critiquing an Ethical Argument......Page 321
Lorena Mendoza‐Flores (Student Essay), Silenced and Invisible: Problems of Hispanic ‐Students at Valley High School......Page 322
Hadley Reeder (Student Essay), A Defective and Detrimental Dress Code......Page 326
JUDITH DAAR AND EREZ ALONI, Three Genetic Parents—For One Healthy Baby......Page 329
SAMUEL AQUILA, The “Therapeutic Cloning” of Human Embryos......Page 330
15 Proposal Arguments......Page 333
Toulmin Framework for a Proposal Argument......Page 335
Special Concerns for Proposal Arguments......Page 336
Developing a Proposal Argument......Page 337
Convincing Your Readers That a Problem Exists......Page 338
Explaining the Proposed Solution: Showing the Specifics of Your Proposal......Page 339
Using Heuristic Strategies to Develop Supporting Reasons for Your Proposal......Page 340
The Claim Types Strategy......Page 341
The Stock Issues Strategy......Page 342
For Writing and Discussion: Generating Ideas Using the Claim Types Strategy......Page 343
Proposal Arguments as Advocacy Posters or Advertisements......Page 344
Writing Assignment: A Proposal Argument......Page 345
Identifying Your Audience and Determining What’s at Stake......Page 347
Organizing a Proposal Argument......Page 348
Designing PowerPoint Slides or Other Visual Aids for a Speech......Page 349
Readings......Page 350
Megan Johnson (Student Essay), A Practical Proposal......Page 351
Ivan Snook (Student Essay), Flirting with Disaster: An Argument against Integrating Women into the Combat Arms......Page 355
Sandy Wainscott (Student Essay), Why McDonald’s Should Sell Meat and Veggie Pies: A Proposal to End Subsidies for Cheap Meat......Page 363
MARCEL DICKE AND ARNOLD VAN HUIS, The Six‐Legged Meat of the Future......Page 365
Part Five: The Researched Argument......Page 368
16 Finding and Evaluating Sources......Page 369
Approaching Sources Rhetorically......Page 370
For Writing and Discussion: Identifying Types of Sources......Page 374
Conducting Interviews......Page 375
Finding Books and Reference Sources......Page 376
Finding Cyberspace Sources: Searching the World Wide Web......Page 377
Reading with Rhetorical Awareness......Page 378
Evaluating Sources......Page 379
Criteria for Evaluating a Web Source......Page 382
For Writing and Discussion: Analyzing the Rhetorical Elements of Two Websites......Page 383
Taking Purposeful Notes......Page 384
Conclusion......Page 386
Using Sources for Your Own Purposes......Page 387
Writer 1: A Causal Argument Showing ‐Alternative Approaches to Reducing Risk of Alcoholism......Page 388
Writer 3: An Evaluation Argument Looking Skeptically at Vegetarianism......Page 389
Paraphrasing......Page 390
Quoting......Page 392
Quoting Words and Phrases......Page 393
Omitting Something from a Quoted Passage......Page 394
Using a Block Quotation for a Long Passage......Page 395
Attributive Tags versus Parenthetical Citations......Page 396
Creating Attributive Tags to Shape Reader Response......Page 397
Why Some Kinds of Plagiarism May Occur Unwittingly......Page 398
Strategies for Avoiding Plagiarism......Page 399
Conclusion......Page 401
The Correspondence between In‐Text Citations and the End‐of‐Paper List of Cited Works......Page 402
In‐Text Citations in MLA Style......Page 404
MLA Works Cited Citation Models......Page 406
APA Style......Page 416
References List in APA Style......Page 417
APA References Citation Models......Page 418
Conclusion......Page 423
The Difference Between Formal and Informal Logic......Page 424
An Overview of Informal Fallacies......Page 425
Fallacies of Pathos......Page 426
Fallacies of Ethos......Page 427
Fallacies of Logos......Page 428
For Writing And Discussion: Persuasive or Fallacious?......Page 430
Part Six: An Anthology of Arguments......Page 432
Choices for a Sustainable World......Page 433
JOSEPH ALDY, “Curbing Climate Change Has a ‐Dollar Value — Here’s How and Why We Measure It”......Page 434
JAMES A. BAKER, “The Conservative Case for a Carbon Tax and Dividends”......Page 436
DAVID ROBERTS, “Putting a Price on Carbon is a Fine Idea. It’s Not the End‐All Be‐All”......Page 438
JULIAN CRIBB, “Our Human Right Not to Be Poisoned”......Page 443
BILL MCKIBBEN, “The Question I Get Asked the Most”......Page 446
CHELSEA M. ROCHMAN, “Ecologically Relevant Data Are Policy‐Relevant Data”......Page 449
Ben Adler, “Banning Plastic Bags is Great for the World, Right? Not So Fast”......Page 451
SUN SENTINEL EDITORIAL BOARD, “Plastic Bag Ban: Let’s Not Get Carried Away”......Page 454
For Writing and Discussion: Choices for a Sustainable World......Page 456
Writing Assignment: Rhetorical Analysis......Page 457
Post‐Fact, Post‐Truth Society?......Page 458
DAVID UBERTI, “The Real History of Fake News”......Page 459
EUGENE KIELY AND LORI ROBERTSON, “How to Spot Fake News”......Page 464
JACK SHAFER, “The Cure for Fake News Is Worse Than the Disease; Stop Being Trump’s Twitter Fool”......Page 469
ROBERT P. GEORGE AND CORNEL WEST, “Sign the Statement: Truth‐Seeking, Democracy, and Freedom of Thought and Expression”......Page 472
LUCIANO FLORIDI, “Fake News and a 400‐Year‐Old Problem: We Need to Resolve the “Post‐Truth” Crisis”......Page 473
PETER WAYNE MOE, “Teaching Writing in a Post‐Truth Era”......Page 476
MARCUS DU SAUTOY, “Why Aren’t People Listening to Scientists?”......Page 477
JEFF HESTER, “The Hermeneutics of Bunk: How a Physicist Gave Postmodernism a Black Eye”......Page 479
TIMOTHY CAULFIELD, “Blinded by Science: ‐Modern‐Day Hucksters Are Cashing In on ‐Vulnerable Patients”......Page 481
For Writing and Discussion: Dealing with ‐Misinformation, Fake News, and Misconceptions......Page 486
Writing Assignment: Researched Proposal Speech on Understanding and Evaluating ‐Scientific Claims......Page 487
Public Health......Page 488
DEMOCRAT AND CHRONICLE EDITORIAL BOARD, “Keep Up Fight against Childhood Obesity”......Page 489
CENTERS FOR DISEASE CONTROL AND ‐PREVENTION, “Tips for Parents—Ideas to Help Children Maintain a Healthy Weight”......Page 490
JULIA BELLUZ AND JAVIER ZARRACINA, “We Need to Call American Breakfast What It Often Is: Dessert”......Page 495
SARAH WILSON, “I’ve Heard All the Arguments against a Sugar Tax. I’m Still Calling for One in Australia”......Page 498
HARTFORD COURANT EDITORIAL BOARD, “Soda Tax Is Nanny‐State Overreach”......Page 500
LOS ANGELES TIMES EDITORIAL BOARD, “Are We Subsidizing a Public Health Crisis by Allowing the Poor to Buy Soda with Food Stamps?”......Page 501
Writing Assignment: Multimodal Argument: A Storyboard or Cartoon......Page 503
Challenges in Education......Page 504
RACHEL M. COHEN, “Rethinking School ‐Discipline”......Page 505
RICHARD ULLMAN, “Restorative Justice: The Zero‐Tolerance‐Policy Overcorrection”......Page 514
CASSADY ROSENBLUM, “Take It From a New Orleans Charter School Teacher: Parents Don’t Always Get School Choice Right”......Page 516
PAUL FELL, “Educators Try to Keep Public Education away from School Vouchers and Charter Schools”......Page 518
DOUGLAS N. HARRIS, “Why Managed Competition Is Better Than a Free Market for Schooling”......Page 519
RACHEL LAM, “Separate but Unequal”......Page 528
RAFAEL WALKER, “How Canceling Controversial Speakers Hurts Students”......Page 530
GINA BARRECA, “I’m Not Giving Students “Trigger Warnings””......Page 532
ONNI GUST, “I Use Trigger Warnings—But I’m Not Mollycoddling My Students”......Page 534
For Writing and Discussion: Challenges in Education......Page 536
Writing Assignment: A Researched Evaluation Argument on an Educational Policy......Page 537
Self‐Driving Cars......Page 538
ROBIN CHASE, “Self‐Driving Cars Will Improve Our Cities, If They Don’t Ruin Them”......Page 539
SCOTT SANTENS, “Self‐Driving Trucks Are Going to Hit Us Like a Human‐Driven Truck”......Page 546
DREW HENDRICKS, “Five Reasons You Should Embrace Self‐Driving Cars”......Page 553
The Editorial Board of the New York Times, “Would You Buy a Self‐Driving Future from These Guys?”......Page 555
For Writing and Discussion: Self‐Driving Cars......Page 557
Writing Assignment: A Researched Argument on a Subissue Related to Self‐Driving Cars......Page 558
Immigration in the Twenty‐First Century......Page 559
MICHELLE YE HEE LEE, “Fact Checker: The White House’s Claim that “Sanctuary” Cities Are Violating the Law”......Page 560
KENT LUNDGREN, “Stop Immigration Processing as Leverage against Sanctuaries?”......Page 562
DARLENE NICGORSKI, “Convicted of the Gospel”......Page 564
LUPE VALDEZ, ED GONZALEZ, AND JAVIER SALAZAR, “Enforcement in Sanctuary Cities Should Be Feds’ Job, Not Local Police”......Page 566
JEFF DANZIGER, “Coming Soon to a House Like Yours”......Page 567
SALIL SHETTY, AMNESTY INTERNATIONAL, “Foreword to Tackling the Global Refugee Crisis: From Shirking to Sharing Responsibility”......Page 568
STEVEN P. BUCCI, “We Must Remain Vigilant through Responsible Refugee Policies”......Page 571
RICH STEARNS, “Facing Responsibility: The Face of a Refugee Child”......Page 572
For Writing and Discussion: Immigration in the Twenty‐First Century......Page 574
Writing Assignment: White Paper Summarizing the Arguments about a Policy Proposal......Page 575
JONATHAN SWIFT, “A Modest Proposal: For Preventing the Children of Poor People in Ireland, from Being a Burden on Their Parents or Country, and for Making Them Beneficial to the Public”......Page 576
ELIZABETH CADY STANTON, “The ‐Declaration of Sentiments and Resolutions Seneca Falls ‐Conference” (1848)......Page 582
MARGARET SANGER, “The Morality of Birth Control”......Page 586
Writing Assignment: Rhetorical Analysis......Page 590
Credits......Page 591
Index......Page 594
