Writing Arguments: A Rhetoric with Readings, Concise Edition (Subscription)

&>For courses in Argument and Research.   The most thorough theoretical foundation available Writing Arguments: A Rhetoric with Readings, Concise Edition, 7/e integrates four different approaches to argument: the enthymeme as a logical structure, the classical concepts of logos, pathos, and ethos, the Toulmin system, and stasis theory. Focusing on argument as dialogue in search of solutions instead of a pro-con debate with winners and losers, it is consistently praised for teaching the critical-thinking skills needed for writing arguments. Major assignment chapters each focus on one or two classical stases (e.g. definition, resemblance, causal, evaluation, and policy). Each concept is immediately reinforced with discussion prompts, and each chapter ends with multiple comprehensive writing assignments.   Also available in a Comprehensive version (032190673X) and a Brief version (0321964276).   Also available with MyWritingLab™ This title is also available with MyWritingLab – an online homework, tutorial, and assessment program designed to work with this text to engage students and improve results. Within its structured environment, students practice what they learn, test their understanding, and pursue a personalized study plan that helps them better absorb course material and understand difficult concepts.   NOTE: You are purchasing a standalone product; MyWritingLab does not come packaged with this content. If you would like to purchase both the physical text and MyWritingLab, search for: 013396986X / 9780133969863   Writing Arguments: A Rhetoric with Readings, Concise Edition Plus MyWritingLab with eText - Access Card Package Package consists of: 0133944131 / 9780133944136  MyWritingLab with Pearson eText - Access Card 013394414X / 9780133944143  MyWritingLab with Pearson eText - Inside Star Sticker 0321964284 / 9780321964281   Writing Arguments: A Rhetoric with Readings, Concise Edition MyWritingLab is not a self-paced technology and should only be purchased when required by an instructor.

Table of Contents:
PART ONE: OVERVIEW OF AN ARGUMENT   1          Argument: An Introduction      What Do We Mean by Argument?        Argument Is Not a Fight or a Quarrel   Argument Is Not Pro-Con Debate Arguments Can Be Explicit or Implicit The Defining Features of Argument     Argument Requires Justification of Its Claims  Argument Is Both a Process and a Product      Argument Combines Truth Seeking and Persuasion    Argument and the Problem of Truth      2          Argument as Inquiry: Reading and Exploring            Finding Issues to Explore         Do Some Initial Brainstorming Be Open to the Issues All around You Explore Ideas by Freewriting    Explore Ideas by Idea Mapping           Explore Ideas by Playing the Believing and Doubting Game  Reading Texts Rhetorically     Genres of Argument     Authorial Purpose and Audience         Determining Degree of Advocacy     Reading to Believe an Argument’s Claims       JAMES SUROWIECKI, “The Pay Is Too Damn Low”    Summary Writing as a Way of Reading to Believe       Practicing Believing: Willing Your Own Belief in the Writer’s Views    Reading to Doubt        Thinking Dialectically MICHAEL SALTSMAN, “To Help the Poor, Move Beyond ‘Minimum’ Gestures”          Three Ways to Foster Dialectic Thinking                     Writing Assignment: An Argument Summary or a Formal Exploratory Essay                TRUDIE MAKENS (STUDENT), “Should Fast-Food Workers Be Paid $15 per Hour?”     PART TWO: WRITING AN ARGUMENT   3          The Core of an Argument: A Claim with Reasons      The Classical Structure of Argument   Classical Appeals and the Rhetorical Triangle            Issue Questions as the Origins of Argument     Difference between an Issue Question and an Information Question   How to Identify an Issue Question        Difference between a Genuine Argument and a Pseudo-Argument    Pseudo-Arguments: Committed Believers and Fanatical Skeptics       A Closer Look at Pseudo-Arguments: The Lack of Shared Assumptions   Frame of an Argument: A Claim Supported by Reasons          What Is a Reason?       Expressing Reasons in Because Clauses          Writing Assignment: An Issue Question and Working Thesis Statements            4          The Logical Structure of Arguments   An Overview of Logos: What Do We Mean by the “Logical Structure” of an Argument?          Formal Logic versus Real-World Logic            The Role of Assumptions         The Core of an Argument: The Enthymeme    The Power of Audience-Based Reasons          Adopting a Language for Describing Arguments: The Toulmin System          Using Toulmin’s Schema to Plan and Test Your Argument     Hypothetical Example: Cheerleaders as Athletes        Extended Student Example: Girls and Violent Video Games  The Thesis-Governed “Self-Announcing” Structure of Classical Argument      Writing Assignment: Plan of an Argument’s Details             5          Using Evidence Effectively    Kinds of Evidence       The Persuasive Use of Evidence         Apply the STAR Criteria to Evidence  Establish a Trustworthy Ethos   Be Mindful of a Source’s Distance from Original Data Rhetorical Understanding of Evidence            Angle of Vision and the Selection and Framing of Evidence  Examining Visual Arguments: Angle of Vision Rhetorical Strategies for Framing Evidence    Special Strategies for Framing Statistical Evidence   Creating a Plan for Gathering Evidence          Writing Assignment: A Supporting-Reasons Argument   6          Moving Your Audience: Ethos, Pathos, and Kairos  Logos, Ethos, and Pathos as Persuasive Appeals: An Overview           How to Create an Effective Ethos: The Appeal to Credibility   How to Create Pathos: The Appeal to Beliefs and Emotions   Use Concrete Language          Use Specific Examples and Illustrations          Use Narratives  Use Words, Metaphors, and Analogies with Appropriate Connotations Kairos: The Timeliness and Fitness of Arguments        Using Images to Appeal to Logos, Ethos, Pathos, and Kairos  Examining Visual Arguments: Logos, Ethos, Pathos, and kairos          How Audience-Based Reasons Appeal to Logos, Ethos, Pathos, and Kairos                Writing Assignment: Revising a Draft for Ethos, Pathos, and Audience-Based Reasons             7          Responding to Objections and Alternative Views    One-Sided, Multisided, and Dialogic Arguments         Determining Your Audience’s Resistance to Your Views          Appealing to a Supportive Audience: One-Sided Argument   Appealing to a Neutral or Undecided Audience: Classical Argument Summarizing Opposing Views Refuting Opposing Views         Strategies for Rebutting Evidence       Conceding to Opposing Views Example of a Student Essay Using Refutation Strategy TRUDIE MAKENS (STUDENT), “Bringing Dignity to Workers: Make the Minimum Wage a Living Wage”        Appealing to a Resistant Audience: Dialogic Argument          Creating a Dialogic Argument with a Delayed Thesis  Writing a Delayed-Thesis Argument     A More Open-Ended Approach: Rogerian Communication     Rogerian Communication as Growth for the Writer      Rogerian Communication as Collaborative Negotiation          Writing Rogerian Communication  COLLEEN FONTANA (STUDENT), “An Open Letter to Robert Levy in Response to His Article ‘They Never Learn’ ”   Conclusion      Writing Assignment: A Classical Argument or a Rogerian Letter          Readings         LAUREN SHINOZUKA (STUDENT), “The Dangers of Digital Distractedness” (A Classical Argument)     PART THREE: ANALYZING ARGUMENTS   8. Analyzing Arguments Rhetorically Thinking Rhetorically about a Text Questions for Rhetorical Analysis Conducting a Rhetorical Analysis KATHRYN JEAN LOPEZ, “Egg Heads” Our Own Rhetorical Analysis of “Egg Heads”               Writing Assignment: A Rhetorical Analysis       Generating Ideas for Your Rhetorical Analysis Organizing Your Rhetorical Analysis   Readings         ELLEN GOODMAN, “Womb for Rent–For a Price”      ZACHARY STUMPS (STUDENT), “A Rhetorical Analysis of Ellen Goodman’s ‘Womb for Rent–For a Price’ ”              9          Analyzing Visual Arguments  Understanding Design Elements in Visual Argument   The Components of Visual Design • An Analysis of a Visual Argument Using Type and Spatial Elements     The Compositional Features of Photographs and Drawings     An Analysis of a Visual Argument Using Images          The Genres of Visual Argument           Posters and Fliers         Public Affairs Advocacy Advertisements          Cartoons          Web Pages      Constructing Your Own Visual Argument         Using Information Graphics in Arguments        How Tables Contain a Variety of Stories          Using a Graph to Tell a Story  Incorporating Graphics into Your Argument    Writing Assignment: A Visual Argument Rhetorical Analysis, a Visual Argument, or a Microtheme Using Quantitative Data              PART FOUR:   ARGUMENTS IN DEPTH: TYPES OF CLAIMS                        10        An Introduction to the Types of Claims           The Types of Claims and Their Typical Patterns of Development       Using Claim Types to Focus an Argument and Generate Ideas: An Example  Writer 1: Ban E-Cigarettes        Writer 2: Promote E-Cigarettes as a Preferred Alternative to Real Cigarettes   Writer 3: Place No Restrictions on E-Cigarettes           Hybrid Arguments: How Claim Types Work Together in Arguments      Some Examples of Hybrid Arguments  An Extended Example of a Hybrid Argument  ALEX HUTCHINSON, “Pounding Pills: Your Daily Multivitamin May Be Doing More Harm Than Good”           11        Definition and Resemblance Arguments        What Is at Stake in a Categorical Argument?  Consequences Resulting from Categorical Claims      The Rule of Justice: Things in the Same Category Should Be Treated the Same Way Types of Categorical Arguments          Simple Categorical Arguments            Definition Arguments   Resemblance Argument Using Analogy          Resemblance Arguments Using Precedent      The Criteria-Match Structure of Definition Arguments Overview of Criteria-Match Structure Toulmin Framework for a Definition Argument Creating Criteria Using Aristotelian Definition Creating Criteria Using an Operational Definition Conducting the Match Part of a Definition Argument Idea-Generating Strategies for Creating Your Own Criteria-Match Argument  Strategy 1: Research How Others Have Defined the Term       Strategy 2: Create Your Own Extended Definition       Writing Assignment: A Definition Argument     Exploring Ideas            Identifying Your Audience and Determining What’s at Stake   Organizing a Definition Argument       Questioning and Critiquing a Definition Argument      Writing Assignment ALEX MULLEN (STUDENT), “A Pirate But Not a Thief: What Does ‘Stealing’ Mean in a Digital Environment?”           12        Causal Arguments      An Overview of Causal Arguments       Kinds of Causal Arguments      Toulmin Framework for a Causal Argument Two Methods for Arguing That One Event Causes Another     First Method: Explain the Causal Mechanism Directly Second Method: Infer Causal Links Using Inductive Reasoning          Examining Visual Arguments: A Causal Claim            Key Terms and Inductive Fallacies in Causal Arguments        A Glossary of Key Terms Writing Assignment: A Causal Argument          Exploring Ideas            Identifying Your Audience and Determining What’s at Stake   Organizing a Causal Argument            Questioning and Critiquing a Causal Argument        JULEE CHRISTIANSON (STUDENT), “Why Lawrence Summers Was Wrong: Culture Rather Than Biology Explains the Underrepresentation of Women in Science and Mathematics” (APA-format research paper)          13        Evaluation and Ethical Arguments    An Overview of Categorical Ethical Evaluation Arguments     Constructing a Categorical Evaluation Argument        Criteria-Match Structure of Categorical Evaluations    Developing Your Criteria     Making Your Match Argument Constructing an Ethical Evaluation Argument Consequences as the Base of Ethics   Principles as the Base of Ethics           Example Ethical Arguments Examining Capital Punishment  Common Problems in Making Evaluation Arguments  Writing Assignment: An Evaluation or Ethical Argument         Exploring Ideas            Identifying Your Audience and Determining What’s at Stake   Organizing an Evaluation Argument   Questioning and Critiquing a Categorical Evaluation Argument         Critiquing an Ethical Argument        LORENA MENDOZA-FLORES (STUDENT), “Silenced and Invisible: Problems of Hispanic Students at Valley High School” JUDITH DAAR AND EREZ ALONI, “Three Genetic Parents–For One Healthy Baby”     14        Proposal Arguments   The Special Features and Concerns of Proposal Arguments   Practical Proposals versus Policy Proposals    Toulmin Framework for a Proposal Argument  Special Concerns for Proposal Arguments       Examining Visual Arguments: A Proposal Claim         Developing a Proposal Argument        Convincing Your Readers that a Problem Exists          Showing the Specifics of Your Proposal          Convincing Your Readers that the Benefits of Your Proposal Outweigh the Costs       Using Heuristic Strategies to Develop Supporting Reasons for Your Proposal  The “Claim Types” Strategy     The “Stock Issues” Strategy      Proposal Arguments as Advocacy Posters or Advertisements   Writing Assignment: A Proposal Argument       Exploring Ideas            Identifying Your Audience and Determining What’s at Stake   Organizing a Proposal Argument         Designing a One-Page Advocacy Poster or Advertisement      Designing PowerPoint Slides or Other Visual Aids for a Speech         Questioning and Critiquing a Proposal Argument  IVAN SNOOK (STUDENT), “Flirting with Disaster: An Argument Against Integrating Women into the Combat Arms” (MLA-format research paper)     SANDY WAINSCOTT (STUDENT), “Why McDonald’s Should Sell Meat and Veggie Pies: A   Appendix 1: Informal Fallacies     Fallacies of Pathos     Fallacies of Ethos     Fallacies of Logos       Appendix 2: A Concise Guide to Evaluating, Using, and Documenting Sources     Evaluating Your Sources by Reading Rhetorically     Reading with Your Own Goals in Mind Reading with Rhetorical Awareness Taking Purposeful Notes Evaluating Sources     Using Sources for Your Own Purposes     Using Summary, Paraphrase, and Quotation     Summarizing Paraphrasing Quoting  Creating Attributive Tags to Indicate Use of a Source    Avoiding Plagiarism     Why Some Plagiarism May Occur Unwittingly Strategies for Avoiding Plagiarism  Citing Sources in Your Text in MLA Style     Documenting Sources in a “Works Cited” List (MLA)     Student Example of an MLA-Style Research Paper     Citing Sources in Your Text in APA Style     Documenting Sources in a “References” List (APA)     Student Example of an APA-Style Research Paper       Credits     Index    

About the Author :
John C. Bean is an emeritus professor of English at Seattle University, where he held the title of “Consulting Professor of Writing and Assessment.”  He has an undergraduate degree from Stanford (1965) and a Ph.D. from the University of Washington (1972).  He is the author of Engaging Ideas: The Professor’s Guide to Writing, Critical Thinking, and Active Learning in the Classroom, 2nd edition (Jossey-Bass, 2011).  He is also the co-author of three widely-used composition textbooks–Writing Arguments, The Allyn and Bacon Guide to Writing, and Reading Rhetorically.  He has published numerous articles and book chapters on writing in the disciplines as well as on literary subjects.   His current research interests focus on pedagogical strategies for teaching undergraduate research including quantitative literacy, disciplinary methods of inquiry and argument, and the problem of “transfer of learning” as students move through and across a curriculum.  He has delivered lectures and conducted workshops on writing-across-the-curriculum throughout the United States and Canada as well as for universities in Germany, Bangladesh, and Ghana.  In 2010 his article “Messy Problems and Lay Audiences:  Teaching Critical Thinking within the Finance Curriculum” (co-authored with colleagues from finance and economics) won the 2009 McGraw-Hill — Magna Publications Award for the year’s best “scholarly work on teaching and learning.”