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CONTENTS

Preface xv

P
PART ONE
Writing Critically and Conducting Research 1

CHAPTER 1Reading Critically 2

Rhetorical Analysis of a Written Work 2
“Culture Bundling” and Other Obstacles to a Real
Gun Control Debate Ken White 7
Argues that “culture bundling”—using one political issue to represent
a large group of both cultural and social values—prevents both sides
of the issue from having a productive gun control debate.
Rhetorical Analysis of Visuals 10
Rhetorical Analysis of Websites 15

CHAPTER 2The Writing Process 20

The Process 20
Challenges in the Prewriting Stage 21
Challenges in the Drafting Stage 24
Revising Your Paper Globally 30
Illustration: Revising Globally 32
Revising for Style and Clarity 34
Illustration: Revising for Style and Clarity 35
Illustration: Revising at the Sentence Level 37
Editing Your Paper 38
Illustration: Editing for Errors in Grammar and Punctuation 39
Proofreading 40

vi
 Contents vii

CHAPTER 3Writing a Summary 41

Writing a Summary 41
Dream Machines Will Wright 46
Explains the relationship between games and the
imagination.

CHAPTER 4Writing a Critique 50

The Connection between Reading Critically and Writing
a Critique 50
Writing a Critique 51
Components of a Critique 53
Handling Source Material 57
Liberal Arts and the Bottom Line Lane Wallace 60
Wonders if a recent movement in higher education to try to
create well-rounded business majors might not be accepted
wholeheartedly.

CHAPTER 5Writing an Argument 64

Argumentation 64
Narrowing Your Focus and Discovering Your Position 65
Structuring an Argument 69
Strategies for Arguing Effectively 72
Sample Argument 82
The Gender Wage Gap—A Myth That Just Won’t Die
Abigail Hall 91
Argues that those who still say there is a wage gap between
male and female workers are perpetuating a tired myth.

CHAPTER 6Writing a Synthesis and Documenting Sources 95

Synthesis 95
Citing and Documenting Sources Using MLA Style 97
In-Text Citations and List of Works Cited 98
Paraphrasing 101
Quoting 104
Integrating Source Materials into Your Paper 106
Using Ellipsis Points, Square Brackets, Single Quotation Marks,
and “Qtd. In” 108
viii Contents

Documenting Sources in a Collection of Essays 112

Student Paper Demonstrating Synthesis with In-Text Citations
Using MLA Style 113

CHAPTER 7Writing a Research Paper 121

The Research Process 121
Defining Your Purpose 122
Finding a Topic 122
Forming a Preliminary Thesis and a Working Bibliography 126
Finding Sources 126
Creating a Preliminary Bibliography 128
Evaluating Print Sources 131
Evaluating Internet Sources 132
Taking Notes 133
Handling Source Material 135
Avoiding Plagiarism 137
Illustration: Plagiarism, Inaccurate Documentation,
and Correct Handling of Source Material 138
Documenting Sources 140
Parenthetical Documentation—Citing Sources in the Text 142
Creating a Works-Cited Page Using MLA Style 145
Core Elements for Documenting Sources 147
Assembling the Parts of a Research Paper 155
Student Research Paper Using MLA Style 160
Writing a Research Paper Using APA Style 169
Parenthetical Citations Using APA Style 169
APA-Style References List 171
Sample Pages from a Student Research Paper Using APA Style,
with Title Page, Abstract, Body of Paper, and References 173

P
PART TWO
Issues Across the Disciplines 179

CHAPTER 8Popular Culture and the Arts 180

Chapter Overview 181
Do Video Games Kill? Karen Sternheimer 182
 Contents ix

Asks the question: Are the media and politicians right to blame
video games when white middle-class teens kill?
Hip-Hop’s Betrayal of Black Women Jennifer McLune 192
Argues against the socioeconomic defense of misogynistic
lyrics in hip-hop music.
Scientists Aren’t the Only Innovators: We Really Need Artists
Sarah Lewis 197
Argues the importance of the arts in fostering creativity
and innovation.
A Glaring Diversity Gap in Films: Top U.S. Fictional
Movies Overwhelmingly Male and White, Study
Finds Manohla Dargis
Reports on research that looks at gender, race, and ethnicity
in the most popular films in the United States.
Through a Screen Darkly: Popular Culture, Public Diplomacy,
and America’s Image Abroad Kenneth D. M Jensen
Reviews Martha Bayle’s book on America’s image abroad
and suggests ways that American diplomats can deal with
the negative image of America’s pop culture.
Perspectives on Popular Culture and the Arts 201
Responding to Visuals 204

CHAPTER 9 Media Studies 206

Why I Just Asked My Students to Put Their Laptops Away
Clay Shirkey 209
Explains why, even though he is a professor of social media,
he bans electronic devices in his classroom.
Our Photoshopping Disorder Erin Cunningham 215
Questions whether the media’s practice of severely photo-shopping
images is a matter for political discussion and regulation.
The Collective Conscience of Reality Television
Serena Elavia 220
Argues that viewer ratings encourage exploitation, invasion
of privacy, and extreme behavior on reality television shows.
Do Androids Dream of Electric Lolcats? Dana Liebelson
Explores the potential of “deep learning” in artificial
intelligence to “revolutionize everything from social
networking to surveillance.”
Establishment Media Openly Defends Rioting as Ferguson
Burns Alex Newman
x Contents

Criticizes mainstream media for condoning rioting and

violence following the acquital of a white police officer
who shot an unarmed black teenager.
Perspectives on Media Studies 223
Responding to Visuals 225

CHAPTER 10 Education 227

Critical Thinking? You Need Knowledge Diane Ravitch 229
Finds fault with the “21st-Century Skills” initiative in
public schools.
Excerpt from Why School? A Student in a Community
College Basic Skills Program Mike Rose 232
Portrays a man with a disability who not only benefits
from a community college basic skills program but also
serves as a lesson to others.
The Anti-College Movement: Finding the Song in the
Clamor Heather Schilling 234
Assesses the arguments used in the recent anti-college
movement.
A Liberal Arts Education Has Tremendous Value
E. Bruce Pitman
Argues the value of a liberal arts education.
To Do or to Teach? Is That Even a Question?
Sarah Taylor Ellis
Assesses the joys and benefits of arts education for both
students and instructors
Perspectives on Education 240
Responding to Visuals 243

CHAPTER 11 Poverty and Homelessness 245

The Cost of Child Poverty Jeff Madrick 247
Offers an unusual solution to help alleviate the problem of
American children living in poverty.
The Resurrection of America’s Slums Alana Semeuls 252
Explores reasons why the number of people living in
high-poverty areas has increased dramatically since
falling off in the 1990s.
Ignoring Homeless Families Greg Kaufmann 255
Argues that the government pays more attention to homeless
individuals and ignores the plight of homeless families.
 Contents xi

The Changing Face of Low-Wage Poverty in the United States

Steven Greenhouse
Explains changes in the profile of low-wage workers and
their difficulties in rising above the poverty level.
Poverty: Yes, It’s about Personal Responsibility But It’s Also
about the Choices We Make as a Society Nicholas Kristof
Argues that living in poverty is not wholly about personal
failure or weakness.
Perspectives on Poverty and Homelessness 260
Responding to Visuals 263

CHAPTER 12 Gender Studies 265

The Puzzle of Boys Thomas Bartlett 267
Reviews the debate about what it means to grow up
male in America.
“Men are Stuck” in Gender Roles, Data Suggest
Emily Alpert Reyes 275
Reports on study revealing that men are held to gender
stereotypes while women are encouraged to explore new roles.
Target Is Right on Target about the Use of Gender
Labels Christia Brown 279
Explains why she approves of Target’s move to do away
with gender labels, citing studies on the effect of such labels
on children.
Once Upon a Lifetime Rizi Timane
Reviews difficulties historically for transgender people to be
open about their experiences.
What Makes a Woman? Elinor Burkett
Argues that people who haven’t lived their entire lives as
women have no right to define what a woman is.
Perspectives on Gender and Sex Roles 284
Responding to Visuals 286

CHAPTER 13 Racism and Discrimination 288

Parents Outraged after Students Shown “White Guilt”
Cartoon for Black History Month Peter Holley 290
Reports on the controversy caused by showing high school
students a cartoon depicting historic racial disparity in
America.
When I Was White Sarah Valentine 294
xii Contents

Describes the conflict she experienced in making the

racial transition from white to black or mixed race.
The School-to-Prison Pipeline Marilyn Elias 298
Argues that the “school-to-prison pipeline” practice is
characterized by racial and disability discrimination.
Immigration: How We Got Here from There Jack Kenny
Argues that immigration has had a negative effect on
American life.
Immigration and America’s Urban Revival Robert J. Sampson
Argues that immigration has had a positive effect on
American life.
Perspectives on Racism and Discrimination 303
Responding to Visuals 305

CHAPTER 14 Psychology and Human Behavior 307

Revisiting the Stanford Prison Experiment: A Lesson in the
Power of Situation Philip Zimbardo 309
Recounts his famous experiment and suggests ways that
the law, the penal system, and the criminal justice system
can learn from it.
The Real Lesson of the Stanford Prison Experiment
Maria Konnikova 318
Argues for a different conclusion from what is
commonly assumed about the meaning of the Stanford
Prison Experiment.
When Good People Do Bad Things Anne Trafton 325
Reports on research showing that some people lose touch
with their moral beliefs when they are in a group.
The End of Punishment Katherine Reynolds Lewis
Explains the success of an innovative approach to handling
disruptive children in the classroom, in juvenile facilities, or
wherever they behave inappropriately.
Will Power and Won’t Power Michael Shermer
Reviews the book The Marshmallow Test: Mastering
Self-Control by Walter Mischel, which urges taking small
small steps to manage larger issues in one’s life.
Perspectives on Psychology and Human Behavior 329
Responding to Visuals 332
 Contents xiii

CHAPTER 15 Bioethics and Environmental Studies 333

Kidneys for Sale: A Reconsideration Miriam Schulman 335
Explores ethical questions surrounding the sale of
human kidneys.
Why Legalizing Organ Sales Would Help to Save Lives,
End Violence Anthony Gregory 342
Wonders why organ sales are illegal and outlines
benefits to legalizing them.
Global Warning: Get Up! Stand Up! Bill McKibben 345
Explains how to build a mass movement to halt climate
change.
The Sixth Extinction Jeff Corwin 351
Warns that somewhere on Earth, every twenty minutes,
one animal species dies out and time is running out to
turn the tide.
The Environmental Crisis in Your Closet Adam Matthews
Exposes the water pollution crisis in India that has destroyed
farms and small villages and made thousands of people ill.
Editing Human Germline Cells Debated Tina Hesman Saey
Reviews the ethical aspects of using powerful new gene
editing tools to expand the scope of DNA alteration
Perspectives on Bioethics and Environmental Studies 355
Responding to Visuals 357

CHAPTER 16 Marketing, the American Consumer,

and the Workplace 359
Every Nook and Cranny: The Dangerous Spread of
Commercialized Culture Gary Ruskin and Juliet Schor 361
Discusses the negative effects of the pervasive spread of
commercialism throughout American life
Why Companies Aren’t Getting the Employees They
Need Peter Cappelli 368
Argues that it is companies’ fault that they cannot find
skilled workers and outlines steps they can take to get them
Escape from the Job Jungle Peter Weinberg 373
Writes with humor of his search to find a full-time job
after college graduation
xiv Contents

Risky Rhetoric Lori Widmer

Examines issue of employees expressing their personal
biases in public and putting corporate reputations
at risk.
In Defense of Consumerism Dan Hannan
Argues that consumerism is beneficial and healthy for both
individuals and society.
Perspectives on the Marketing, the American Consumer,
and the Workplace 376
Responding to Visuals 378

Glossary 380
Credits 386
Index 388
xv

PREFACE

Perspectives on Contemporary Issues: Reading across the Disciplines, Eighth Edition,

presents an approach to thinking, reading, and writing that views learning as the
interconnectedness of ideas and disciplinary perspectives. Contemporary issues
engage the students, while the readings provide rich material for class discussion and
writing topics. The essays by authors from a variety of disciplines and professions
focus on individual, national, and global issues. Regardless of their majors, students
will enhance their skills through the writing assignments.
The goals of Perspectives on Contemporary Issues: Reading across the Disciplines
are as follows:
• To sharpen students’ thinking skills by presenting them with a variety of
perspectives on current issues
• To give students practice in both oral and verbal expression by providing
questions for discussion and writing after each selection
• To provide students with a variety of writing assignments representing the
kinds of writing they will be asked to do in courses across the curriculum
• To encourage students to view issues and ideas in terms of connections with
other people, other disciplines, or other contexts
The questions for discussion and writing encourage critical thinking by asking
students to go well beyond simple recall of the readings and to use higher-order
skills such as integration, synthesis, or analysis of what they have read. Most of the
questions are suitable for work in small groups, as well as for class discussion.

NEW TO THIS EDITION

Learning Objectives. Each chapter in Part One is preceded by several learning
objectives highlighting the concepts in the chapter.
MindTap. Each chapter in Part Two begins not only with an overview of the
chapter but also with a question to prompt students to think about the subject
of that chapter. At the end of each chapter, students are asked to reflect on the

xv
xvi Preface

issues/ideas presented by the readings in that chapter. Eighteen articles are available
online through the Questia website and include additional questions for discussion.
New Readings. There are eighteen new readings in print in this edition, all of them
published recently. Together with the Questia articles, thirty-six of the fifty titles in
the book are new. These new readings cover topics of contemporary interest, and their
writers sometimes take controversial positions on the issues under discussion.
Sleeker, Slimmer Text. This book has fewer pages than previous editions,
making it more manageable to cover in a one-semester class. Parts Two to Five in
previous editions are now clustered together, with individual chapter titles noting
the subject of each chapter.
MLA Updates. This edition has been updated to reflect guidelines from the 2016
MLA Handbook for Writers of Research Papers, Eighth Edition.

READING SELECTIONS
The book has two parts, and the reading selections are organized by broad
disciplinary areas:
• Chapters 8 and 9 cover the broad areas of popular culture, the arts, and
media studies. Readings cover such subjects as music and video games, media
violence, advertising, Hollywood films, television, and the visual arts.
• Chapters 10 to 14 address such matters as education, poverty and
homelessness, gender and sex roles, race and ethnicity, and psychology and
human behavior.
• Chapter 15 focuses on bioethical and environmental issues, with writers
giving opinions on the sale of organs, environmental issues, and the crisis of
rapid species extinction.
• Chapter 16 addresses marketing, the American consumer, and the workplace,
with readings on the spread of commercialization, the difficulties employers
face in finding workers, and the problems of a worker has when seeking a job.
The selections in each chapter encourage students to consider issues from
different perspectives because their authors come from a wide range of disciplinary
backgrounds and training. Sometimes the writers cross disciplinary lines in
their essays. The individual perspectives of the writers may differ markedly from
students’ own perspectives, thus generating discussion and writing topics.

ACTIVITIES AND ASSIGNMENTS

After each selection,
• Students can make a personal response to some aspect of the reading.
• Each reading is also followed by several questions for class or small-group
discussion. These questions invite students to consider rhetorical strategies
 Preface xvii

of the piece, think of larger implications, discuss related issues, or make

connections between the readings and their own experiences. Many of these
questions are appropriate for writing topics as well, and many others will
prompt students to discover related topics on which to write.
Toward the end of each chapter, a section called “Perspectives on …” provides
writing topics based on ideas generated by the collected readings in that chapter.
These writing assignments are arranged in two categories:
• Suggested writing topics are suitable for synthesis, argumentation, and other
modes of writing such as the report, the letter, the personal essay, and the
comparison and contrast essay.
• Research topics are suitable for development into research papers.
Finally, each chapter in Part Two concludes with a section called “Responding
to Visuals,” which features two photographs or other visual images. These images
relate to the thematic focus of the chapter and are accompanied by questions on
rhetorical strategies and other relevant matters.

A DEFINITION OF ISSUES
Given the title of this textbook, a definition of issues is in order. An issue is usually
taken to mean a topic that is controversial, that prompts differences of opinion, or
that can be seen from different perspectives. It often raises questions or requires
taking a close look at a problem. Although this is not primarily an argument
textbook, the inclusion of topics and essays guaranteed to spark controversy is
deliberate. Many of the readings will prompt students to take opposing positions.
Some of the readings are provocative; others may anger students. Such differences
of opinion generate lively class discussions and result in writing opportunities that
engage students.

ONLINE RESOURCES
MindTap® English for Ackley’s Perspectives on Contemporary Issues: Reading
Across the Disciplines, Eighth Edition, engages students to help them become
better thinkers, communicators, and writers by blending course materials with
content that supports every aspect of the writing process. Interactive activities
on grammar and mechanics promote application in student writing, and an
easy-to-use paper management system allows for electronic submission, grading,
and peer review while tracking potential plagiarism. A vast database of scholarly
sources with video tutorials and examples supports each step of the research
process, and professional tutoring guides students from rough drafts to polished
writing. Visual analytics track student progress and engagement with seamless
integration into campus learning management system that keeps all course
materials in one place.
xviii Preface

ACKNOWLEDGMENTS
I would like to thank the following reviewers for their helpful suggestions on this
new edition: Gretchen DiGeronimo, Becker College; David Green, Mass Bay
Community College; Lilia Joy, Henderson Community College; Nancy Lee-Jones,
Endicott College and Catherine Pavlich, Oregon Coast Community College. As
always, I thank my husband, Rich, and my family: Heather, Brian, Elizabeth, and
Lucas Schilling; Laurel, Gianni, Zack, and Celia Yahi; Jeremy, Jenni, and Che
White; Robin Ackley-Fay and Terry Fay; and Jon Ackley.
A special thank you to Professor Beate C. Gilliar, Professor of English at
Manchester University, North Manchester, Indiana, and the following students in
her expository and critical writing course: Samantha Baker, Megan Batten, Shelby
Covington, Stephanie Griffith, Brandon Hite, Catherine Lange, David Lloyd,
Amy Luthanen, Holly Pawlak, Rebecca Pendergrass, Alison Scholtfeldt, Kristen
Wolf, Maria Villafuerta, and Carol Yañez.
I am especially thankful for the gracious willingness of these students to share
their written work for use in this textbook: Rita Fleming, Nate Hayes, Shawn
Ryan, Elizabeth Schilling, Clorinda Tharp, Michael Vawter, and Laurel Yahi.
Finally, I give a special thank you to my editor, Kathy Sands-Boehmer, who
has once again been a joy to work with.
 PART 1

WRITING CRITICALLY AND

CONDUCTING RESEARCH
CHAPTER 1 Reading Critically 2

CHAPTER 2 The Writing Process 20

CHAPTER 3 Writing a Summary 41

CHAPTER 4 Writing a Critique 50

CHAPTER 5 Writing an Argument 64

CHAPTER 6 Writing a Synthesis and

Documenting Sources 95

CHAPTER 7 Writing a Research Paper 121

CHAPTER 1
READING CRITICALLY

LEARNING OBJECTIVES
Students will demonstrate an ability to do the following:
☐ Read with a critical eye and participate in the class discussion of
college-level essays, visual images, advertisements, and websites.
☐ Demonstrate an understanding of the principles of rhetorical analysis
by handing in a written evaluation of a reading, visual image,
advertisement, or website.

Start with a warm-up activity, and review the chapter

Learning Objectives.

RHETORICAL ANALYSIS OF A WRITTEN WORK

Reading critically is the process of making a careful, thoughtful, and thorough
consideration of a piece of writing by looking at its different parts, that is, mak-
ing a rhetorical analysis of the work. Rhetoric is the study or examination of
written or spoken language, particularly the way in which a writer communicates
to an audience; analysis is the process of taking something that is whole and
complex and breaking it into its individual components to better understand it.
Thus, a rhetorical analysis is a close examination of not just what a work says
but also how it says it. Although you will not be expected to do a formal rhe-
torical analysis of every piece you read, you will want to read critically, especially
when considering the selections in this textbook. You will want to pay attention
to various aspects of the piece as you read for two reasons: first, to understand
the written work, and second, to assess it. You read for meaning first because,

2
 Rhetorical Analysis of a Written Work 3

obviously, you must understand what you read before you can examine it. Once you
develop a clear understanding of a piece of writing, you have a solid basis for moving
beyond comprehension to evaluation.
The process of reading critically involves examining an author’s ideas and the
evidence the author has supplied in support of those ideas. It means that you try to
recognize the difference between reasonable, logical assertions and those that are
unreasonable or lack credibility. It requires you to distinguish between fact and opin-
ion; to sort out the evidence an author cites; and to evaluate that evidence in terms
of its relevance, accuracy, and importance. Thus, reading critically means that you
actively engage in what you read, you analyze it, and you evaluate it. Learning to be
a critical reader also helps make you a better writer. The best writers are often those
who read widely. If you pay attention to not only what the authors you are reading
have to say but also to the ways in which they use language, structure their essays,
and develop their ideas, you will learn some valuable lessons for your own writing.
The following questions to ask about a written work are useful for getting the
most from your reading. They provide guidelines for reading that will also be helpful
for any kind of writing required in your college courses, especially the one for which
you are using this textbook. If you read the assigned selections carefully, you will very
likely be fully prepared to write on one of the topics that end each chapter. Certainly,
reading critically is a necessity for any of the varieties of writing and strategies dis-
cussed in Part One: summary, critique, argument, synthesis, and the research paper.

Read, highlight, and take notes online.

Questions to Ask about a Written Work

What Does the Title Tell You? Before you read, consider the title. A title often
not only reveals the subject of the piece, but it can also tell you something about the
way in which the subject will be treated. It may indicate the position the author takes
on the subject or reflect the tone of the piece. (Tone refers to the writer’s attitude
toward the subject and audience, which is conveyed largely through word choice and
level of language usage, such as informal or formal, colloquial, or slang.) A number
of essays in this textbook have revealing titles. For instance, the title “Why Legal-
izing Organ Sales Would Help to Save Lives, End Violence” in Chapter 15 clearly
indicates the position of its author, Anthony Gregory, on the subject of legalizing the
sale of human organs. You cannot tell from the title alone what his arguments are,
but you can expect him to argue in favor of legalizing organ sales. Similarly, the title
in Chapter 9 “Why I Just Asked My Students to Put Their Laptops Away” sets up
the expectation that author Clay Shirkey will explain his decision to ban electronic
devices in his classroom.

What Do You Know about the Author? If information about the author is pro-
vided, read it. Knowing who the author is, what his or her profession is, and what his
4 CHAPTER 1 Reading Critically

or her publications are, for example, gives you an idea of the authority from which
the author writes. In magazines, journals, and collections of essays, such as those you
will use in many of your college courses, the headnote often tells you about the au-
thor. The headnote is the information located between the title and the beginning of
the essay, usually highlighted or set off from the body of the essay itself. The title of
the Clay Shirkey article mentioned above becomes all the more intriguing when you
learn in the headnote that he is a professor of media studies, which seems at odds
with his decision to not allow students to use their laptops in class. Another example
is the headnote for Karen Sternheimer’s “Do Video Games Kill?” (Chapter 8):
Karen Sternheimer, whose work focuses on youth and popular culture, teaches in the
sociology department at the University of Southern California, where she is also a
distinguished fellow at the USC Center for Excellence in Teaching. She is author of
Pop Culture Panics: How Moral Crusaders Construct Meanings of Deviance
and Delinquency (2015); Celebrity Culture and the American Dream: Stardom
and Social Mobility (2011); It’s Not the Media: The Truth about Pop Culture’s
Influence on Children (2003); Kids These Days: Facts and Fictions about Today’s
Youth (2006
( ); and Connecting Popular Culture and Social Problems: Why the
Media Is Not the Answer (2009). Her commentary has been published in several
newspapers, and she has appeared on numerous television and radio programs. This article
appeared in Contexts, a quarterly publication of the American Sociological Association.

The information about Sternheimer’s professional interests as an instructor in

the sociology department at the University of Southern California, the titles of her
books, and the fact that she is invited to write and speak on her research interests
all indicate that she is qualified to write on the subject of the relative harm of video
games. The place of publication is also important in establishing Sternheimer’s
credentials as an authority on her subject: journals or periodic publications of
professional associations are usually juried (indicating that not everyone who
submits an article will be published), and such publications enhance their authors’
scholarly reputations. Such qualifications do not guarantee that you will agree with
the author’s perspectives on a given subject or that you must adopt her position, but
they do give clues as to how well informed about her subject the writer might be.

What Is the Purpose? Good writers have clear purposes in mind as they plan
and draft their work. Most nonfiction writing falls into the categories of persua-
sive, expository, and expressive writing. These forms of writing are used to achieve
different goals, and they adopt different strategies for achieving those goals. In per-
suasive writing, the emphasis is on the reader: the writer’s purpose is to convince
the reader of the validity of his or her position on an issue and sometimes even to
move the reader to action. In expository writing, the goal is to inform or present
an objective explanation. The emphasis is on ideas, events, or objects themselves,
not on how the writer feels about them. Much of the writing in college textbooks is
expository, as are newspaper, magazine, and professional journal articles, and nonfic-
tion books. Expository writing can take many forms, including cause–effect analysis,
comparison–contrast, definition, and classification. Expressive writing emphasizes
 Rhetorical Analysis of a Written Work 5

the writer’s feelings and subjective view of the world. The writer’s focus is on personal
feelings about, or attitude toward, the subject. A journal or diary includes expressive
writing. Persuasive, expository, and expressive writing often overlap, but usually a
writer has one main purpose. From the opening paragraphs of a written work, you
should be able to determine its general purpose or aim. A clearly implied or stated
purpose helps the writer shape the writing, and it helps the reader understand and
evaluate the work.

Who Is the Intended Audience? Writers make assumptions about the peo-
ple they are writing for, including whether their audience will be sympathetic or
opposed to their positions, how informed their readers are about the subjects they
are writing on, what their education level is, and similar considerations. These as-
sumptions that writers make about their readers directly influence the tone they
use; the evidence they select; the way in which they organize and develop their
writing; and even their sentence structure, word choice, and diction level. Knowing
whom the writer is addressing helps you understand the writer’s point of view and
explain the choices the writer has made in writing the piece. In writing for col-
lege courses, students usually assume a general audience of people like themselves
who are reasonably intelligent and interested in what they have to say. However,
professional writers or scholars often write for specific audiences, depending on
the publications in which their writing appears. Knowing whether an audience is
familiar with a subject or whether the audience is specialized or general also gov-
erns what kinds of evidence to offer and how much to include. Where the writing
is published gives you a good idea of who the audience is. Take, for instance, Karen
Sternheimer’s “Do Video Games Kill?” (Chapter 8), mentioned earlier. Her piece
appeared in a publication of the professional society associated with her area of
expertise, sociology. However, Contexts is not a professional journal but rather, ac-
cording to the website of the American Sociological Association (www.asanet.org),
“a quarterly magazine that makes cutting-edge social research accessible to general
readers. We’re the public face of sociology.” Knowing this, you can expect the article
to be written in accessible language, addressed to an audience familiar with social
issues who will need to be presented with convincing or persuasive evidence in
support of her thesis.

What Is the Thesis or Main Idea? The thesis states the main idea of the en-
tire essay. Sometimes it is embodied in a single sentence—the thesis statement—
and sometimes it is expressed in several sentences. If the main idea is not explicitly
stated, it should be clearly implied. Whether the thesis is explicit or implicit, it is
a necessary component of a clearly written work. A thesis helps the writer focus
the writing and guides the organization and development of key ideas. It also helps
to provide direction to the reader by making clear what the point of the essay is,
thereby assisting the reader’s understanding of the piece.

What Are the Key Ideas and Supporting Evidence or Details? For this step
in your critical reading, you should underline or highlight the major points of the
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BOER
By
JOAQUIN MILLER

“And whether on the scaffold high,

Or in the battle’s van,
The fittest place for man to die
Is where he dies for man.”

San Francisco
The Whitaker & Ray Company
(Incorporated)
1900
 Copyright, 1900
by
The Whitaker & Ray Company
(Incorporated)
 CONTENTS.
TO THE BOERS.
TO YE FIGHTING LORDS OF LONDON TOWN.
MOTHER EGYPT.
ANGLO-SAXON ALLIANCE.
INDIA AND THE BOERS.
AT THE CALEND’S CLOSE.
AS IT IS WRITTEN.
TO OOM PAUL KRUGER.
USLAND TO THE BOERS.
THAT USSIAN OF USLAND.
FIGHT A BOY OF YOUR SIZE.
For the right that needs assistance,
For the wrong that needs resistance,
For the glory in the distance,
For the good that we can do.
Find here not one ill word for brave old England; my first, best friends
were English. But for her policy, her politicians, her speculators, what
man with a heart in him can but hate and abhor them? England’s
best friends to-day are those who deplore this assault on the farmer
Boers, so like ourselves a century back. Could any man be found
strong enough to stay her hand with sword or pen in this mad hour?
That man would deserve her lasting gratitude. This feeling of
abhorrence holds in England as well as here. Take for example the
following from her ablest thinker to a friend in Philadelphia:
“I rejoice that you and others are bent on showing that
there are some among us who think the national honor is
not being enhanced by putting down the weak. Would that
age and ill health did not prevent me from aiding.
“No one can deny that at the time of the Jameson Raid the
aim of the Outlanders and the raiders was to usurp the
Transvaal Government, and he must be willfully blind who
does not see what the Outlanders failed to do by bullets
they hope presently to do by votes, and only those who,
while jealous of their own independence, regard but little
the independence of people who stand in their way, can
fail to sympathize with the Boers in their resistance to
political extinction.
“It is sad to see our Government backing those whose
avowed policy is expansion, which, less politely
expressed, means aggression, for which there is a still
less polite word readily guessed. On behalf of these, the
big British Empire, weapon in hand, growls out to the little
Boer Republic, ‘Do as I bid you.’
“I have always thought that nobleness is shown in treating
tenderly those who are relatively feeble and even
sacrificing on their behalf something to which there is a
just claim. But, if current opinion is right, I must have been
wrong.”
Herbert Spencer.
CHANTS
FOR THE BOER
BY
JOAQUIN MILLER

TO THE BOERS.
“For Freedom’s battles once begun,
Bequeathed from bleeding sire to son,
Though baffled oft, are ever won.”
—BYRON.

The Sword of Gideon, Sword of God

Be with ye, Boers. Brave men of peace
Ye hewed the path, ye brake the sod,
Ye fed white flocks of fat increase
Where Saxon foot had never trod;
Where Saxon foot unto this day
Had measured not, had never known
Had ye not bravely led the way
And made such happy homes your own.

I think God’s house must be such home.

The priestess Mother, choristers
Who spin and weave nor care to roam
Beyond this white God’s house of hers,
But spinning sing and spin again.
I think such silent shepherd men
Most like that few the prophet sings—
Most like that few stout Abram drew
Triumphant o’er the slaughtered Kings.
 Defend God’s house! Let fall the crook.
Draw forth the plowshare from the sod
And trust, as in the Holy Book,
The Sword of Gideon and of God;
God and the right! Enough to fight
A million regiments of wrong.
Defend! Nor count what comes of it.
God’s battle bides not with the strong;
And pride must fall. Lo, it is writ!

Great England’s Gold! how stanch she fares

Fame’s wine cup pressing her proud lips—
Her checkerboard of battle squares
Rimmed round by steel-built battleships!
And yet meanwhiles ten thousand miles
She seeks ye out. Well, welcome her!
Give her such welcome with such will
As Boston gave in battle’s whir
That red, dread day at Bunker Hill.

San Francisco, September, 1899.

TO YE FIGHTING LORDS OF LONDON
TOWN.
CHRISTMAS MORNING, 1899.
“The equipment of the Maine hospital ship by our
American cousins warrants us in saying at least that they
wish us well.”

We wish you well in all that’s well,

Would bind your wounds, would clothe, would feed—
Lay flowers where your brave men fell
In desert lands, exalt each deed
Of sacrifice; would beg to lay
White lilies by the gray hearthstone
Where, bowed in black this Christmas day,
She wails her brave dead far away
And weeps, so more than all alone:
Weeps while the chime, the chilly chime,
Drops on her heart, drops all the time
As one might drop a stone.

But you, ye lords and gentlemen

High throned, safe housed at home, fat fed,
When ye say we approve ye, when
Ye say this blood so bravely shed
Is shed with our consent, take care,
Lest Truth may take ye unaware;
Lest Truth be heard despite these chimes.
This hearthstone, brother’s blood that cries
To God is Freedom’s blood. Take care
Lest all sweet earth these piteous times
Not only hate ye for your crimes,
But scorn ye for your lies!

We would forgive could we forget:

We could forget all wrongs we knew
Had ye stayed hand some little yet—
Left to their own that farmer few
So like ourselves that fateful hour
Ye forced our farmers from the plow
To grapple with your tenfold power.
They guessed your greed, we know it now;
And now we ward ye from this hour!
Now, well awake no more we sleep,
But keep and keep and ever keep
To Freedom’s high watchtower.

Not all because our Washington

In battle’s carnage, years and years,
And this same Boer braved ye as one—
Blent blood with blood and tears with tears:
Not all because of kindred blood,
Not all because they built a town
And left such names of true renown.[A]
Not all because of Luther, Huss:
But most because of Brotherhood
In Freedom’s Hall; the holy right
To fight for Home, as freemen fight—
Who Freedom stabs, stabs Us!

This Nation’s heart, say what men may

Who butcher Peace and barter Truth,
Beats true as on its natal day,
Beats true as in its battle-youth,
Beats true to Freedom, true to Truth,
Whatever Tories dare to say.
Of all who fought with Washington
One Arnold was and only one.
Christ chose but twelve, yet one poor soul
Sold God for silver. Ever thus
Some taint, and even so with Us:
But Freedom thrills the whole.

My Lords, ye lead, through Him who died,

Your dauntless millions. Ye are wise
And learned. Ye are, beside,
As God’s anointed in their eyes,
Ye sit so far above their reach.
Such trust! But are ye truly true
To what He taught, to what ye preach,
To those who trust and look to you?
Then why mocked ye that manly Russ,
That august man, that manliest man
That yet has been since time began?
Ye mocked, as ye mock Us!

My Lords, slow paced and somber clad

Ye all will fare to church to-day
And there sit solemn faced and sad
With eyes to book, as if to pray.
And will ye think of Him who came
And lived so poor and died so lorn—
Came in the name of Peace, the name
Of God, that fair first Christmas morn?
My Lords, ye needs must think to-day—
Your eyes bent to the Holy Book
The while the people look and look—
For dare ye try to pray?

And while ye think of Christ the child

Think of the childless mother, she
Whose dead boy has his desert wild,
While yours his Christmas tree;
Think of the mother, far away,
Who sits and weeps with hollow eyes,
Her hungry child that cries and cries
Forlorn and fatherless to-day:
Think of the thousand homes that weep
All desolate, who but for ye
To-day had decked their Christmas tree;
Then fare ye home and—sleep?

[A] Note.—“I thank God there is not a drop of

Saxon blood in my veins. I am a Dutchman; Boer,
if you please.”—Rough-rider Roosevelt, Governor
of New York and heir apparent to the Presidency
of Us.
 MOTHER EGYPT.
Dedicated to England on her invasion of North Africa.

Dark browed, she broods with weary lids

Beside her Sphinx and Pyramids,
With low and never-lifted head.
If she be dead, respect the dead;
If she be weeping, let her weep;
If she be sleeping, let her sleep;
For lo, this woman named the stars!
She suckled at her tawny dugs
Your Moses while you reeked in wars
And prowled your woods, nude, painted thugs.

Then back, brave England; back in peace

To Christian isles of fat increase!
Go back! Else bid your high priests bear
The sword and curse the sweet plowshare;
Take down their cross from proud Saint Paul’s
And coin it into cannon-balls!
You tent not far from Nazareth,
Your camps trench where his child-feet strayed.
If Christ had seen this work of death!
If Christ had seen these ships invade!

I think the patient Christ had said,

“Go back, brave men! Take up your dead;
Draw down your great ships to the seas;
Repass the gates of Hercules;
Go back to wife with babe at breast,
And leave lorn Egypt to her rest.”
Or is Christ dead, as Egypt is?
Ah, England, hear me yet again;
There’s something grimly wrong in this—
So like some gray, sad woman slain.

What would you have your mother do?

Hath she not done enough for you?
Go back! And when you learn to read,
Come read this obelisk. Her deed
Like yonder awful forehead is
Disdainful silence. Like to this
What lessons have you writ in stone
To passing nations that shall stand?
Why, years, as hers, will leave you lone
And level as yon yellow sand.

Saint George? Your lions? Whence are they?

From awful, silent Africa.
This Egypt is the lion’s lair;
Beware, brave Albion, beware!
I feel the very Nile should rise
To drive you from this sacrifice.
And if the seven plagues should come?
The red seas swallow sword and steed?
Lo! Christian lands stand mute and dumb
To see thy more than Moslem deed.
 ANGLO-SAXON ALLIANCE.
England’s Colonial Secretary, who must bear a great part
of the blame and shame of this Boer war, has said publicly
that there is something like alliance between England and
the United States. Our Secretary of State says there is
nothing of the sort, and we know there is not, nor can be,
until “We, the People,” choose to have it, and that will not
be until this crime against the Boer is forgotten, as well as
Bunker Hill and the Fourth of July.

Alliance! And with whom? For what?

Comes there the skin-clad Vandal down
From Danube’s wilds with vengeance hot?
Comes Turk with torch to sack the town
And wake the world with battle shot?
Come wild beasts loosened from the lair?
No, no! Right fair blue Danube sweeps.
No, no! The Turk, the wild beast sleeps.
No, no! There’s something more than this—
Or Judas’ kiss? Or serpent’s hiss?
There’s mischief in the air!

Alliance! And with whom? For what?

Did we not bear an hundred years
Of England’s hate, hot battle shot,
Blent, ever blent, with scorn and jeers?
And we survived it, did we not?
We bore her hate, let’s try to bear
Her love; but watch her and beware!
Beware the Greek with gifts and fair
Kind promises and courtly praise.
Beware the serpent’s subtle ways—
There’s mischief in the air!

Alliance! And for what? With whom?

She burned our Freedom’s Fane. She spat
Vile venom on the sacred tomb
Of Washington; the while she sat
High throned, fat fed, and safe at home,
And bade slaves hound and burn and slay,
Just as in Africa to-day;
Just as she would, will when she dare
Send sword and torch and once again
Make red the white rim of our main—
There’s mischief in the air!

Alliance! Twice with sword and flame:

Alliance! Thrice with craft and fraud:
And now you come in Freedom’s name.
In Freedom’s name? The name of God!
Go to—the Boers. For shame, for shame!
With wedge of gold you split us twain
Then launched your bloodhounds on the main;
But now, my Lords, so soft, so fair—
How long would this a-lie-ance last?
Just long enough to tie Us fast—
Then music in the air!