Professional Documents
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Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
BRIEF CONTENTS
1 Inventing Arguments 3
2 Claims 13
3 Support 26
4 Opposition 54
5 Values and Assumptions 67
6 Analyzing Argument 85
vii
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Part Four: Argument Anthology 393
15 Politics 395
16 Men and Women 406
17 Race 431
18 Environment 445
19 Education 460
20 Consumption 473
21 Popular Culture and the Media 499
22 Technology 511
23 Philosophy and Humanity 529
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
CONTENTS
Note to Instructors xxii
The Structure of Inventing Arguments xxiii
Acknowledgments xxv
Note to Students xxvii
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Illustrations 31
Scenarios 32
Appeals 35
APPEALS TO LOGIC 36
Types of Reasoning 38
APPEALS TO CHARACTER 43
APPEALS TO EMOTION 44
APPEALS TO NEED 45
APPEALS TO VALUE 46
“Disconnected,” Lynda Smith 48
Assignment: Summarizing Arguments 52
CHAPTER 4: OPPOSITION 54
Counterargument 54
Concession 56
Qualifiers 57
Rogerian Argument 59
“Communication: Its Blocking and Its Facilitation,” Carl R. Rogers 61
Assignment: Identifying and Summarizing Opposition 66
x Contents
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Chief Seattle’s Speech 92
“Seattle’s Rhetoric ,” Andrew Buchner 95
Analyzing Visual Arguments 97
ADVERTISING 98
“The Hearts of Argument: Benetton’s Advertising Appeal,” Megan Ward 100
FILM 102
“Progressive Profiteering: The Appeal and Argumentation of Avatar,”
Ben Wetherbee 104
Assignment: Inventing a Rhetorical Analysis 107
Contents xi
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Revision 145
Research and Revision 145
PEER REVIEW 145
xii Contents
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Inventing Support 200
Criteria 200
Analogical Reasoning 200
Testimony 201
Literary Works 201
Appeals to Logic 201
Appeals to Value 202
Arrangement 203
How Should I Begin? 203
How Do I Lead the Reader from One Idea to the Next? 203
Audience and Voice 204
Concessions and Qualifiers 204
Asides (Parenthetical Comments) 204
Revision 205
Research and Revision 205
PEER REVIEW 206
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Revision 242
Research and Revision 242
PEER REVIEW 242
xiv Contents
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
CHAPTER 12: ARGUING THE FUTURE 278
“Live Forever,” Raymond Kurzweil 280
“The End of the Handshake,” Joel Collins 285
“Investing in Futures: The Cost of College,” Charles Nelson 288
“Around the Table in Traverse City,” Joel Papcun 291
Exploring for Topics
T 295
Inventing a Claim 296
MORE SAMPLE CLAIMS 298
Inventing Support 299
Allusions 299
Literary Works 299
Facts 300
Statistics/Authorities 300
Appeals to Logic 301
Arrangement 302
How Do I Establish a Present Trend? 302
How Should I Connect the Past/Present and Future? 303
Audience and Voice 303
Question/Answer 304
Credibility 304
Revision 305
PEER REVIEW 306
REVISING IN THE FUTURE 306
Contents xv
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Generating Questions 320
Choosing Respondents 320
Recording Responses 320
Using Responses 321
Conducting Secondary Research 321
BOOKS (NONFICTION) 321
Theoretical Books, 321
Historical Analyses 322
Edited (Thematic) Collections 322
Textbooks 322
Biographies 323
Autobiographies 323
NEWSPAPERS 323
MAGAZINES 323
JOURNALS 324
Is It a Journal or a Magazine? 325
GOVERNMENT DOCUMENTS 326
REFERENCE BOOKS 326
WEBSITES 326
BLOGS/CHATS 327
VISUAL MEDIA 327
SEARCHING THE LIBRARY 328
Evaluating Sources 329
RELEVANCE 329
RELIABILITY 329
CREDIBILITY 330
TIMELINESS 331
DIVERSITY 332
UNDERLYING VALUES 332
“The Patsy: A Story of a Number,” Julie Burks 334
EVALUATING ELECTRONIC SOURCES 337
Wikipedia 338
Integrating Sources 338
SUMMARY 338
Example Summaries 339
PARAPHRASE 341
PLAGIARISM 342
xvi Contents
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Plagiarism Type A: Sloppy Paraphrase Plagiarism 343
Plagiarism Type B: Intentional Theft 343
QUOTATION 344
Quotation Marks Only 344
Speaking Verb Followed or Preceded by a Comma 344
Sentence Followed by a Colon 345
Omitting Words 345
Adding Words 346
Noting an Error 346
Using Lengthy Quotes 347
Using Double Quotes 347
BLENDING INFORMATION FROM A SOURCE 347
COUNTERARGUING SOURCES 348
USING TEXTUAL CUES 349
USING PARAGRAPH TRANSITIONS 349
Contents xvii
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Abstract 363
Article Reprinted in an Anthology (Container within a Container) 363
Encyclopedia Article 363
Pamphlet 363
Personal Interview 363
Personal Letter or Memo 363
Published Letter 364
E-mail 364
Television Program 364
Film 364
Sound Recording 364
Lecture or Speech 364
Advertisement 365
Work of Art (Painting, Sculpture, Photograph) 365
Performance 365
Website 365
Blog or Page from a Website 365
Online Presentation or Video 366
APA Documentation Style 367
In-Text Citation 367
References 368
PRINTED BOOKS 370
General Format 370
Two or More Authors 370
Corporate Author 370
Subsequent Editions 370
Edited Book 371
Translated Book 371
PRINTED ARTICLES 371
Article in a Magazine 371
Article in a Newspaper 371
Article in a Journal Paginated Continuously 371
Article or Chapter in an Edited Book 372
Encyclopedia Article 372
OTHER SOURCES 372
Brochure 372
Personal Interview or Letter 372
Television Program 372
Government Publication 373
xviii Contents
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
ELECTRONIC SOURCES 373
Article in an Online Journal or Retrieved from a Database 373
Official Website 374
Document from W Website (Author or Date Stated) 374
Document from W Website (No Author or Date Stated) 374
Personal or Professional Home Page 375
Online Presentation or Video 375
Sample Research Essays 376
SAMPLE MLA-STYLE RESEARCH ESSAY 376
SAMPLE APA-STYLE RESEARCH PAPER 384
Contents xix
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CHAPTER 18: ENVIRONMENT 445
READINGS ABOUT THE ENVIRONMENT IN CHAPTERS 1–14 445
“Lunar Eclipse: November 8, 2003,” Ed Bell 446
“Squeaky Clean,” Monica Potts 449
“Rice Bowl, Dust Bowl: Agribusiness and the Future,”
Lise Maring 452
“Common Climate Change Myths,” National Park Service 456
xx Contents
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
“Isolated Community: Hidden Dangers of MMORPGs,”
Rachel Schofield 522
“Letters from the Past,” Laurie Schutza 525
GLOSSARY 551
INDEX 559
Contents xxi
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
NOTE TO INSTRUCTORS
T eaching argument to first- and second-year college students requires a good amount of distillation:
various theories must be condensed into a reasonable number of terms and concepts. Instructors
face the dilemma of how much time to spend on argument intricacies versus student ideas. (Ultimately,
these courses are about student writing, after all.) We’ve tried to address this tension head on, creating
what we think of as a syllabus-able argument text—one that has a kind of practical logic but that also
does justice to the complexities of the rhetorical tradition.
Most college writing teachers accept the premise that argument is always tied to particular rhetorical
situations. Continuing with the Sophistic tradition, most of us believe that the study of argumentative pub-
lic discourse must emerge from public situations. Therefore, Inventing Arguments draws attention to the
real material and intellectual affairs of student writers. It teaches students to build arguments from the
rhetorical matter swirling around them, including but not limited to the essays, articles, reports, and
images they encounter in the classroom.
As instructors ourselves, we’ve found that students need help getting beyond common argument topics
and lifeless support strategies. To succeed in academic argument, and the critical thinking it requires,
students must go beyond announcing common opinions and relying on basic factual support. They need
help inventing unique positions, developing appeals, and coming to revelatory insights. To these ends,
Inventing Arguments has three major pedagogical goals:
1. To help students recognize the rhetorical moves they encounter daily and understand how those
moves animate their lives.
2. To foreground the invention of arguments (the discovery and development of increasingly complex
claims and counterarguments).
3. To help students enter arguments in a sophisticated fashion—by attending to the voices and tensions
already lurking within and around a topic. When students tune in to the claims, values, and beliefs
of others, their own arguments gain intensity and complexity.
xxii Preface
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
THE STRUCTURE OF INVENTING ARGUMENTS
Part One: Entering Argument
Chapter 1 introduces basic terms (argument, rhetoric, invention) and offers assignments to help students
genuinely engage the concepts. The activities throughout, we hope, put students in a powerful intellec-
tual place where they can examine some basic assumptions about rhetoric, their relationship to argu-
ment, and the opinions swirling around their lives. Thereafter, the chapters of Part One walk through the
main elements of argument—from the most to the least explicit: Claims, Support, Opposition, Values and
Assumptions. We hope that these initial chapters distill the most important concepts: three types of
claims, three major forms of support, three ways to engage opposition, and the role of values and
assumptions in the structure of argument.
The assignments at the end of each brief chapter grow in complexity. First students identify major
elements of arguments (in Chapters 1 and 2), then summarize arguments (in Chapters 3 and 4), and then
work toward analyzing arguments (in Chapters 5 and 6). In other words, the assignments walk students
slowly up to formal rhetorical analysis—which is the focus of Chapter 6.
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
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III
Kohta tuli äitikin ulos, alkoi torua häntä, tempasi nuken hänen
kädestään, löi sen kappaleiksi ja lähetti Dinan jotakin toimittamaan.
Koko kylä oli kohta siinä koolla: poikia, tyttöjä, vanhoja eukkoja ja
ikämiehiäkin. Kaikki solkkasivat vierasta kieltään.
— Ai urus, ai Ivan!
Tästä lähtien Žilinin kätevyydestä kulki maine, että hän oli oikea
mestari. Alkoi tulla väkeä hänen luokseen kaukaisista kylistä; ken toi
pyssyn tai pistoolinlukon, ken kellorähjän korjattavaksi. Toipa isäntä
hänelle työkalujakin, hohtimet, poran ja viilan.
Žilin alkoi kysellä isännältä lähemmin ukosta, mikä hän oikein oli.
Isäntä selitti:
— Siinä vasta mies oli! Ei olekaan hänen veroistaan džigittiä näillä
mailla, monta venäläistä on ottanut hengiltä ja rikas oli aikoinaan.
Kolme eukkoa on ukolla ollut ja kahdeksan poikaa. Kylässä asuivat
kaikki yhdessä. Saapuivat sitten venäläiset, hävittivät kylän ja
tappoivat seitsemän poikaa. Yksi poika vain jäi henkiin ja antautui
venäläisille. Ukko matkusti perästä ja heittäytyi itsekin venäläisten
armoille. Eleli heidän parissaan kolmisen kuukautta, löysi sieltä
poikansa, surmasi hänet omin käsin ja sitten pakeni. Sen päivän
jälkeen ei ole enää sotaa käynyt, vaan Mekkaan matkusti Allahia
rukoilemaan. Siksi nyt turbaania kantaa. Mekassa käynyttä sanotaan
Hadziksi, ja sellaisilla on turbaani päässä. Ukko ei suosi teikäläisiä.
Käskee tappamaan sinut, mutta minun ei käy sitä tekeminen, kun
olen maksanut sinusta rahat. Pidän sinusta, Ivan, en hennoisi
tappaa, en edes luotani laskea, ellen olisi antanut sanaani. — Isäntä
nauraa virnisteli virkkaessaan venäjäksi: »Sinu, Ivan, hyvä, minu,
Abdul, hyvä.»
IV
Žilin eleli näin jälleen kuukauden päivät. Hän käveli päivisin ympäri
aulia (kylää) tai askarteli jotakin. Mutta kun yö saapui ja aulissa
kaikki äänet vaikenivat, hän vajassaan tonki maata kaivellen. Kivet
tekivät kaivaessa vastusta, mutta hän kuopi kivet irti viilan tyngällä ja
sai lopulta kaivetuksi seinän alle aukon, josta sopivana hetkenä voi
ryömiä ulos. »Kunpa vain tuntisin, seudut ja tietäisin, mihin päin
lähteä», hän mietiskeli. »Tataritpa eivät virka mitään.»
— Älä, koskee!
Žilinin oli raskasta kulkea, hänenkin jalkansa olivat verillä ja hän oli
ihan uupumaisillaan. Hän kumartui, kohotteli Kostylinin paremmin
selkäänsä ja kantaa retuutti häntä pitkin tietä.