| Topical Contents of the Writing Process Sections |
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xvii | |
| Teaching the Craft of Argument |
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xxi | |
| A Message to Students |
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xxix | |
| Acknowledgments |
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xxxv | |
| PART 1: THE-NATURE OF ARGUMENT |
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1 | (108) |
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3 | (27) |
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3 | (1) |
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4 | (5) |
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Argument Makes Us Rational |
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4 | (2) |
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Arguments Sustain Community |
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6 | (1) |
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Arguments Define Academic and Professional Communities |
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7 | (1) |
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Arguments Enable Democracy |
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8 | (1) |
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9 | (3) |
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9 | (1) |
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Three Forms of Persuasion That Are Not Argument |
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10 | (1) |
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11 | (1) |
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12 | (2) |
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Writing Process Argument and Rationality |
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14 | (8) |
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14 | (2) |
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16 | (3) |
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19 | (1) |
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20 | (1) |
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20 | (2) |
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22 | (3) |
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22 | (2) |
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24 | (1) |
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24 | (1) |
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25 | (3) |
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28 | (2) |
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Argument as Civil Conversation |
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30 | (39) |
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30 | (1) |
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Argument's Roots in Civil Conversation |
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31 | (7) |
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Two Friendly Questions About What Sue Thinks |
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33 | (1) |
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Two Challenging Questions About the Basis of Sue's Argument |
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34 | (2) |
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The Most Challenging Question: But What About? |
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36 | (2) |
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Review: Modeling an Argument |
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38 | (5) |
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The Core of an Argument: Claim + Support |
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38 | (1) |
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Anchoring the Core: Evidence and Warrants |
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39 | (3) |
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The Fifth Question: Acknowledgments and Responses |
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42 | (1) |
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Crafting Written Arguments |
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43 | (2) |
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45 | (1) |
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Writing Process Argument as Civil Conversation |
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46 | (10) |
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46 | (7) |
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53 | (1) |
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53 | (1) |
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54 | (2) |
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56 | (3) |
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56 | (1) |
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57 | (1) |
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58 | (1) |
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59 | (4) |
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63 | (4) |
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67 | (2) |
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69 | (40) |
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70 | (2) |
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70 | (1) |
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70 | (2) |
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The Structure of Problems |
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72 | (4) |
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72 | (2) |
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74 | (2) |
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Framing Problems in Introductions |
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76 | (15) |
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The Core of Your Introduction: Destabilizing Conditions and Costs |
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76 | (5) |
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The Outer Frame of Your Introduction: Common Ground and Solution |
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81 | (8) |
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Problem-Posing Versus Problem-Solving Arguments |
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89 | (2) |
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91 | (1) |
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Introductions and Conclusions as Ways of Thinking |
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92 | (1) |
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Writing Process Motivating Your Argument |
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92 | (7) |
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92 | (1) |
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93 | (3) |
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96 | (1) |
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97 | (1) |
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98 | (1) |
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99 | (3) |
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100 | (1) |
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100 | (1) |
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101 | (1) |
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102 | (2) |
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104 | (2) |
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106 | (3) |
| PART 2: DEVELOPING YOUR ARGUMENT |
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109 | (120) |
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111 | (21) |
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Exploring Claims Without Rushing to Judgment |
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111 | (1) |
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What Kind of Claim Does Your Problem Require? |
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112 | (3) |
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Is Your Claim Pragmatic or Conceptual? |
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112 | (2) |
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What Degree of Acceptance Do You Seek for Your Claim? |
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114 | (1) |
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What Counts as a Claim Worth Considering |
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115 | (2) |
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Can Your Claim Be Contested? |
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115 | (1) |
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Can Your Claim Be Proved Wrong? |
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116 | (1) |
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Is Your Claim Reasonable on Its Fact? |
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117 | (1) |
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What Counts as a Thoughtful Claim? |
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117 | (5) |
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Is Your Claim Conceptually Rich? |
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118 | (1) |
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Is Your Claim Logically Rich? |
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119 | (1) |
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Is Your Claim Appropriately Qualified? |
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120 | (2) |
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Writing Process Finding and Articulating Claims |
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122 | (5) |
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122 | (3) |
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125 | (1) |
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126 | (1) |
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127 | (1) |
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127 | (1) |
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128 | (1) |
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128 | (1) |
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128 | (2) |
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130 | (2) |
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132 | (25) |
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Reasons and Evidence as Forms of Support |
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132 | (2) |
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Distinguishing Reasons and Evidence |
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134 | (1) |
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Distinguishing Evidence and Reports of It |
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135 | (4) |
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Primary and Reported Evidence |
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135 | (4) |
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139 | (2) |
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139 | (1) |
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140 | (1) |
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The Deep Complexity of Serious Arguments |
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141 | (1) |
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Using Reasons to Help Readers Understand Evidence |
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141 | (2) |
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Writing Process Reasons and Evidence |
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143 | (5) |
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143 | (4) |
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147 | (1) |
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148 | (2) |
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148 | (1) |
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149 | (1) |
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150 | (1) |
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150 | (2) |
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152 | (3) |
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155 | (2) |
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157 | (26) |
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Weigh Your Burden of Evidence |
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158 | (1) |
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The Four Maxims of Quality |
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159 | (3) |
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Trustworthy Reports of Evidence |
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162 | (6) |
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162 | (1) |
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163 | (1) |
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164 | (1) |
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Photographs, Films, and Videotapes |
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165 | (1) |
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165 | (3) |
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Negotiating What Counts as Evidence |
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168 | (1) |
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169 | (1) |
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170 | (5) |
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170 | (1) |
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171 | (1) |
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172 | (3) |
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175 | (1) |
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175 | (3) |
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175 | (1) |
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176 | (1) |
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176 | (2) |
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178 | (1) |
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179 | (2) |
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181 | (2) |
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Warranting Claims and Reasons |
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183 | (26) |
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Haw Warrants Connect Reasons and Claims |
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184 | (1) |
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184 | (4) |
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Distinguishing Reasons and Warrants |
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187 | (1) |
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The Challenge of Using Warrants |
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188 | (6) |
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Can Readers Recognize Your Warrant on Their Own? |
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188 | (1) |
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189 | (2) |
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Does Your Warrant Actually Apply to the Reason and Claim? |
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191 | (2) |
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Your Warrant Appropriate to Your Readers' Community? |
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193 | (1) |
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194 | (3) |
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Warranting Evidence as Relevant |
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197 | (2) |
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Arguing by Evidence Versus Arguing by Warrants |
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199 | (1) |
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200 | (3) |
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200 | (3) |
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203 | (1) |
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203 | (3) |
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203 | (2) |
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205 | (1) |
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205 | (1) |
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206 | (1) |
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207 | (2) |
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Acknowledgments and Responses |
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209 | (20) |
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The Importance of Other Viewpoints |
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210 | (1) |
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Questioning Your Problem and Its Solution |
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211 | (1) |
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212 | (1) |
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Questioning Your Consistency |
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213 | (2) |
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Responses as Subordinate Arguments |
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215 | (2) |
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Writing Process Acknowledgment and Responses |
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217 | (7) |
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217 | (1) |
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217 | (2) |
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219 | (4) |
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223 | (1) |
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224 | (1) |
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224 | (1) |
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224 | (1) |
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225 | (1) |
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225 | (1) |
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226 | (3) |
| PART 3: THINKING ABOUT THINKING IN ARGUMENTS |
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229 | (70) |
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231 | (10) |
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231 | (2) |
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Inductive Reasoning: From Specifics to a General Conclusion |
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231 | (1) |
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Deductive Reasoning: From a Generalization to a Specific Conclusion |
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232 | (1) |
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Abductive Reasoning: From Problem to Hypothesis to Confirmation |
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232 | (1) |
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Real-Life Barriers to Thinking Clearly |
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233 | (5) |
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Bias in Abductive Thinking |
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233 | (4) |
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Bias in Inductive Thinking |
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237 | (1) |
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Bias in Deductive Thinking |
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237 | (1) |
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Writing Process The Forms of Reasoning |
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238 | (1) |
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238 | (1) |
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239 | (1) |
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239 | (1) |
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240 | (1) |
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241 | (29) |
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242 | (3) |
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245 | (4) |
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What Problem Does Your Definition Solve? |
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245 | (1) |
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Is the Issue of Meaning a Surrogate for a Larger Problem? |
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245 | (4) |
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How to Argue About Meanings |
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249 | (11) |
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Do Readers Expect Common or Authorized Meanings? |
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250 | (1) |
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Strategies for Using Common Meanings |
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251 | (2) |
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Strategies for Using Authorized Meanings |
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253 | (1) |
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When to Rely on Authorized Definitions |
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254 | (2) |
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Why Dictionaries Cannot Settle Arguments Over Meaning |
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256 | (4) |
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Writing Process Arguments About Meanings |
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260 | (4) |
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260 | (3) |
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263 | (1) |
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264 | (3) |
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264 | (1) |
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265 | (1) |
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266 | (1) |
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267 | (3) |
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270 | (29) |
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The Impossible Vastness of Causes |
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270 | (1) |
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271 | (4) |
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Everyday Thinking About Causation |
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271 | (3) |
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Thoughtful Thinking About Causation |
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274 | (1) |
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Analyzing Causation Systematically |
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275 | (5) |
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The Principle of Similarity and Difference |
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276 | (2) |
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The Principle of Covariation |
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278 | (1) |
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278 | (1) |
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Four Cautions About Using the Principles |
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279 | (1) |
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Causation and Personal Responsibility |
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280 | (6) |
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280 | (1) |
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Five Criteria for Assigning Responsibility |
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281 | (2) |
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283 | (3) |
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Writing Process Arguments About Causes |
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286 | (8) |
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286 | (7) |
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293 | (1) |
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294 | (2) |
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294 | (1) |
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295 | (1) |
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296 | (3) |
| PART 4: THE LANGUAGES OF ARGUMENT |
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299 | (51) |
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301 | (31) |
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Some Principles of Clear and Direct Writing |
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302 | (8) |
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310 | (8) |
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311 | (1) |
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312 | (2) |
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314 | (1) |
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The System of Imageable Works |
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315 | (1) |
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316 | (2) |
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Writing Process Clear Language |
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318 | (4) |
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318 | (1) |
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319 | (3) |
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322 | (2) |
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322 | (1) |
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323 | (1) |
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A Guide to Terms Clear Language |
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324 | (6) |
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330 | (2) |
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The Overt and Covert Force of Language |
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332 | (18) |
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Invoking Values, Evoking Feeling |
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332 | (3) |
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332 | (1) |
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333 | (2) |
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When Emotional Language Undermines Sound Thinking |
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335 | (2) |
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335 | (1) |
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336 | (1) |
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Subjects and Point of View |
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337 | (5) |
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Manipulating Subject to Assign Responsibility |
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337 | (2) |
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Making Qualities Characters |
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339 | (2) |
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341 | (1) |
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Abstractions as Characters |
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342 | (1) |
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343 | (3) |
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Writing Process The Overt and Covert Force of language |
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346 | (1) |
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346 | (1) |
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346 | (1) |
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347 | (1) |
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347 | (1) |
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347 | (1) |
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348 | (2) |
| CHECKLISTS FOR PLANNING AND REVISING |
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350 | (31) |
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A Checklist for Evaluating Discussion/ Paper Questions |
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350 | (1) |
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351 | (1) |
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Ten Steps to a Coherent Paper |
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351 | (3) |
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A Complete List of Questions |
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354 | (5) |
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Storyboarding a Long Paper |
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359 | (4) |
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363 | (8) |
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A Quick Guide to Citations |
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371 | (10) |
| PART 5: READINGS |
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381 | (2) |
| Section 1: Attitudes Toward Teaching and Learning |
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383 | (40) |
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Obstacles to Open Discussion and Critical Thinking: The Grinnell College Study |
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383 | (8) |
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On the Uses of a Liberal Education |
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391 | (8) |
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Has Student Consumerism Gone Too Far? |
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399 | (5) |
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The Student as Consumer: The Implications and Limitations of a Metaphor |
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404 | (14) |
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418 | (5) |
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| Section 2: Bingeing, Risk, and Public Health |
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423 | (38) |
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Health and Behavioral Consequences of Binge Drinking in College: A National Survey of Students at 140 Campuses |
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423 | (16) |
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439 | (5) |
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``Drinking Age Has Simply Got to Go;' Say Campus Riots |
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444 | (3) |
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447 | (2) |
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Binge Drinking as a Substitute for a ``Community of Learning'' |
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449 | (3) |
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Smoking and the Tyranny of Public Health |
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452 | (7) |
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459 | (2) |
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| Section 3: Lying |
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461 | (24) |
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Lying: Moral Choice in Public and Private Life |
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461 | (13) |
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Lies, Damn Lies, and Statistics |
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474 | (3) |
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Is It Ever Right to lie? The Philosophy of Deception |
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477 | (4) |
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Yes, Sometimes Lying Is Right Action to Take |
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481 | (4) |
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| Credits |
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485 | (2) |
| Index |
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487 | |
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