| A Topical Contents of the Writing Process Sections |
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xv | |
| Teaching the Craft of Argument |
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xix | |
| A Message to Students |
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xxix | |
| Acknowledgments |
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xxxv | |
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PART I: THE NATURE OF ARGUMENT |
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1 | (110) |
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Argument, Critical Thinking, and Rationality |
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3 | (29) |
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3 | (2) |
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5 | (7) |
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Arguments Help Us Think Critically |
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5 | (3) |
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Arguments Help Us Sustain Communities |
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8 | (1) |
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Arguments Define Academic and Professional Communities |
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9 | (2) |
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Arguments Enable Democracy |
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11 | (1) |
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12 | (4) |
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Three Forms of Persuasion That Are Not Arguments |
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12 | (1) |
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Arguments and Explanations |
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13 | (1) |
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14 | (1) |
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Arguments and Visual Images |
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15 | (1) |
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Writing Process: Argument and Critical Thinking |
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16 | (8) |
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16 | (3) |
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19 | (1) |
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20 | (1) |
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21 | (1) |
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22 | (1) |
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23 | (1) |
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24 | (4) |
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25 | (1) |
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26 | (1) |
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27 | (1) |
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28 | (3) |
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31 | (1) |
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Argument as Civil Conversation |
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32 | (40) |
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The Five Questions of Argument |
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32 | (2) |
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The Roots of Argument in Civil Conversation |
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34 | (7) |
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The Core of Sue's Argument |
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36 | (2) |
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The Explicitly Dialogic Part of Sue's Argument |
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38 | (1) |
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The Explicitly Logical Part of Sue's Argument |
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39 | (2) |
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Review: Modeling an Argument |
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41 | (6) |
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The Core of an Argument: Claim + Reasons + Evidence |
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41 | (3) |
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Dialogue with Readers: Acknowledgment + Response |
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44 | (2) |
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Explaining Logic: Warrants |
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46 | (1) |
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Crafting Written Arguments |
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47 | (2) |
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49 | (1) |
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Writing Process: Argument as Civil Conversation |
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50 | (9) |
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50 | (1) |
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51 | (7) |
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58 | (1) |
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59 | (1) |
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59 | (3) |
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60 | (1) |
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60 | (1) |
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61 | (1) |
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62 | (7) |
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69 | (3) |
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72 | (39) |
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73 | (1) |
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How Practical and Conceptual Problems Motivate Arguments |
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73 | (6) |
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The Two-Part Structure of Practical Problems |
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74 | (1) |
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The Two-Part Structure of Conceptual Problems |
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75 | (1) |
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How to Identify Motivating Costs or Consequences by Asking So What? |
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76 | (3) |
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Framing Problems in Introductions |
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79 | (13) |
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The Core of an Introduction: Conditions and Costs |
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79 | (5) |
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The Outer Frame of an Introduction: Common Ground and Solution |
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84 | (8) |
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92 | (1) |
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Introductions and Conclusions as Ways of Thinking |
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93 | (3) |
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Problem-Posing Versus Problem-Solving Arguments |
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94 | (2) |
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Writing Process: Motivating Your Argument |
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96 | (6) |
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96 | (1) |
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96 | (4) |
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100 | (1) |
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100 | (2) |
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102 | (1) |
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102 | (2) |
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102 | (1) |
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103 | (1) |
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104 | (1) |
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104 | (4) |
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108 | (3) |
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PART II: DEVELOPING YOUR ARGUMENT |
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111 | (122) |
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The Core of Your Argument: Finding and Stating a Claim |
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113 | (19) |
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Exploring Claims Without Rushing to Judgment |
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114 | (1) |
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What Kind of Claim Does Your Problem Require? |
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115 | (3) |
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Is Your Claim Practical or Conceptual? |
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115 | (2) |
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How Strongly Do You Want Readers to Accept Your Claim? |
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117 | (1) |
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What Counts as a Claim Worth Considering? |
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118 | (2) |
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What Does a Thoughtful Claim Look Like? |
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120 | (5) |
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Is Your Claim Conceptually Rich? |
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121 | (1) |
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Is Your Claim Logically Rich? |
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122 | (1) |
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Is Your Claim Appropriately Qualified? |
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123 | (2) |
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Writing Process: Finding and Stating Claims |
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125 | (2) |
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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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The Core of Your Argument: Reasons and Evidence |
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132 | (28) |
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132 | (1) |
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Reasons and Evidence as Forms of Support |
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133 | (2) |
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Distinguishing Reasons and Evidence |
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135 | (1) |
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Distinguishing Evidence and Reports of It |
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136 | (4) |
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Direct and Reported Evidence |
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136 | (4) |
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140 | (2) |
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140 | (1) |
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141 | (1) |
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The Deep Complexity of Serious Arguments |
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142 | (1) |
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Using Reasons to Help Readers Understand Evidence |
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142 | (2) |
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Writing Process: Reasons and Evidence |
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144 | (8) |
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144 | (4) |
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148 | (3) |
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151 | (1) |
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152 | (2) |
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152 | (1) |
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153 | (1) |
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153 | (1) |
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154 | (5) |
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159 | (1) |
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The Core of Your Argument: Reporting Evidence |
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160 | (25) |
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Weigh Your Burden of Evidence |
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160 | (2) |
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Make a Plan to Find Evidence |
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162 | (1) |
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The Four Maxims of Quality |
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162 | (3) |
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Trustworthy Reports of Evidence |
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165 | (6) |
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165 | (1) |
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166 | (1) |
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166 | (1) |
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Visual Reports with Photographs, Drawings, and Recordings |
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167 | (1) |
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Visual Presentations of Quantitative Data |
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168 | (3) |
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171 | (2) |
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Writing Process: Reporting Evidence |
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173 | (4) |
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173 | (4) |
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177 | (1) |
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177 | (3) |
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177 | (1) |
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178 | (1) |
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178 | (2) |
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180 | (3) |
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183 | (2) |
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Your Reader's Role in Your Argument: Acknowledgments and Responses |
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185 | (18) |
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The Importance of Other Viewpoints |
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186 | (1) |
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Questions About Your Problem and Its Solution |
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187 | (1) |
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Questions About Your Support |
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188 | (1) |
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Questions About Your Consistency |
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189 | (2) |
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Responding with Subordinate Arguments |
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191 | (3) |
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Writing Process: Acknowledgment and Responses |
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194 | (6) |
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194 | (1) |
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194 | (2) |
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196 | (2) |
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198 | (2) |
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200 | (1) |
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200 | (1) |
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200 | (1) |
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200 | (1) |
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201 | (1) |
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202 | (1) |
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The Logic of Your Argument: Warranting Claims and Reasons |
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203 | (30) |
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The Reasoning Behind Reasons |
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204 | (2) |
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206 | (1) |
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207 | (2) |
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Knowing When to Use Warrants in a Written Argument |
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209 | (4) |
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The Most Common Uses for Warrants |
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209 | (2) |
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Two Special Uses for Warrants |
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211 | (2) |
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213 | (5) |
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Distinguishing Reasons and Warrants |
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218 | (1) |
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218 | (3) |
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221 | (2) |
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Arguing by Evidence Versus Arguing by Warrants |
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223 | (1) |
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Writing Process: Warrants |
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224 | (3) |
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224 | (3) |
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227 | (1) |
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227 | (2) |
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227 | (1) |
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228 | (1) |
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229 | (1) |
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229 | (2) |
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231 | (2) |
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PART III: THINKING ABOUT THINKING IN ARGUMENTS |
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233 | (68) |
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235 | (11) |
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235 | (2) |
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Inductive Reasoning: From Specifics to a General Conclusion |
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235 | (1) |
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Deductive Reasoning: From a Generalization to a Specific Conclusion |
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236 | (1) |
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Abductive Reasoning: From Problem to Hypothesis to Confirmation |
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236 | (1) |
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Real-Life Barriers to Abductive Critical Thinking |
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237 | (6) |
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Don't Rely on Warrants in Place of Evidence |
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237 | (2) |
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Don't Collect Evidence Randomly |
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239 | (1) |
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Guard Against the Biases Common in Abductive Thinking |
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239 | (4) |
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Writing Process: The Forms of Reasoning |
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243 | (1) |
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243 | (1) |
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243 | (1) |
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243 | (1) |
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244 | (2) |
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246 | (28) |
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247 | (3) |
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250 | (4) |
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What Problem Does the Definition of Your Term Solve? |
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250 | (1) |
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Is the Issue of Meaning a Surrogate for a Larger Problem? |
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250 | (4) |
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How to Argue About Meanings |
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254 | (11) |
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Do Readers Expect Common or Authorized Meanings? |
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255 | (1) |
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Strategies for Using Common Meanings |
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256 | (2) |
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Strategies for Using Authorized Meanings |
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258 | (1) |
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When to Rely on Authorized Definitions |
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259 | (1) |
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Why Dictionaries Cannot Settle Arguments Over Meaning |
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260 | (5) |
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Writing Process: Arguments About Meanings |
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265 | (3) |
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265 | (2) |
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267 | (1) |
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268 | (3) |
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268 | (1) |
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269 | (1) |
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270 | (1) |
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271 | (3) |
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274 | (27) |
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The Impossible Vastness of Causes |
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274 | (1) |
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275 | (5) |
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Everyday Thinking About Causation |
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275 | (3) |
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Thoughtful Thinking About Specific Causation |
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278 | (2) |
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Analyzing Causation Systematically |
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280 | (4) |
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The Principle of Similarity and Difference |
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280 | (2) |
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The Principle of Covariation |
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282 | (1) |
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282 | (1) |
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Four Cautions About Using the Principles |
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283 | (1) |
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Causation and Personal Responsibility |
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284 | (7) |
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284 | (2) |
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Five Criteria for Assigning Personal Responsibility |
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286 | (1) |
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287 | (4) |
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Writing Process: Arguments About Causes |
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291 | (7) |
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291 | (6) |
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297 | (1) |
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298 | (1) |
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298 | (1) |
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299 | (1) |
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299 | (2) |
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PART IV: THE LANGUAGES OF ARGUMENT |
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301 | (46) |
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303 | (28) |
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Some Principles of Clear and Direct Writing |
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304 | (8) |
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The Principles in a Nutshell |
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311 | (1) |
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312 | (7) |
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312 | (2) |
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314 | (1) |
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315 | (1) |
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The System of Imageable Words |
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316 | (1) |
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317 | (2) |
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Writing Process: Clear Language |
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319 | (2) |
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319 | (2) |
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321 | (2) |
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321 | (1) |
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322 | (1) |
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323 | (5) |
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328 | (3) |
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The Overt and Covert Force of Language |
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331 | (16) |
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Invoking Values, Evoking Feeling |
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331 | (3) |
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331 | (1) |
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332 | (2) |
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When Emotional Language Undermines Sound Thinking |
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334 | (2) |
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334 | (1) |
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335 | (1) |
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Subjects and Point of View |
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336 | (3) |
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Manipulating Subjects to Assign Responsibility |
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336 | (2) |
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338 | (1) |
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Abstractions as Characters |
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339 | (2) |
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341 | (2) |
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Writing Process: The Overt and Covert Force of Language |
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343 | (1) |
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343 | (1) |
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343 | (1) |
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344 | (1) |
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344 | (1) |
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345 | (1) |
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345 | (2) |
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CHECKLISTS FOR PLANNING AND REVISING |
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347 | (13) |
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A Checklist for Evaluating Discussion/Paper Questions |
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347 | (1) |
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348 | (1) |
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Ten Steps to a Coherent Paper |
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348 | (3) |
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A Complete List of Questions |
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351 | (5) |
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Storyboarding a Long Paper |
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356 | (4) |
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Appendix 1: Avoiding Inadvertent Plagiarism Through Proper Citations |
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360 | (13) |
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Appendix 2: Cognitive Biases and Fallacies |
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373 | (10) |
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383 | (2) |
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Section I: Attitudes Toward Teaching and Learning |
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385 | (40) |
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Obstacles to Open Discussion and Critical Thinking: The Grinnell College Study |
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385 | (8) |
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On the Uses of a Liberal Education |
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393 | (8) |
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Has Student Consumerism Gone Too Far? |
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401 | (5) |
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The Student as Consumer: The Implications and Limitations of a Metaphor |
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406 | (14) |
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420 | (5) |
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Section 2: Bingeing, Risk, and Public Health |
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425 | (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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425 | (16) |
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441 | (5) |
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``Drinking Age Has Simply Got to Go,'' Say Campus Riots |
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446 | (3) |
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449 | (2) |
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Binge Drinking as a Substitute for a ``Community of Learning'' |
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451 | (3) |
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Smoking and the Tyranny of Public Health |
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454 | (7) |
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461 | (2) |
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463 | (24) |
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Lying: Moral Choice in Public and Private Life |
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463 | (13) |
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Lies, Damn Lies, and Statistics |
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476 | (3) |
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Is It Ever Right to Lie? The Philosophy of Deception |
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479 | (4) |
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Yes, Sometimes Lying Is Right Action to Take |
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483 | (4) |
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| Credits |
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487 | (1) |
| Index |
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488 | |
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