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| Preface | |
| What Makes an Academic Argument ldquo;Academicrdquo;? | |
| What ldquo;Argumentrdquo; Means in an Academic Setting | |
| Context Is Everything: Understanding the Rhetorical Situation of Academic | |
| Arguments Elements of the Rhetorical Situation | |
| Writer Audience Topic Occasion Purpose | |
| How the Elements of the Rhetorical Situation | |
| Are Interconnected Reading: ldquo;Generation Q,rdquo; by Thomas L. Friedman | |
| A Final Note about Purpose and Writing | |
| Academic Arguments To Persuade | |
| Readers To Gain a Better | |
| Understanding of the Topic | |
| You Address To Learn about | |
| Yourself To Reconcile or Mediate To Determine | |
| What Is True Qualities of Effective Academic | |
| Arguments Using Clear Structures and Precise | |
| Language Supporting Arguments | |
| Properly Qualifying Placing | |
| Arguments in Context Employing an Appropriate | |
| Voice and Tone Following Established | |
| Conventions Recognizing Audience | |
| Needs Qualities of Ineffective | |
| Academic Arguments Unclear and Imprecise Writing | |
| Employing Unsupported Assertions | |
| Lacking Context Employing an Inappropriate | |
| Tone and Voice Ignoring Disciplinary Conventions Ignoring Opposing | |
| Points of View Employing | |
| Unqualified Assertions Ignoring Audience Chapter | |
| Summary | |
| The Elements of Persuasive Academic Arguments | |
| What Makes Academic Arguments Persuasive? | |
| Logos: The Role of Logic and Reason in Academic | |
| Arguments Claims Grounds Explanations | |
| Qualifications Rebuttals | |
| Logos in Action: A Sample Argument | |
| Reading: Letter to the Editor | |
| Common Logos-related Fallacies | |
| Pathos: The Role of Emotion in Academic | |
| Arguments Pathos in Action: A Sample Essay 108 101 | |
| Reflections on the Revolution in France(1790) 113 emocracy? | |
| Mapping the Past Were the Railroads | |
| Indispensable to Economic Growth? | |
| Debating The Past | |
| Were the Industrialists Robber | |
| Barons or Savvy Entrepreneurs? | |
| American Society in the Industrial | |
| Age Middle-Class Life Skilled and Unskilled | |
| Workers Working Women Farmers | |
| Working-Class Family Life | |
| Working-Class Attitudes Working Your Way Up | |
| The New Immigration | |
| New Immigrants Face | |
| New Nativism | |
| The Expanding City and Its Problems | |
| Teeming Tenements | |
| The Cities Modernize | |
| Leisure Activities: More Fun and Games | |
| Christianity s Conscience and the Social ;&n hes on imperialism | |
| Beveridge (Indiana) and Senator George Hoar (Massachusetts) | |
| United States Senate | |
| January 9, 1900 14.6 Speech by President William McKinley | |
| 14.7a Poem by Rudyard Kipling | |
| The White Man s Burden | |
| 1899 14.7b Poem by Ernest Howard Crosby | |
| The Real White Man s Burden, 1899 14.8a Platform of the American Anti-Imperialist League | |
| October 18, 1899 14.8b Speech on imperialism | |
| United States Senate | |
| Table of Contents provided by Publisher. All Rights Reserved. |
The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.
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