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| Introduction | |
| 1. REMEMBERING WHO YOU WERE | |
| Chapter Readings | |
| Cindy Bosley, How I Lost the Junior Miss Pageant | |
| Len Kress, Beat Education | |
| Aunty D, The Aloha Spirit: A Reminiscence | |
| Jennifer Schwind-Pawlak, The Thrill of Victory | |
| The Agony of Parents | |
| Steve Mockensturm The Grapes of Mrs | |
| Rath | |
| Outside Reading | |
| Invention | |
| Point of Contact | |
| Analysis | |
| Public Resonance | |
| Delivery | |
| Rhetorical Tools | |
| Considering Your Thesis | |
| Narration | |
| Scenarios | |
| Allusion | |
| Dialogue | |
| Organizational Strategies | |
| What Details Should I Include? How Should I Begin? How Should I Conclude? Writer's Voice | |
| Using Figurative Language | |
| Choosing Details | |
| Using Slang | |
| Choosing Allusions | |
| Revision Strategies | |
| Peer Revision | |
| Global Revision | |
| Considering Consequences | |
| Everyday Rhetoric | |
| 2. EXPLAINING RELATIONSHIPS | |
| Chapter Readings | |
| Jessie Thuma, The Ring of Truth: My Child is Growing Up | |
| John Steinbeck, Americans and the Land | |
| Cindy Bosley, What the Honey Meant | |
| David Hawes, Dog Tied | |
| Dean Meek, Friend or Foe | |
| Outside Reading | |
| Invention | |
| Point of Contact | |
| Analysis | |
| Public Resonance | |
| Delivery | |
| Rhetorical Tools | |
| Considering Your Thesis | |
| Using Narration | |
| Using Description | |
| Using Figurative Language | |
| Organizational Strategies | |
| How Should I Begin? Where Should My Thesis or Main Point Go? What Should I Conclude? When Should I Change Paragraphs? How Should I Make Transitions? How Should I Conclude? Writer's Voice | |
| Writing Whispers | |
| Writing Yells | |
| Writing Pace | |
| Revision Strategies | |
| Peer Review | |
| Global Revision Questions | |
| Considering Consequences | |
| Everyday Rhetoric | |
| 3. OBSERVING | |
| Chapter Readings | |
| Annie Dillard, Living Like Weasels | |
| Edward Abbey, Planting a Tree | |
| Jane Goodall, Gombe | |
| Chester McCovey, The Front Porch | |
| Dean Meek, A Building of Mailboxes | |
| Outside Reading | |
| Invention | |
| Point of Contact: Finding a Subject to Observe | |
| Analysis: What Meaning Can I Discover? Public Resonance: How Does This Matter to Others? Delivery | |
| Rhetorical Tools: Focusing and Developing the Idea | |
| Articulating Your Thesis | |
| Using Details | |
| Using Narrative | |
| Using Allusions | |
| Using Simile/Metaphor | |
| Organizational Strategies: Addressing Common Concerns | |
| How Should I Deal with Public Resonance? How Should I Arrange Details? When Should I Change Paragraphs? Writer's Voice: Exploring Options | |
| The Present "I" | |
| The Invisible "I" | |
| Level of Formality | |
| Projecting Wonder | |
| Revision Strategies | |
| Peer Review | |
| Global Revision | |
| Considering Consequences | |
| The Consequences of Your Essay | |
| The Consequences of the Chapter Readings | |
| The Consequences of Everyday Observations | |
| Everyday Rhetoric | |
| Writing, Speech, and Action Exploring Visual Rhetoric | |
| 4. ANALYZING CONCEPTS | |
| Chapter Readings | |
| Pico Iyer, In Praise of the Humble Comma | |
| S | |
| Hayakawa, What it Means to be Creative | |
| Steven M | |
| Richardson, College: What's in it for Me? Simon Benlow, Have It Your Way | |
| Dan Wilkins, Why We No Longer Use the 'H' Word | |
| Outside Reading | |
| Invention | |
| Point of Contact: Finding a Topic in Everyday Life | |
| Analysis: What Does It Mean? Public Resonance: How Does It Matter to Others? Delivery | |
| Rhetorical Tools: Developing Your Ideas | |
| Considering Your Thesis | |
| Developing Support | |
| Using Definitions | |
| Using Outside Sources | |
| Organizational Strategies: Addressing Common Concerns | |
| How Should I Begin? When Should I Begin Paragraphs? Where Should My Thesis Go? How Should I Conclude? Writer's Voice: Exploring Options | |
| Using Metaphor | |
| Using Allusions | |
| Promoting Curiosity | |
| Revision Strategies | |
| Peer Review | |
| Global Revision Questions | |
| Considering Consequences | |
| The Consequences of the Chapter Readings | |
| The Consequences of Everyday Writing | |
| Everyday Rhetoric | |
| Writing, Speech, and Action Exploring Visual Rhetoric | |
| 5. MAKING ARGUMENTS | |
| Chapter Readings | |
| Ward Churchill, Crimes Against Humanity | |
| David Crabtree, Why a Great Books Education is the Most Practical | |
| Ann Marie Paulin, Cruelty, Civility, and Other Weighty Matters | |
| Jennifer Schwind-Pawlak, Don't Make Me a Has-Bean! Therese Cherry, Beware of Drug Sales | |
| Outside Reading | |
| Invention | |
| Point of Contact | |
| Analysis | |
| Public Resonance | |
| Delivery | |
| Rhetorical Tools | |
| Main Claim/Thesis | |
| Public Resonance | |
| Scope | |
| Arguability | |
| Support | |
| Kinds of Evidence | |
| Kinds of Appeals | |
| Counter-Argument | |
| Using Counterargument to Develop Points | |
| Using Counterargument to Qualify Your Thesis | |
| Evolution of a Thesis: Point of Contact to | |
| Argumentative Claim | |
| Concession | |
| Caution: Logical Fallacies Ahead | |
| Organizational Strategies | |
| The Writer's Voice | |
| Revision Strategies | |
| Peer Revision | |
| Global Revision | |
| Considering Consequences | |
| Everyday Rhetoric | |
| 6. RESPONDING TO ARGUMENTS | |
| Chapter Readings | |
| Betsy Taylor, Response to Juliet Schor | |
| Alice Walker, My Daughter Smokes | |
| Daniel Bruno, Entitlement Education | |
| Ann F | |
| Causey, Is Hunting Ethical? Invention | |
| Point of Contact | |
| Analysis | |
| Public Resonance | |
| Delivery | |
| Rhetorical Tools | |
| Thesis | |
| Using Support | |
| Counter-Arguing | |
| Conceding and Qualifying Points | |
| Remembering Logical Fallacies | |
| Organizational Strategies | |
| Should I Quote the Original Argument? Summary | |
| Paraphrase | |
| How Much of the Argument Should I Concede? How Should I Structure My Response? Writer's Voice | |
| Avoid Harsh Description | |
| Avoid Character Slams | |
| Consider Tone | |
| Revision Strategies | |
| Peer Review | |
| Global Revision Questions | |
| Considering Consequences | |
| Everyday Rhetoric | |
| 7. EVALUATING | |
| Chapter Readings | |
| Roger Ebert, Star Wars | |
| Jayme Stayer, Whales R Us | |
| Ed Bell, The Andy Griffith Show: Return to Normal | |
| Simon Benlow, Pulp Fiction: Valuable Critique or Useless Titillation? Barbara Dafoe Whitehead, Re-Thinking Divorce | |
| Outside Reading | |
| Invention | |
| Point of Contact | |
| Analysis | |
| Public Resonance | |
| Delivery | |
| Rhetorical Tools | |
| The Elements of Evaluation | |
| Summary/ Presentation | |
| Analysis | |
| Argument | |
| Using Support about the Subject | |
| Using Support outside the Subject | |
| Organizational Strategies | |
| Writer's Voice | |
| Global Revision Strategies | |
| Peer Review | |
| Global Revision Questions | |
| Considering Consequences | |
| Everyday Rhetoric | |
| 8. SEARCHING FOR CAUSES | |
| Chapter Readings | |
| Juliet Schor, The New Politics of Consumption | |
| Leonard Kress, Throwing Up Childhood | |
| Deborah Tannen, Sex, Lies, and Advertising | |
| Susan Jacoby, When Bright Girls Decide That Math Is a 'Waste of Time' | |
| Outside Reading | |
| Invention | |
| Point of Contact | |
| Analysis | |
| Public Resonance | |
| Delivery | |
| Rhetorical Tools | |
| Considering Your Thesis | |
| Developing Support | |
| Counter-Argument | |
| Concession | |
| Organizational Strategies | |
| Where Should I Explain the Phenomenon? How Should I Deal with Other Causes? How Should I Include Outside Sources? Writer's Voice | |
| Becoming an Authority | |
| Projecting Wonder | |
| Revision Strategies | |
| Peer Review | |
| Global Revision Questions | |
| Considering Consequences | |
| Everyday Rhetoric? 9. PROPOSING SOLUTIONS | |
| Chapter Readings | |
| Rachel Carson, The Obligation to Endure | |
| Joan Didion, In Bed | |
| Paul Roberts, How to Say Nothing in 500 Words | |
| Ed Bell, Technology, Movement, and Sound | |
| Dan Wilkins, Thoughts on the International Access Symbol | |
| Rose Bachtel, Television: Destroying Childhood | |
| Outside Reading | |
| Invention | |
| Point of Contact | |
| Analysis | |
| Public Resonance | |
| Delivery | |
| Rhetorical Tools | |
| Articulating Your Thesis | |
| Using Support | |
| Discovering Counter-Arguments | |
| Considering Alternative Solutions | |
| Caution: Logical Fallacies Ahead | |
| Organizational Strategies | |
| How Should I Separate | |
| Problem and Solution? How Should I Include Counter-Arguments? Where Should I Put Alternative Solutions? How Should I Include Concessions? Writer's Voice | |
| Creating Reasonable Tone | |
| Making Concessions | |
| Avoiding Harsh Description | |
| Avoiding Character Slams | |
| Inviting the Reader | |
| Using Verb Mood | |
| Revision Strategies | |
| Peer Review | |
| Global Revision Questions | |
| Considering Consequences | |
| Everyday Rhetoric | |
| 10. EXPLORING THE ARTS | |
| Chapter Readings | |
| Artistic Works | |
| Gabriel Garcia Marquez, A Very Old Man With Enormous Wings | |
| Joy Harjo, Fire | |
| Matthew Arnold, Dover Beach | |
| U2, Running to Stand Still | |
| Essays Exploring the Arts | |
| Barbara Dafoe Whitehead, The Plight of High Status Women | |
| Chester McCovey, The Parting Breath of the Now Perfect Woman | |
| Geoffrey Bennett, Hip-Hop: A oadblock or Pathway to Black Empowerment? Outside Reading | |
| Invention | |
| Point of Contact | |
| Analysis | |
| Public Resonance | |
| Delivery | |
| Rhetorical Tools | |
| Discovering Your Thesis | |
| Developing Support | |
| Considering Counter-Argument | |
| Considering Concession | |
| Using the Elements of Evaluation | |
| Organizational Strategies | |
| Where Should I Summarize or Detail the Work? How Much Detail Should I Include? How Should I Begin? How Should I Integrate Lines of Songs, Poems, or Stories? Writer's Voice | |
| Avoiding the Enthusiasm Crisis | |
| Promoting Wonder | |
| Considering the Tone of the Art | |
| Revision Strategies | |
| Peer Review | |
| Global Revision Questions | |
| Considering Consequences | |
| Everyday Rhetoric? 11. THINKING RADICALLY | |
| Chapter Readings | |
| Wendell Berry, Farming and the Global Economy | |
| Michael Moore, Why Doesn't G | |
| Sell Crack? Christiane Northrup, M | |
| The Menstrual Cycle | |
| Simon Benlow, An Apology to Future Generations | |
| Outside Reading | |
| Invention | |
| Point of Contact | |
| Analysis | |
| Public Resonance | |
| Delivery | |
| Rhetorical Tools | |
| Considering Your Thesis | |
| Developing Support | |
| Using Allusions | |
| Using Definitions | |
| Using Outside Sources | |
| Organizational Strategies | |
| How Should I Begin? How Should I Deal with Counterarguments? Where Should My Thesis Go? How Should I Conclude? Writer's Voice | |
| Projecting Wonder | |
| Appealing to the Possible | |
| Revision Strategies | |
| Peer Review | |
| Global Revision Questions | |
| Considering Consequences | |
| Everyday Rhetoric | |
| 12. RESEARCH and WRITING (GATHERING AND USING INFORMATION FROM SOURCES) | |
| Introduction | |
| Why Get Information from Sources? When to Get Information from Sources | |
| Where to Get Information from Sources | |
| What is Plagiarism? Why Document Sources | |
| Formal Versus Informal Documentation | |
| A Word of Caution about Web Sites | |
| Primary Research: Observation, Interviews, Surveys | |
| Observations | |
| Field Notes | |
| Interviews | |
| Asking the Right Questions | |
| Asking Follow-up Questions | |
| Surveys | |
| Generating Questions | |
| Choosing Respondents | |
| Recording Responses | |
| Secondary Research: Print and Electronic Sources | |
| Searching the Library and the Internet | |
| The Library | |
| The Internet | |
| The Sources of Information | |
| Books | |
| Periodicals | |
| Newspapers | |
| Government Documents | |
| Reference Books | |
| Audio-Visual Materials | |
| Web Sites | |
| Evaluating Sources | |
| Relevance | |
| Reliability | |
| Timeliness | |
| Diversity | |
| Electronic Sources | |
| Taking Notes on Secondary Sources | |
| The Note | |
| Paraphrase | |
| Summary | |
| Quotation | |
| The Source | |
| The Page Number | |
| The Topic | |
| Using Information from Sources | |
| Organization and Sources | |
| Counter-Arguing Sources | |
| Textual Cues | |
| Paragraph Transitions | |
| Integrating the Paraphrase | |
| Summary and Quotation | |
| Paraphrase | |
| Summary | |
| Quotation | |
| Integrating Quotations | |
| Punctuating Quotations | |
| 1. Quotation Marks Only | |
| 2, Speaking Verb Followed by a Comma | |
| 3. Complete Though | |
| Followed by a Colon | |
| Special Conditions in Quoting | |
| Omitting Words | |
| Adding Words | |
| Noting an Error | |
| Lengthy Quotes | |
| Double Quotes | |
| The Basic Concepts of Documentation Style: MLA and APA | |
| Documenting Sources: MLA | |
| In-Text Citation | |
| Works Cited | |
| Documenting Sources: APA | |
| In-Text Citation | |
| References List | |
| Standard Abbreviations | |
| Frequently Asked Questions | |
| What Kind of Source Do I Have? 13. EVERYDAY RHETORIC | |
| Letters | |
| Memos | |
| News Releases | |
| Brochures | |
| Posters and Fliers | |
| Web Sites | |
| Verbal Communication (Speeches, Briefings, and Discussions) | |
| Visuals | |
| Appendix: Subjects for Writing and Reading | |
| Justice | |
| The Environment | |
| Consumerism | |
| Human Relationships | |
| Civic Engagement | |
| Physical/Mental Health | |
| Education | |
| Culture and Everyday Life |
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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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