CART

(0) items

Read, Reason, Write w/ Connect Composition Essentials 3.0 Access Card,9781259276880
This item qualifies for
FREE SHIPPING!

FREE SHIPPING OVER $59!

Your order must be $59 or more, you must select US Postal Service Shipping as your shipping preference, and the "Group my items into as few shipments as possible" option when you place your order.

Bulk sales, PO's, Marketplace Items, eBooks, Apparel, and DVDs not included.

Read, Reason, Write w/ Connect Composition Essentials 3.0 Access Card

by
Edition:
11th
ISBN13:

9781259276880

ISBN10:
1259276880
Format:
Package
Pub. Date:
2/3/2014
Publisher(s):
McGraw-Hill Humanities/Social Sciences/Languages
List Price: $140.40

Rent Textbook

(Recommended)
 
Term
Due
Price
$56.16

Buy New Textbook

Usually Ships in 3-4 Business Days
N9781259276880
$136.89

Used Textbook

We're Sorry
Sold Out

eTextbook

We're Sorry
Not Available

Questions About This Book?

Why should I rent this book?
Renting is easy, fast, and cheap! Renting from eCampus.com can save you hundreds of dollars compared to the cost of new or used books each semester. At the end of the semester, simply ship the book back to us with a free UPS shipping label! No need to worry about selling it back.
How do rental returns work?
Returning books is as easy as possible. As your rental due date approaches, we will email you several courtesy reminders. When you are ready to return, you can print a free UPS shipping label from our website at any time. Then, just return the book to your UPS driver or any staffed UPS location. You can even use the same box we shipped it in!
What version or edition is this?
This is the 11th edition with a publication date of 2/3/2014.
What is included with this book?
  • 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 CDs, lab manuals, study guides, etc.
  • The Rental copy of this book is not guaranteed to include any supplemental materials. You may receive a brand new copy, but typically, only the book itself.

Summary

Read, Reason, Write unites instruction in critical reading and analysis, argument, and research strategies with a rich collection of readings that provide both practice for these skills and new ideas and insights for readers.

Through all of its years, this text has been committed to showing students how reading, analytic, argumentative, and research skills are interrelated and how these skills combine to develop each student’s critical thinking ability.

Table of Contents

CONTENTS

Preface

SECTION 1 CRITICAL READING AND ANALYSIS

Chapter 1 WRITERS AND THEIR SOURCES

Reading, Writing, and the Contexts of Argument

Responding to Sources

Abraham Lincoln, “The Gettysburg Address”

The Response to Content
The Analytic Response
The Evaluation Response
The Research Response

Deborah Tannen, “Who Does the Talking Here?”

Writing Summaries

Guidelines for Writing Summaries

Active Reading: Use Your Mind!

Guidelines for Active Reading

Susan Cain, “The Rise of the New Groupthink”

Using Paraphrase

Acknowledging Sources Informally

Referring to People and Sources

Joel Achenbach, “The Future Is Now: It’s Heading Right at Us, But We Never See It Coming”

Presenting Direct Quotations: A Guide for Form and Style

Reasons for Using Quotation Marks
A Brief Guide to Quoting

For Reading and Analysis

Alex Knapp, “Five Leadership Lessons from James. T. Kirk”

Suggestions for Discussion and Writing

Chapter 2 RESPONDING CRITICALLY TO SOURCES

Traits of the Critical Reader/Thinker

Examining the Rhetorical Context of a Source

Who Is the Author?
What Type—or Genre—of Source Is It?
What Kind of Audience Does the Author Anticipate?
What Is the Author’s Primary Purpose?
What Are the Author’s Sources of Information?

Analyzing the Style of a Source

Denotative and Connotative Word Choice
Tone
Level of Diction
Sentence Structure
Metaphors
Organization and Examples
Repetition
Hyperbole, Understatement, and Irony
Quotation Marks, Italics, and Capital Letters

Dave Barry, “In a Battle of Wits with Kitchen Appliances, I'm Toast”

Writing about Style

Understanding Your Purpose and Audience
Planning the Essay
Drafting the Style Analysis
A Checklist for Revision

Ellen Goodman, “In Praise of a Snail’s Pace”

Student Essay: James Goode, “A Convincing Style”

Analyzing Two or More Sources

Guidelines for Preparing a Contrast Essay

Arthur Bright, “Algerian Hostage Crisis Heightens as Scores Are Reported Dead”

Jamie Dettmer, “Hostages Reportedly Dead in Algerian Oil Field Siege”

For Reading and Analysis

Firoozeh Dumas, "The F Word"

Alexandra Petri, “Love to Read, Kids? Your Time Is Almost Up”

Suggestions for Discussion and Writing

SECTION 2 THE WORLD OF ARGUMENT

Chapter 3 UNDERSTANDING THE BASICS OF ARGUMENT

Characteristics of Argument

Argument Is Conversation with a Goal
Argument Takes a Stand on an Arguable Issue
Argument Uses Reasons and Evidence
Argument Incorporates Values
Argument Recognizes a Topic’s Complexity

The Shape of Argument: What We Can Learn from Aristotle

Ethos (About the Writer/Speaker)
Logos (About the Logic of the Argument)
Pathos (About Appeals to the Audience)
Karios (About the Occasion or Situation)

The Language of Argument

Facts
Inferences
Judgments

Sam Wang and Sandra Aamodt, “Your Brain Lies to You”

The Shape of Argument: What We Can Learn from Toulmin

Claims
Grounds (or Data or Evidence)
Warrants
Backing
Qualifiers
Rebuttals

Using Toulmin’s Terms to Analyze Arguments

Jeffrey Mateer and Erin Leu, “Cheering Free Speech”

William Saletan, “How Can We Ban Insults against Jews but Not Muslims?”

Suggestions for Discussion and Writing

Chapter 4 WRITING EFFECTIVE ARGUMENTS

Know Your Audience

Who Is My Audience?
What Will My Audience Know about My Topic?
Where Does My Audience Stand on the Issue?
How Should I Speak to My Audience?

Understand Your Writing Purpose

What Type (Genre) of Argument Am I Preparing?
What Is My Goal?
Will the Rogerian or Conciliatory Approach Work for Me?

Move from Topic to Claim to Possible Support

Selecting a Topic
Drafting a Claim
Listing Possible Grounds
Listing Grounds for the Other Side or Another Perspective
Planning the Approach

Draft Your Argument

Guidelines for Drafting

Revise Your Draft

Rewriting
Editing
A Few Words about Words and Tone
Proofreading
A Checklist for Revision

For Analysis and Debate

Darius Rejali, “Five Myths about Torture and Truth”

M. Gregg Bloche, “Torture Is Wrong—But It Might Work”

Suggestions for Discussion and Writing

Chapter 5 READING, ANALYZING, AND USING VISUALS AND

STATISTICS IN ARGUMENT

Responding to Visual Arguments

Guidelines for Reading Photographs
Guidelines for Reading Political Cartoons
Guidelines for Reading Advertisements

Reading Graphics

Understanding How Graphics Differ
Guidelines for Reading Graphics

The Use of Authority and Statistics

Judging Authorities
Understanding and Evaluating Sources
Guidelines for Evaluating Statistics
Guidelines for Evaluating Statistics

Writing the Investigative Argument

Gathering and Analyzing Evidence
Planning and Drafting the Essay
Guidelines for Writing an Investigative Argument
Analyzing Evidence: The Key to an Effective Argument
Preparing Graphics for Your Essay
A Checklist for Revision

Student Essay: Garrett Berger, “Buying Time”

For Reading and Analysis

Joe Navarro, “Every Body’s Talking”

Suggestions for Discussion and Writing

Chapter 6 LEARNING MORE ABOUT ARGUMENT: INDUCTION,

DEDUCTION, ANALOGY, AND LOGICAL

FALLACIES

Induction

Deduction

“The Declaration of Independence”

Analogy

Logical Fallacies

Causes of Illogic
Fallacies That Result from Oversimplifying
Fallacies That Result from Avoiding the Real Issue

Christian Brahmstedt, “Help Those Who Help, Not Hurt, Themselves”

For Reading and Analysis

Elizabeth Cady Stanton, “Declaration of Sentiments”

Neil de Grasse Tyson, "Things People Say"

SECTION 3 STUDYING SOME ARGUMENTS BY GENRE

Chapter 7 DEFINITION ARGUMENTS

Defining as Part of an Argument

When Defining Is the Argument

Strategies for Developing an Extended Definition

Guidelines for Evaluating Definition Arguments

Preparing a Definition Argument

A Checklist for Revision

Student Essay: Laura Mullins, “Paragon or Parasite?”

For Analysis and Debate

Robin Givhan, “Glamour, That Certain Something”

Suggestions for Discussion and Writing

Chapter 8 EVALUATION ARGUMENTS

Characteristics of Evaluation Arguments

Types of Evaluation Arguments

Guidelines for Analyzing an Evaluation Argument

Preparing an Evaluation Argument

A Checklist for Revision

Student Review: Ian Habel, “Winchester’s Alchemy: Two

Men and a Book”

Evaluating an Argument: The Rebuttal or Refutation Essay

Guidelines for Preparing a Refutation or Rebuttal Argument

Steven Pinker, “Mind Over Mass Media”

For Analysis and Debate

Thomas Sowell, “Christmas-Tree Totalitarians”

Suggestions for Discussion and Writing

Chapter 9 THE POSITION PAPER: CLAIMS OF VALUE

Characteristics of the Position Paper

Guidelines for Analyzing a Claim of Value

Preparing a Position Paper

A Checklist for Revision

Student Essay: Chris Brown, “Examining the Issue of Gun Control”

David Pogue, “To Track My Thief”

Gregory M. Kennedy SJ, “Trash Talk: Reflections on Our Throwaway Society”

Suggestions for Discussion and Writing

Chapter 10 ARGUMENTS ABOUT CAUSE

Characteristics of Causal Arguments

An Example of Causal Complexity: Lincoln’s Election and the Start of the Civil War
Mill’s Methods for Investigating Causes
Guidelines for Analyzing Causal Arguments

Preparing a Causal Argument

A Checklist for Revision

For Analysis and Debate

Emily Matchar, “Why Your Office Needs More Bratty Millennials”

Caroline Simard, “ ‘Daring to Discuss Women in Science’: A Response to John Tierney”

Chapter 11 PRESENTING PROPOSALS: THE PROBLEM/SOLUTION

ARGUMENT

Characteristics of Problem/Solution Arguments

Guidelines for Analyzing Problem/Solution Arguments

Priya Natarajan, “Want More Scientists? Turn Grade Schools into Laboratories”

Preparing a Problem/Solution Argument

A Checklist for Revision

For Analysis and Debate

Peter Edelman, “Poverty in America: Why Can’t We End It”

Jonathan Swift, "A Modest Proposal"

Suggestions for Discussion and Writing

SECTION 4 THE RESEARCHED AND FORMALLY

DOCUMENTED ARGUMENT

Chapter 12 LOCATING, EVALUATING, AND PREPARING TO USE SOURCES

Selecting a Good Topic

What Type of Paper Am I Preparing?
Who Is My Audience?
How Can I Select a Good Topic?
What Kinds of Topics Should I Avoid?

Writing a Tentative Claim or Research Proposal

Preparing a Working Bibliography

Basic Form for Books
Basic Form for Articles

Locating Sources

The Book Catalog
The Reference Collection
Electronic Databases
Guidelines for Using Online Databases
The Internet
Guidelines for Searching the Web

Field Research

Evaluating Sources, Maintaining Credibility
Federal, State, and Local Government Documents
Correspondence
Interviews
Lectures
Films, DVDs, Television
Surveys, Questionnaires, and Original Research

Evaluating Sources, Maintaining Credibility

Guidelines for Evaluating Sources

Preparing an Annotated Bibliography

Chapter 13 WRITING THE RESEARCHED ESSAY

Guidelines for Studying Sources

Avoiding Plagiarism

What Is Common Knowledge?

Using Signal Phrases to Avoid Confusion

Guidelines for Appropriately Using Sources

Organizing the Paper

Drafting the Essay

Plan Your Time
Handle In-Text Documentation as You Draft
Choose an Appropriate Writing Style
Write Effective Beginnings
Avoid Ineffective Openings
Compose Solid, Unified Paragraphs
Write Effective Conclusions
Avoid Ineffective Conclusions
Choose an Effective Title

Revising the Paper: A Checklist

Rewriting
Editing
Proofreading

The Completed Paper

Sample Student Essay in MLA Style: David Donaldson, “Tell Us What You Really Are: The Debate over Labeling Genetically Modified Food”

Chapter 14 FORMAL DOCUMENTATION: MLA STYLE, APA STYLE

Guidelines for Using Parenthetical Documentation

The Simplest Patterns of Parenthetical Documentation

Placement of Parenthetical Documentation

Parenthetical Citations of Complex Sources

Preparing MLA Citations for a Works Cited List

Forms for Books: Citing the Complete Book
Forms for Books: Citing Part of a Book
Forms for Periodicals: Articles in Journals and Magazines Accessed in Print
Forms for Periodicals: Articles in Newspapers Accessed in Print
Forms for Web Sources
Forms for Other Print and Nonprint Sources

Author/Year or APA Style

APA Style: In-Text Citations

APA Style: Preparing a List of References

Form for Books
Form for Articles
Form for Electronic Sources

Sample Student Essay in APA Style: Carissa Ervine, “The Relationship Between Depression and Marital Status”

SECTION 5 A COLLECTION OF READINGS

Chapter 15 THE MEDIA: IMAGE AND REALITY

Derrick Speight, “Of Losers and Moles: You Think Reality

TV Just Writes Itself?”

Ann Hornaday, “Zero Dark Thirty and the New Reality of Reported Filmmaking”

Katherine Ellison, “What’s Up, Doc? A Bloody Outrage, That's What"

Student Essay: Sienna Walker, “Big Pun’s Prophesy”

Frank Luntz, “Words We Remember”

Chapter 16 THE INTERNET AND SOCIAL MEDIA: THEIR IMPACT ON OUR LIVES

Peggy Orenstein, “I Tweet, Therefore I Am”

Susan B. Crawford, “The New Digital Divide”

Daniel M. Wegner, “Do Not Fear the Cybermind”

Eugeny Morozov, “The Death of the Cyberflâneur”

Lori B. Andrews, “Facebook Is Using You”

Chapter 17 MARRIAGE AND GENDER ISSUES: THE DEBATES CONTINUE

Michael Kinsley, “Abolish Marriage”

Andrew Sullivan, “My Big Fat Straight Wedding”

Stephanie Coontz, “The Myth of Male Decline”

Meg Jay, “The Downside of Living Together”

Kathleen Parker, “Un-hitching the Middle Class”

Gloria Steinem, “Supremacy Crimes”

Chapter 18 SPORTS TALK—SPORTS BATTLES

John Feinstein, “The Lesson of Penn State”

Donald Yee, "Show Them the Money"

Sally Jenkins, “Rather Than Pay Athletes, Show Them Respect”

Ruth Marcus, "Privilege Unchecked in the U-Va. Case?"

Megan Greenwell, “Where Have All the Good Coaches Gone?”

Jonathan Vaughters, “How To Get Doping Out of Sports”

Branden Allenby, “After Armstrong’s Fall, the Case for Performance Enhancement”

Chapter 19 EDUCATION IN AMERICA: PROBLEMS AT ALL LEVELS

Richard Kalenberg, "5 Myths about Who Gets into College"

Naomi Schaefer Riley, “What’s a College Education Really Worth? Not Enough”

Derek Thompson, “What’s More Expensive Than College? Not Going to College”

Danielle Allen, “Helping Students Find Their Place in the World”

Howard Gardner, “Why Kids Cheat at Harvard”

George Will, “The Closed American Mind”

Chapter 20 THE ENVIRONMENT: HOW DO WE SUSTAIN IT?

Michael Novacek, “The Sixth Extinction: It Happened to Him.

It’s Happening to You.”

Daniel T. Willingham, “Trust Me, I’m a Scientist”

James R. Lee, “Global Warming Is Just the Tip of the Iceberg”

Art Carden, “On Climate Change, Government Is Not the Answer”

Kristen Sheeran and Mindy Lubber, “The Cost of Climate Inaction”

Chapter 21 LAWS AND RIGHTS: GUN CONTROL AND IMMIGRATION

DEBATES

Katha Pollitt, “Gun Control? Dream On”

Petula Dvorak, “We Can’t Afford the True Cost of Gun Crime”

Jay Dickey and Mark Rosenberg, “ ‘Senseless’ Is Not Studying Gun Violence”

Amy Chua, “Immigrate, Assimilate”

Roberto Suro, “Legal, Illegal”

Patricia B. Strait, “When Societies Collide: Part Three: Finding the Best Fit Immigration Model”

Chapter 22 AMERICA: PAST, PRESENT, FUTURE

Abraham Lincoln, “Second Inaugural Address”

Zainab Chaudary, “Your Most Powerful Currency: Your Vote”

Thomas L. Friedman, “Do You Want the Good News First?”

Fareed Zakaria, “The Emerging America”

Colbert I. King, “We Still Aren’t Good Enough”

Kwame Anthony Appiah, “How the Future Will Judge Us”

Barack H. Obama, “We Made Ourselves Anew, and Vowed to Move Forward Together”

APPENDIX: UNDERSTANDING LITERATURE

Getting the Facts: Active Reading, Summary, and Paraphrase

Paul Lawrence Dunbar, "Promise"

Kate Chopin, "The Story of an Hour"

Summary of "The Story of an Hour"

William Shakespeare, "Sonnet 116"

Paraphrase of "Sonnet 116"

Seeing Connection: Analysis

Analysis of Narrative Structure
Analysis of Character
Analysis of Elements of Style and Tone

Drawing Conclusions: Interpretation

Writing about Literature

Andrew Marvell, "To His Coy Mistress"

Christopher Marlowe, "The Passionate Shepherd to His Love"

Sir Walter Raleigh, "The Nymph's Reply to the Shepherd"

A.E. Housman, "Is My Team Ploughing"

Amy Lowell, "Taxi"

Ursula K. Le Guin, "The Ones Who Walk Away from Omelas"

Susan Glaspell, "Trifles"

Sample Student Literary Analysis: Alan Peterson “Faulkner’s Realistic Initiation Theme”

Suggestions for Discussion and Writing



Please wait while the item is added to your cart...