9780135164754

Revel for Reading Literature and Writing Argument -- Access Card

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  • ISBN13:

    9780135164754

  • ISBN10:

    0135164753

  • Edition: 7th
  • Format: Nonspecific Binding
  • Copyright: 2019-03-12
  • Publisher: Pearson

Note: Supplemental materials are not guaranteed with Rental or Used book purchases.

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Supplemental Materials

What is included with this book?

Summary

For courses in Introduction to Literature, LIterature for Composition, or Argument. 


Connects with ideas in written text to enrich students’ reading and writing

Together, literature and argument are inspiring and empowering; literature liberates thinking, and argument disciplines it. Revel Reading Literature and Writing Argument proposes that writing is valued when it makes readers think. Organized into two parts as Rhetoric and Anthology, it provides multi-genre reading experiences that immerse students in critical and creative thinking as they address problems and issues from multiple perspectives. 


The authors encourage students to see language as a way to create meaning in their lives, and to see themselves as writers with a purpose and audience. By engaging with literature and applying the principles of argument, students practice the skills of analysis and evaluation and develop critical standards for judging ideas. The 7th Edition is extensively revised, with abundant new reading selections, new activities, student writing samples, and more.


Revel™ is Pearson’s newest way of delivering our respected content. Fully digital and highly engaging, Revel replaces the textbook and gives students everything they need for the course. Informed by extensive research on how people read, think, and learn, Revel is an interactive learning environment that enables students to read, practice, and study in one continuous experience – for less than the cost of a traditional textbook.


NOTE: Revel is a fully digital delivery of Pearson content. This ISBN is for the standalone Revel access card. In addition to this access card, you will need a course invite link, provided by your instructor, to register for and use Revel.

Author Biography

Missy James was Professor of English at Tallahassee Community College, in Florida, for more than twenty-five years. She received her bachelor’s degree in English from Vanderbilt University and master’s degree in English from the University of North Carolina, Chapel Hill. Her primary teaching interests were British literature, American literature, and college composition, including writing about literature and writing argument and persuasion. From 2000 to 2007, Missy served as English Program Chair. During her tenure as chair, the first-semester college composition course was redesigned with a focus on the implementation of instructional technology to improve course delivery and student success rates. From 2003 to 2007, Missy served as faculty leader of the campuswide critical thinking initiative. She was awarded a NISOD Teaching Excellence Award in 2011.

 

Alan Merickel taught composition and literature courses at community colleges in Connecticut, Massachusetts, and Florida for 30 years. After earning a master’s degree at the University of Massachusetts in Amherst, he was hired by a nearby community college where he discovered he greatly admired the mission of community colleges. He served as department chair of the English Department at Tallahassee Community College, in Florida, and authored articles on composition instruction that appeared in several community college journals. He and Missy James co-authored the first edition of Reading Literature and Writing Argument in 2000. He has also written a children’s book, I M Natalie Who R U. Now retired, he currently lives six months in California and six months in France.

 

Jenny McHenry is an Associate Professor of English at Tallahassee Community College, in Florida. She received her bachelor’s degree in English from Florida State University and master’s degree in English from the University of Alabama, Tuscaloosa. Her focus in instruction is composition and literature, including multicultural mythology and British literature, with an emphasis on the poetry written in relation to World War I. She has been serving as the course coordinator for Writing about Literature since 2008. She divides her time between Tallahassee, Florida, and Ypres, Belgium.


 

Table of Contents

NOTE: Both brief and comprehensive tables of contents are listed below.

BRIEF CONTENTS

I.  RHETORIC

1. Connecting Argument and Literature 

2. Reading Creatively and Reading Critically

3. Analyzing Argument

4. Writing an Argument Essay

5. Researching and Documenting an Argument Essay


II. ANTHOLOGY 

6. Individual and Community Identity

7. Crime and Punishment

8. Power and Responsibility


Glossary

Authors’ Biographical Notes

Author/Title Index

Subject Index



COMPREHENSIVE CONTENTS


I. RHETORIC

1. Connecting Argument and Literature 

1.1 Academic Argument versus Confrontational Argument 
1.2 Academic Argument and Critical Thinking 

1.3 Reading Literature to Expand Thinking and to Explore Issues 

Mercedez Holtry, “Something out of Nothing”

1.4 Chapter Activities

David Brooks, “The Art of Thinking Well”

Beth Ann Fennelly, “We Are the Renters”


2. Reading Creatively and Reading Critically

2.1 Active Reading

2.2 Reading Carefully

2.3 Reading Creatively

Dudley Randall, “Ballad of Birmingham”

2.4 Reading Critically

Student Essay: Doralicia Giacoman-Soto, “‘Ballad of Birmingham’: A Mother’s Grief Delivers a Message to Us All”

Theodore Roethke, “My Papa’s Waltz”

2.5 Synthesizing Creative and Critical Reading

William Carlos Williams, “The Red Wheelbarrow”

2.6 Chapter Activities

Robert Browning, “Porphyria’s Lover”


3. Analyzing Argument

3.1 Components of an Argument
Kenneth Rexroth, “Cold Before Dawn”

William Blake, “London”

3.2 Logical Fallacies

3.3 Rhetorical Context and Aristotle’s Argument Model

Martín Espada, “Federico’s Ghost”

William Shakespeare, Sonnet 18

Jamaica Kincaid, “Girl”

3.4 Chapter Activities

Robert Hayden, “Those Winter Sundays”

Randy Horick, “Truer to the Game”

Thomas E. Templeton, New York Times letter to the editor

Adolf Hitler, Mein Kampf (excerpt)

Wilfred Owen, “Dulce et Decorum Est”

Bret Stephens, “The Dying Art of Disagreement” (excerpt)


4. Writing an Argument Essay

4.1 Focusing an Argument Essay Assignment

4.2 Articulating a Claim and Developing a Plan for Writing an Argument Essay

4.3 Creating and Revising a Draft

Student Essay: John Miller, “Domestic Oil Drilling: Providing Little, Wasting a Lot”

4.4 Rogerian Argument Strategy: Creative Problem Solving

Student Essay: Christian Garcia, “A Bull’s Life”

4.5 Chapter Activities

Student Essay: Cale Blount, “The Last Words of Power”


5. Researching and Documenting an Argument Essay

5.1 Researching to Discover

5.2 Locating Credible Sources

5.3 Incorporating Sources

5.4 Documenting Sources

5.5 Using an Annotated Student Essay as a Model

Student Essay: Josh Griep, “Wild Captives: The Exotic Animal Trade”

5.6 Chapter Activities

Jennifer Bussey, “Critical Essay on ‘The Red Convertible’” (excerpt)

Student Essay: Marlee Head, “A Study in Sherlock”


II. ANTHOLOGY

6. Individual and Community Identity

6.1 Prewriting and Discussion: Individual and Community Identity


6.2 Fiction

6.3 Kate Chopin, “The Storm”

6.4 O. Henry, “The Gift of the Magi”

6.5 Katherine Mansfield, “The Garden Party”

6.6 Shirley Jackson, “The Lottery”

6.7 Louise Erdrich, “The Red Convertible”

6.8 Rick Bass, “Antlers”

6.9 Randall Kenan, “The Foundations of the Earth”

6.10 Beth H. Piatote, “Beading Lesson”


6.11 Poetry

6.12 Emily Dickinson, “Much Madness is divinest Sense”

6.13 Thomas Hardy, “The Ruined Maid”

6.14 Edwin Arlington Robinson, “Richard Cory”

6.15 Claude McKay, “Outcast”

6.16 Adrienne Rich, “Aunt Jennifer’s Tigers”

6.17 Gary Snyder, “Not Leaving the House”

6.18 Judy Grahn, “Ella, in a Square Apron, Along Highway 80”

6.19 Peter Meinke, “Advice to My Son”

6.20 Cathy Song, “Lost Sister”

6.21 Mary Oliver, “Wild Geese”

6.22 Margaret Walker, “Lineage”

6.23 Alma Luz Villanueva, “Crazy Courage”

6.24 Michael Cleary, “Boss’s Son”

6.25 Meri Culp, “Cayenne Warning”

6.26 Margarita Engle, “Counting”


6.27 Drama

6.28 William Shakespeare, Twelfth Night; Or, What You Will

6.29 Sharon E. Cooper, Siriously


6.30 Nonfiction

6.31 Sullivan Ballou, Major Sullivan Ballou’s Letter to His Wife

6.32 Scott Russell Sanders, “The Men We Carry in Our Minds”

6.33 Richard Rodriguez, “The Chinese in All of Us”

6.34 John Hope Franklin, “The Train from Hate”

6.35 Lu Vickers, “New Last Words for My Mother: I meant what I said, but I wish I hadn’t said it.”

6.36 Robin D. G. Kelley, “The People in Me”

6.37 Katrina Karkazis and Rebecca Jordan-Young, “The Trouble with Too Much T”

6.38 Laurie Penny, “Bots at Work: Men Will Lose the Most Jobs. That’s OK.”


6.39 Chapter Activities

Topics for Writing Arguments

Taking a Global Perspective: Individuals and Global Online Communities

Collaborating on a Rogerian Argument

Sample Topic: Immigration Reform

Arguing Themes from Literature

Multimodal Activity: “Never Say Die” Diners


7. Crime and Punishment

7.1 Prewriting and Discussion: Crime and Punishment


7.2 Fiction

7.3 Nathaniel Hawthorne, “The Birth-Mark”

7.4 Edgar Allen Poe, “The Cask of Amontillado”

7.5 Ambrose Bierce, “An Occurrence at Owl Creek Bridge”

7.6 Sir Arthur Conan Doyle, “The Adventure of the Speckled Band”

7.7 Flannery O’Connor, “A Good Man Is Hard to Find”

7.8 Brady Udall, “He Becomes Deeply and Famously Drunk”


7.9 Poetry

7.10 “A Few Lines on Magnus Mode, Richard Hodges & J. Newington Clark”

7.11 A. E. Housman, “The Use and Abuse of Toads”

7.12 D. H. Lawrence, “Snake”

7.13 Don Marquis, “A Communication from Archy the Cockroach”

7.14 Langston Hughes, “Justice”

7.15 Marge Piercy, “What’s That Smell in the Kitchen?”

7.16 Etheridge Knight, “Hard Rock Returns to Prison from the Hospital for the Criminal Insane”

7.17 Robert Johnson, “Police line: do not cross”


7.18 Drama

7.19 Susan Glaspell, Trifles


7.20 Nonfiction

7.21 Francis Bacon, “Of Revenge”

7.22 George G. Vest, “Eulogy of the Dog”

7.23 George Orwell, “A Hanging”

7.24 Edward Abbey, “Eco-Defense”

7.25 Peter J. Henning, “Determining a Punishment That Fits the Crime”

7.26 Barry Meier, “Origins of an Epidemic: Purdue Pharma Knew Its Opioids Were Widely Abused”


7.27 Chapter Activities

Topics for Writing Arguments

Taking a Global Perspective: Gun Control Laws and Mass Shootings

Collaborating on a Rogerian Argument

Sample Topic: Implicit Bias Training for Police

Arguing Themes from Literature

Multimodal Activity: The Many Faces of Justice


8. Power and Responsibility

8.1 Prewriting and Discussion: Power and Responsibility


8.2 Fiction

8.3 Washington Irving, “The Legend of Sleepy Hollow”

8.4 Alphonse Daudet, “The Last Lesson”

8.5 Edith Wharton, “The Choice”

8.6 Tim O’Brien, “The Things They Carried”

8.7 Lucia Berlin, “A Manual for Cleaning Women”

8.8 Ed Vega, “Spanish Roulette”

8.9 Mark Spragg, “A Boy’s Work”

8.10 Virgil Suárez, “Bombardment”


8.11 Poetry

8.12 John Milton, “When I Consider How My Light Is Spent”

8.13 Rainer Maria Rilke, “The Panther”

8.14 Robert Frost, “Mending Wall”

8.15 Claude McKay, “America”

8.16 Langston Hughes, “Democracy”

8.17 Maxine Kumin, “Woodchucks”

8.18 Louise Erdrich, “Dear John Wayne”

8.19 Martín Espada, “Bully”

8.20 Gwendolyn Brooks, “The Mother”

8.21 Naomi Shihab Nye, “Famous”


8.22 Drama

8.23 Oscar Wilde, An Ideal Husband


8.24 Nonfiction

8.25 Abraham Lincoln, Second Inaugural Address, March 4, 1865

8.26 Chief Joseph, “I will fight no more forever”

8.27 Richard Wright, from Black Boy (American Hunger)

8.28 Frank Schaeffer and John Schaeffer, “My Son the Marine?”

8.29 Barack Obama, Second Inaugural Address, January 21, 2013

8.30 Bret Stephens, “The Dying Art of Disagreement”

8.31 Emily Anthes, “A Floating House to Resist the Floods of Climate Change”

8.32 Lisa L. Lewis, “Why We Still Allow Bullying to Flourish in Kids’ Sports”

8.33 Eva Hagberg Fisher, “How I Learned to Look Believable”


8.34 Chapter Activities

8.34.1 Topics for Writing Arguments

8.34.2 Taking a Global Perspective: “Killer Robots” and Warfare: Eliminating Human Error and Human Decision Making — for Better or for Worse?

8.34.3 Collaborating on a Rogerian Argument

Sample Topic: Online Activity and Personal Data — Who Is Responsible for Data Breaches?

8.34.4 Arguing Themes from Literature

8.34.5 Multimodal Activity: The New Frontier: AI and Human Experience


Glossary

Authors’ Biographical Notes

Author/Title Index

Subject Index










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