Revel for Writing Arguments A Rhetoric with Readings Plus The Writer's Handbook -- Access Card

by Ramage, John D; Bean, John C; Johnson, June

• ISBN13: 9780135238806
• ISBN10: 0135238803
• Edition: 11th
• Format: Access Card
• Copyright: 2018-08-01
• Publisher: Pearson

Summary

For courses in Argument and Research.

                                               

Argument through problem solving

Revel ^TM Writing Arguments: A Rhetoric with Readings has sustained its reputation as a leader in argumentation through 10 editions, and that’s no coincidence. Authors Ramage, Bean, and Johnson present argument as a process of inquiry and a means of persuasion – not as a pro/con debate with winners and losers. This, in turn, promotes the essential critical-thinking skills needed for writing effective arguments.

 

In the 11th Edition, you’ll continue to find all the signature strengths – major assignment chapters that focus on one or two stases; discussion prompts and end-of-chapter writing assignments that reinforce concepts; comprehensive coverage of research and documentation; and a logical, yet flexible, approach. But now, you’ll also find a book that promises to increase understanding of the value of argument and help negotiate the rhetorical divisiveness in today’s world.

 

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.

This product is a part of the Revel Plus One program and includes access to Ramage/Bean/Johnson, Writing Arguments: A Rhetoric with Readings and Faigley, The Writer’s Handbook within a single Revel course. 

 

NOTE: This Revel Combo Access pack includes a Revel access code plus a loose-leaf print reference (delivered by mail) to complement your Revel experience. In addition to this access code, you will need a course invite link, provided by your instructor, to register for and use Revel.

Author Biography

John Ramage received his BA in philosophy from Whitman College and his PhD in English from Washington State University. He served for over thirty years on the faculties of Montana State University and Arizona State University. In addition to his teaching duties, which included both graduate and undergraduate courses in writing and rhetoric, literary theory and modern literature, Dr. Ramage served as a writing program administrator overseeing writing across the curriculum and composition programs and writing centers. At Arizona State university, he was the founding executive director of the university's Division of Undergraduate Academic Services, responsible for academic support services campus-wide.

 

In addition to The Allyn & Bacon Guide to Writing, Dr. Ramage was the co-author of the textbooks Form and Surprise in Composition, and Writing Arguments, currently in its 9th edition. He was also the lead author for Argument in Composition, and the sole author of Rhetoric: A User's Guide, and Twentieth Century American Success Rhetoric: How to Construct a Suitable Self. He is currently writing a book about political rhetoric.   

 

 

John C. Bean is an emeritus professor of English at Seattle University, where he held the title of “Consulting Professor of Writing and Assessment.” He has an undergraduate degree from Stanford (1965) and a PhD from the University of Washington (1972). He is the author of an internationally used book on writing across the curriculum – Engaging Ideas: The Professor’s Guide to Writing, Critical Thinking, and Active Learning in the Classroom, 2^nd Edition (Jossey-Bass, 2011). He is also the co-author of The Allyn and Bacon Guide to Writing as well as two other influential composition textbooks — Writing Arguments and Reading Rhetorically. He has published numerous articles on writing and writing-across-the-curriculum as well as on literary subjects including Shakespeare and Spenser. 

His current research interests focus on pedagogical strategies for teaching undergraduate research including quantitative literacy, disciplinary methods of inquiry and argument, and the problem of “transfer of learning” as students move through and across a curriculum. A concomitant research interest is the development of institutional assessment strategies that promote productive faculty conversations about teaching and learning. In 2001, he presented a keynote address at the first annual conference of the European Association of Teachers of Academic Writing at the University of Groningen. He has delivered lectures and conducted workshops on writing-across-the-curriculum throughout the United States and Canada as well as for universities in Germany, Bangladesh, Ghana, and Zambia. In 2010 his article “Messy Problems and Lay Audiences: Teaching Critical Thinking within the Finance Curriculum” (co-authored with colleagues from finance and economics) won the 2009 McGraw-Hill – Magna Publications Award for the year’s best “scholarly work on teaching and learning.”

 

June Johnson is an associate professor of English, Director of Writing Studies, and Writing Consultant to the University Core at Seattle University. She has a BA in English and an MA in Education from Stanford and an MA in English from Mills College. After chairing the English department of a preparatory school in Los Angeles and working as a development editor in educational publishing, she earned her PhD from the University of Washington. At Seattle University, she supervises the teaching of first-year academic writing seminars as well as teaches these courses and advanced argument and composition theory in the Writing Studies minor. 

Her research areas include global studies, reflective writing, first-year composition, writing transfer, argumentation, and Rogerian communication — subjects on which she conducts workshops at Seattle University and at institutions around the country. She has published articles in American Studies on women’s writing about the West in the nineteenth century. She is the co-author (with John Bean) of The Allyn and Bacon Guide to Writing, a text known for its foundation in writing-across-the-curriculum pedagogy and its useful introduction to academic writing, and co-author (also with John Bean) of Writing Arguments. She also authored Global Issues, Local Arguments, 3^rd Edition (Pearson, 2014), an argument reader and rhetoric with a civic literacy focus that provides a cross-curricular introduction to global problems. 

Table of Contents

I. PRINCIPLES OF ARGUMENT

1. Argument: An Introduction 

What Do We Mean by Argument? 

    Argument Is Not a Fight or a Quarrel 

    Argument Is Not Pro-Con Debate 

    Arguments Can Be Explicit or Implicit 

An Explicit Argument Opposing Legalization of Marijuana 

For Writing and Discussion: Implicit and Explicit Arguments 

The Defining Features of Argument 

    Argument Requires Justification of Its Claims 

    Argument Is Both a Process and a Product

    Argument Combines Truth-Seeking and Persuasion

Argument and the Problem of Truth in the 21st Century

For Writing and Discussion: Role-Playing Arguments

    Conclusion

2. The Core of an Argument: A Claim with Reason

The Classical Structure of Argument

Classical Appeals and the Rhetorical Triangle

Issue Questions as the Origins of Argument

    Difference between an Issue Question and an Information Question

    How to Identify an Issue Question

For Writing and Discussion: Information Questions Versus Issue Questions

    Difference between a Genuine Argument and a Pseudo-Argument

For Writing and Discussion: Reasonable Arguments Versus Pseudo-Arguments

Frame of an Argument: A Claim Supported by Reasons

    What Is a Reason?

For Writing and Discussion: Using Images to Support an Argument

    Expressing Reasons in Because Clauses

For Writing and Discussion: Developing Claims and Reasons

    Conclusion

Writing Assignment: An Issue Question and Working Thesis Statements 0

3. The Logical Structure of Arguments: Logos

An Overview of Logos: What Do We Mean by the “Logical Structure” of an Argument?

    Formal Logic Versus Real-World Logic

    The Role of Assumptions

    The Core of an Argument: The Enthymeme

    The Power of Audience-Based Reasons

For Writing and Discussion: Identifying Underlying Assumptions and Choosing Audience-Based Reasons

Adopting a Language for Describing Arguments: The Toulmin System

For Writing and Discussion: Developing Enthymemes with the Toulmin Schema

Using Toulmin’s Schema to Plan and Test Your Argument

    Hypothetical Example: Cheerleaders as Athletes

First Part of Chandale’s Argument

Continuation of Chandale’s Argument

    Extended Student Example: Girls and Violent Video Games

Carmen Tieu (Student Essay), Why Violent Video Games Are Good for Girls

    The Thesis-Governed “Self-Announcing” Structure of Classical Argument

For Writing and Discussion: Reasons, Warrants, and Conditions of Rebuttal

    Conclusion

    A Note on the Informal Fallacies

Writing Assignment: Plan of an Argument’s Details

4. Using Evidence Effectively

Kinds of Evidence

The Persuasive Use of Evidence

    Apply the STAR Criteria to Evidence

    Establish a Trustworthy Ethos

    Be Mindful of a Source’s Distance from Original Data

Rhetorical Understanding of Evidence

    Angle of Vision and the Selection and Framing of Evidence

For Writing and Discussion: Creating Contrasting Angles of Vision

Examining Visual Arguments: Angle of Vision

    Rhetorical Strategies for Framing Evidence

    Strategies for Framing Statistical Evidence

For Writing and Discussion: Using Strategies to Frame Statistical Evidence

    Creating a Plan for Gathering Evidence

    Conclusion

Writing Assignment: A Supporting-Reasons Argument

5. Moving Your Audience: Ethos, Pathos, and Kairos

Logos, Ethos, and Pathos as Persuasive Appeals: An Overview

How to Create an Effective Ethos: The Appeal to Credibility

How to Create Pathos: The Appeal to Beliefs and Emotions

    Use Concrete Language

    Use Specific Examples and Illustrations

    Use Narratives 

    Use Words, Metaphors, and Analogies with Appropriate Connotations

For Writing and Discussion: Incorporating Appeals to Pathos

Kairos: The Timeliness and Fitness of Arguments

For Writing and Discussion: Analyzing an Argument from the Perspectives of Logos, Ethos, Pathos, and Kairos

Using Images to Appeal to Logos, Ethos, Pathos, and Kairos

For Writing and Discussion: Analyzing Images as Appeals to Pathos

Examining Visual Arguments: Logos, Ethos, Pathos, and Kairos

How Audience-Based Reasons Appeal to Logos, Ethos, Pathos, and Kairos

For Writing and Discussion: Planning an Audience-Based Argumentative Strategy

    Conclusion

Writing Assignment: Revising a Draft for Ethos, Pathos, and Audience-Based Reasons

6. Responding to Objections and Alternative Views

One-Sided, Multisided, and Delayed-Thesis Arguments

Determining Your Audience’s Resistance to Your Views

Appealing to a Supportive Audience: One-Sided Argument

Appealing to a Neutral or Undecided Audience: Classical Argument

    Summarizing Opposing Views

For Writing and Discussion: Distinguishing Fair from Unfair Summaries

    Refuting Opposing Views

    Strategies for Rebutting Evidence

    Conceding to Opposing Views

    Example of a Student Essay Using Refutation Strategy

Trudie Makens (Student Essay), Bringing Dignity to Workers: Make the Minimum Wage a Living Wage

For Writing and Discussion: Refutation Strategies

Appealing to a Resistant Audience: Delayed-Thesis Argument

    ALEXANDER CHANCELLOR, Oh, How I Will Miss the Plastic Bag

    Writing a Delayed-Thesis Argument 

    Conclusion

Writing Assignment: A Classical Argument or a Delayed Thesis Argument

    Reading

Lauren Shinozuka (Student Essay), The Dangers of Digital Distractedness

II. ENTERING AN ARGUMENTATIVE CONVERSATION

7. Analyzing Arguments Rhetorically

Thinking Rhetorically about a Text

Reconstructing a Text’s Rhetorical Context

    Author, Motivating Occasion, and Purpose

    Audience

    Genre

    Angle of Vision

Asking Questions That Promote Rhetorical Thinking

For Writing and Discussion: Practicing Rhetorical Analysis

Conducting a Rhetorical Analysis of a Source Text

    KATHRYN JEAN LOPEZ, Egg Heads

For Writing and Discussion: Identifying Rhetorical Features

    Our Own Rhetorical Analysis of “Egg Heads”

    Conclusion

Writing Assignment: A Rhetorical Analysis

    Readings

    ELLEN GOODMAN, Womb for Rent

    Critiquing “Womb for Rent”

Zachary Stumps (Student Essay), A Rhetorical Analysis Of Ellen Goodman’s “Womb For Rent”

8. Argument as Inquiry: Reading, Summarizing, and Speaking Back

Finding Issues to Explore

    Do Some Initial Brainstorming

    Be Open to the Issues All Around You

    Explore Ideas by Freewriting

For Writing and Discussion: Responding to Visual Arguments About a Living Wage

    Explore Ideas by Idea Mapping

    Explore Ideas by Playing the Believing and Doubting Game

For Writing and Discussion: Playing the Believing and Doubting Game

Summarizing a Stakeholder’s Argument

    JAMES SUROWIECKI, The Pay Is Too Damn Low

    Thinking Steps for Writing a Summary

For Writing and Discussion: Does/Says Statements

Examples of Summaries

Responding to a Stakeholder’s Argument

    Practicing Believing: Willing Your Own Acceptance of the Writer’s Views

    Practicing Doubting: Willing Your Own Resistance to the Writer’s Views

For Writing and Discussion: Raising Doubts About Surowiecki’s Argument

Thinking Dialectically

For Writing and Discussion: Practicing Dialectic Thinking with Two Articles

    MICHAEL SALTSMAN, To Help the Poor, Move Beyond “Minimum” Gestures

    Three Ways to Foster Dialectic Thinking

    Conclusion

Writing Assignment: An Argument Summary or a Formal Exploratory Essay

    Reading

Trudie Makens (Student Essay), Should Fast-Food Workers Be Paid $15 per Hour?

III. EXPANDING OUR UNDERSTANDING OF ARGUMENT

9. Making Visual and Multimodal Arguments

Understanding Visual Design Elements in Multimodal Argument

    Use of Type

    Use of Space and Layout

    Use of Color

    Use of Images and Graphics

For Writing and Discussion: Analyzing an Advocacy Ad

The Compositional Features of Photographs and Drawings

    Compositional Features to Examine in Photos and Drawings

    An Analysis of a Multimedia Video Argument Using Words, Images, and Music

For Writing and Discussion: Thinking Rhetorically about Photos

The Genres of Multimodal Argument

    Posters and Fliers

    Public Affairs Advocacy Advertisements

Cartoons

For Writing and Discussion: Analyzing Posters Rhetorically

For Writing and Discussion: Analyzing Cartoons

    Websites

    Advocacy Videos

Constructing Your Own Multimodal Arguments

    Guidelines for Creating the Visual Elements in Posters, Fliers, and Advocacy Ads

    Guidelines for Creating Video Arguments

For Writing and Discussion: Developing Ideas for an Advocacy Ad or Poster Argument

Using Information Graphics in Arguments

    How Tables Contain a Variety of Stories

    Using a Graph to Tell a Story

    Incorporating Graphics into Your Argument

    A Note on How Graphics Frame Data Rhetorically

    Conclusion

Writing Assignment: A Visual Argument  Rhetorical Analysis, a Visual Argument, or a Short Argument Using Quantitative Data

10. An Alternative to Argument: Collaborative Rhetoric

The Appropriateness and Usefulness of Collaborative Rhetoric

The Principles of Collaborative Rhetoric

    Practicing Nonjudgmental Listening

    Identifying Values, Emotions, and Identities

    Seeking Common Ground

    Promoting Openness to Ongoing Communication and Change

For Writing and Discussion: Listening Empathically and Seeking Common Ground

Preparing for Collaborative Rhetoric Through Reflective Writing and Discussion

    Preparing for Collaborative Rhetoric Through Reflective Writing

    Practicing Collaborative Rhetoric in Discussion

For Writing and Discussion: Conducting a Collaborative Rhetoric Discussion

Writing an Open Letter as Collaborative Rhetoric

Colleen Fontana (Student Essay), An Open Letter to Robert Levy in Response to His Article “They Never Learn”

    Conclusion

Writing Assignment: An Open Letter as Collaborative Rhetoric

    Reading

Monica Allen (Student Essay), An Open Letter to Christopher Eide in Response to His Article “High-Performing Charter Schools Can Close the Opportunity Gap”

IV. ARGUMENTS IN DEPTH: TYPES OF CLAIMS 

11. An Introduction to the Types of Claims

The Types of Claims and Their Typical Patterns of Development

For Writing and Discussion: Identifying Types of Claims

Using Claim Types to Focus an Argument and Generate Ideas: An Example

    Writer 1: Ban E-Cigarettes

    Writer 2: Promote E-Cigarettes as a Preferred Alternative to Real Cigarettes

    Writer 3: Place No Restrictions on E-Cigarettes

Hybrid Arguments: How Claim Types Work Together in Arguments

    Some Examples of Hybrid Arguments

For Writing and Discussion: Exploring Different Claim Types and Audiences

    An Extended Example of a Hybrid Argument

    ALEX HUTCHINSON, Your Daily Multivitamin May Be Hurting You

12. Definition and Resemblance Arguments

What Is at Stake in an Argument about Definition and Resemblance?

    Consequences Resulting from Categorical Claims

    The Rule of Justice: Things in the Same Category Should Be Treated the Same Way

For Writing and Discussion: Applying the Rule of Justice

Types of Categorical Arguments

    Simple Categorical Arguments

For Writing and Discussion: Supporting and Rebutting Simple Categorical Claims

    Definition Arguments

    Resemblance Argument Using Analogy

For Writing and Discussion: Developing Analogies

    Resemblance Arguments Using Precedent

For Writing and Discussion: Using Claims of Precedent

Examining Visual Arguments: Claim about Category (Definition)

The Criteria-Match Structure of Definition Arguments

    Overview of Criteria-Match Structure

    Toulmin Framework for a Definition Argument

For Writing and Discussion: Identifying Criteria and Match Issues

    Creating Criteria Using Aristotelian Definition

    Strategy 1: Research How Others Have Defined the Term

    Strategy 2: Create Your Own Extended Definition

For Writing and Discussion: Developing a Definition

Writing Assignment: A Definition Argument

Exploring Ideas

Identifying Your Audience and Determining What’s at Stake

    Organizing a Definition Argument

    Questioning and Critiquing a Definition Argument

Readings

    Arthur Knopf (Student Essay), Is Milk a Health Food?

    Alex Mullen (Student Essay), A Pirate But Not a Thief: What Does “Stealing” Mean in a Digital Environment?

    MARK OPPENHEIMER, How Do We Define Adulthood?

13. Causal Arguments

An Overview of Causal Arguments

    Kinds of Causal Arguments

Toulmin Framework for a Causal Argument

For Writing and Discussion: Developing Causal Chains

Two Methods for Arguing That One Event Causes Another

    First Method: Explain the Causal Mechanism Directly

    Second Method: Infer Causal Links Using Inductive Reasoning

For Writing and Discussion: Developing Plausible Causal Chains Based on Correlations

Examining Visual Arguments: A Causal Claim

Key Terms and Inductive Fallacies in Causal Arguments

    A Glossary of Key Terms

    Avoiding Common Inductive Fallacies That Can Lead to Wrong Conclusions

For Writing and Discussion: Brainstorming Causes and Constraints

Writing Assignment: A Causal Argument

    Exploring Ideas

    Identifying Your Audience and Determining What’s at Stake

    Organizing a Causal Argument

    Questioning and Critiquing a Causal Argument

Readings

    Jesse Goncalves (Student Essay), What Causes Math Anxiety?

    KRIS SAKNUSSEMM, Mirror, Mirror on the Wall, Are We Really Here at All? Can We Tell?

    Carlos Macias (Student Essay), “The Credit Card Company Made Me Do It!”–The Credit Card Industry’s Role in Causing Student Debt

14. Evaluation and Ethical Arguments

An Overview of Categorical and Ethical Evaluation Arguments

Constructing a Categorical Evaluation Argument

    Criteria-Match Structure of Categorical Evaluations

    Developing Your Criteria

    Making Your Match Argument

Examining Visual Arguments: An Evaluation Claim

For Writing and Discussion: Developing Criteria and Match Arguments

Constructing an Ethical Evaluation Argument

    Consequences as the Base of Ethics

    Principles as the Base of Ethics

    Example Ethical Arguments Examining Capital Punishment

For Writing and Discussion: Developing an Ethical Argument

Common Problems in Making Evaluation Arguments

Writing Assignment: An Evaluation or Ethical Argument

    Exploring Ideas

    Identifying Your Audience and Determining What’s at Stake

    Organizing an Evaluation Argument

    Questioning and Critiquing a Categorical Evaluation Argument

    Critiquing an Ethical Argument

Readings

    Lorena Mendoza-Flores (Student Essay), Silenced and Invisible: Problems of Hispanic Students at Valley High School

    Hadley Reeder (Student Essay), A Defective and Detrimental Dress Code

    JUDITH DAAR AND EREZ ALONI, Three Genetic Parents–For One Healthy Baby

    SAMUEL AQUILA, The “Therapeutic Cloning” of Human Embryos

15. Proposal Arguments 306

The Special Features and Concerns of Proposal Arguments

    Practical Proposals Versus Policy Proposals

    Toulmin Framework for a Proposal Argument

    Special Concerns for Proposal Arguments

Developing a Proposal Argument

Examining Visual Arguments: A Proposal Claim

    Convincing Your Readers That a Problem Exists

    Explaining the Proposed Solution: Showing the Specifics of Your Proposal

    Offering a Justification: Convincing Your Readers That the Benefits of Your Proposal Outweigh the Costs

Using Heuristic Strategies to Develop Supporting Reasons for Your Proposal

    The Claim Types Strategy

    The Stock Issues Strategy

For Writing and Discussion: Generating Ideas Using the Claim Types Strategy

For Writing and Discussion: Brainstorming Ideas for a Proposal

Proposal Arguments as Advocacy Posters or Advertisements

Writing Assignment: A Proposal Argument

    Exploring Ideas

    Identifying Your Audience and Determining What’s at Stake

    Organizing a Proposal Argument

    Designing a One-Page Advocacy Poster or Advertisement

    Designing PowerPoint Slides or Other Visual Aids for a Speech

    Questioning and Critiquing a Proposal Argument

Readings

    Megan Johnson (Student Essay), A Practical Proposal

    Ivan Snook (Student Essay), Flirting with Disaster: An Argument against Integrating Women into the Combat Arms

    Sandy Wainscott (Student Essay), Why McDonald’s Should Sell Meat and Veggie Pies: A Proposal to End Subsidies for Cheap Meat

    MARCEL DICKE AND ARNOLD VAN HUIS, The Six-Legged Meat of the Future

V. THE RESEARCHED ARGUMENT

16. Finding and Evaluating Sources

Formulating a Research Question Instead of a Topic

Thinking Rhetorically About Kinds of Sources

    Identifying Kinds of Sources Relevant to Your Question

    Approaching Sources Rhetorically

For Writing and Discussion: Identifying Types of Sources

Finding Sources

    Conducting Interviews

    Gathering Source Data from Surveys or Questionnaires

    Finding Books and Reference Sources

    Using Licensed Databases to Find Articles in Scholarly Journals, Magazines, and News Sources

    Finding Cyberspace Sources: Searching the World Wide Web

Selecting and Evaluating Your Sources and Taking Purposeful Notes

    Reading with Rhetorical Awareness

    Evaluating Sources

    Criteria for Evaluating a Web Source

For Writing and Discussion: Analyzing the Rhetorical Elements of Two Websites

    Taking Purposeful Notes

    Conclusion

17. Incorporating Sources into Your Own Argument

Using Sources for Your Own Purposes

    Writer 1: A Causal Argument Showing Alternative Approaches to Reducing Risk of Alcoholism

    Writer 2: A Proposal Argument Advocating Vegetarianism

    Writer 3: An Evaluation Argument Looking Skeptically at Vegetarianism

For Writing And Discussion: Using a Source for Different Purposes

Using Summary, Paraphrase, and Quotation

    Summarizing

    Paraphrasing

    Quoting

Punctuating Quotations Correctly

    Quoting a Complete Sentence

    Quoting Words and Phrases

    Modifying a Quotation

    Omitting Something from a Quoted Passage

    Quoting Something That Contains a Quotation

    Using a Block Quotation for a Long Passage

Creating Rhetorically Effective Attributive Tags

    Attributive Tags versus Parenthetical Citations

    Creating Attributive Tags to Shape Reader Response

Avoiding Plagiarism

    Why Some Kinds of Plagiarism May Occur Unwittingly

    Strategies for Avoiding Plagiarism

For Writing And Discussion: Avoiding Plagiarism

    Conclusion

18. Citing and Documenting Sources

The Correspondence between In-Text Citations and the End-of-Paper List of Cited Works

MLA Style

    In-Text Citations in MLA Style

    Works Cited List in MLA Style

    MLA Works Cited Citation Models

    MLA-Style Research Paper

APA Style

    In-Text Citations in APA Style

    References List in APA Style

    APA References Citation Models

    APA-Style Research Paper

    Conclusion

APPENDIX: INFORMAL FALLACIES

The Difference Between Formal and Informal Logic

An Overview of Informal Fallacies

    Fallacies of Pathos

    Fallacies of Ethos

    Fallacies of Logos

For Writing And Discussion: Persuasive or Fallacious?

VI. AN ANTHOLOGY OF ARGUMENTS

Choices for a Sustainable World

JOSEPH ALDY, “Curbing Climate Change Has a Dollar Value – Here’s How and Why We Measure It”

JAMES A. BAKER, “The Conservative Case for a Carbon Tax and Dividends”

DAVID ROBERTS, “Putting a Price on Carbon is a Fine Idea. It’s Not the End-All Be-All”

JULIAN CRIBB, “Our Human Right Not to Be Poisoned”

ALEX HALLATT, “I Stopped Wearing Leather . . . “

BILL MCKIBBEN, “The Question I Get Asked the Most”

CHELSEA M. ROCHMAN, “Ecologically Relevant Data Are Policy-Relevant Data”

BEN ADLER, “Banning Plastic Bags is Great for the World, Right? Not So Fast”

SUN SENTINEL EDITORIAL BOARD, “Plastic Bag Ban: Let’s Not Get Carried Away”

For Writing and Discussion: Choices for a Sustainable World

Writing Assignment: Rhetorical Analysis

Post-Fact, Post-Truth Society?

DAVID UBERTI, “The Real History of Fake News”

EUGENE KIELY AND LORI ROBERTSON, “How to Spot Fake News”

KARSTEN SCHLEY, “Warning!! This Newspaper May Contain Traces of Journalism”

JACK SHAFER, “The Cure for Fake News Is Worse Than the Disease; Stop Being Trump’s Twitter Fool”

ROBERT P. GEORGE AND CORNEL WEST, “Sign the Statement: Truth-Seeking, Democracy, and Freedom of Thought and Expression”

LUCIANO FLORIDI, “Fake News and a 400-Year-Old Problem: We Need to Resolve the “Post-Truth” Crisis”

PETER WAYNE MOE, “Teaching Writing in a Post-Truth Era”

MARCUS DU SAUTOY, “Why Aren’t People Listening to Scientists?”

JEFF HESTER, “The Hermeneutics of Bunk: How a Physicist Gave Postmodernism a Black Eye”

TIMOTHY CAULFIELD, “Blinded by Science: Modern-Day Hucksters Are Cashing In on Vulnerable Patients”

For Writing and Discussion: Dealing with Misinformation, Fake News, and Misconceptions

Writing Assignment: Researched Proposal Speech on Understanding and Evaluating Scientific Claims

Public Health

DEMOCRAT AND CHRONICLE EDITORIAL BOARD, “Keep Up Fight against Childhood Obesity”

SAN DIEGO UNION-TRIBUNE EDITORIAL BOARD, “Fed or Fed Up? Why We Support Easing School Lunch Rules”

CENTERS FOR DISEASE CONTROL AND PREVENTION, “Tips for Parents–Ideas to Help Children Maintain a Healthy Weight”

JULIA BELLUZ AND JAVIER ZARRACINA, “We Need to Call American Breakfast What It Often Is: Dessert”

SARAH WILSON, “I’ve Heard All the Arguments against a Sugar Tax. I’m Still Calling for One in Australia”

HARTFORD COURANT EDITORIAL BOARD, “Soda Tax Is Nanny-State Overreach”

SIGNE WILKINSON, “More Jobs Lost to Soda Taxes!”

LOS ANGELES TIMES EDITORIAL BOARD, “Are We Subsidizing a Public Health Crisis by Allowing the Poor to Buy Soda with Food Stamps?”

For Writing and Discussion: Public Health

Writing Assignment: Multimodal Argument: A Storyboard or Cartoon

Challenges in Education

RACHEL M. COHEN, “Rethinking School Discipline”

RICHARD ULLMAN, “Restorative Justice: The Zero-Tolerance-Policy Overcorrection”

CASSADY ROSENBLUM, “Take It From a New Orleans Charter School Teacher: Parents Don’t Always Get School Choice Right”

PAUL FELL, “Educators Try to Keep Public Education away from School Vouchers and Charter Schools”

DOUGLAS N. HARRIS, “Why Managed Competition Is Better Than a Free Market for Schooling”

RACHEL LAM, “Separate but Unequal”

RAFAEL WALKER, “How Canceling Controversial Speakers Hurts Students”

GINA BARRECA, “I’m Not Giving Students ‘Trigger Warnings’ ”

ONNI GUST, “I Use Trigger Warnings–But I’m Not Mollycoddling My Students”

For Writing and Discussion: Challenges in Education

Writing Assignment: A Researched Evaluation Argument on an Educational Policy

Self-Driving Cars

ROBIN CHASE, “Self-Driving Cars Will Improve Our Cities, If They Don’t Ruin Them”

SCOTT SANTENS, “Self-Driving Trucks Are Going to Hit Us Like a Human-Driven Truck”

DREW HENDRICKS, “Five Reasons You Should Embrace Self-Driving Cars”

THE EDITORIAL BOARD OF THE NEW YORK TIMES, “Would You Buy a Self-Driving Future from These Guys?”

For Writing and Discussion: Self-Driving Cars

Writing Assignment: A Researched Argument on a Subissue Related to Self-Driving Cars

Immigration in the Twenty-First Century

MICHELLE YE HEE LEE, “Fact Checker: The White House’s Claim that “Sanctuary” Cities Are Violating the Law”

KENT LUNDGREN, “Stop Immigration Processing as Leverage against Sanctuaries?”

DARLENE NICGORSKI, “Convicted of the Gospel”

LUPE VALDEZ, ED GONZALEZ, AND JAVIER SALAZAR, “Enforcement in Sanctuary Cities Should Be Feds’ Job, Not Local Police”

JEFF DANZIGER, “Coming Soon to a House Like Yours”

SALIL SHETTY, AMNESTY INTERNATIONAL, “Foreword to Tackling the Global Refugee Crisis: From Shirking to Sharing Responsibility”

STEVEN P. BUCCI, “We Must Remain Vigilant through Responsible Refugee Policies”

RICH STEARNS, “Facing Responsibility: The Face of a Refugee Child”

For Writing and Discussion: Immigration in the Twenty-First Century

Writing Assignment: White Paper Summarizing the Arguments about a Policy Proposal

Argument Classics

JONATHAN SWIFT, “A Modest Proposal: For Preventing the Children of Poor People in Ireland, from Being a Burden on Their Parents or Country, and for Making Them Beneficial to the Public”

ELIZABETH CADY STANTON, “The Declaration of Sentiments and Resolutions Seneca Falls Conference” (1848)

MARGARET SANGER, “The Morality of Birth Control”

For Writing and Discussion: Argument Classics

Writing Assignment: Rhetorical Analysis

Credits

Index