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Writing Arguments : A Rhetoric with Readings, Concise Edition, MLA Update Edition by John C. Bean, John D. Ramage and June Johnson (2016, Trade Paperback)

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About this product

Product Identifiers

PublisherPearson Education

ISBN-100134586492

ISBN-139780134586496

eBay Product ID (ePID)221503945

Product Key Features

Number of Pages328 Pages

LanguageEnglish

Publication NameWriting Arguments : a Rhetoric with Readings, Concise Edition, Mla Update Edition

Publication Year2016

SubjectRhetoric, Composition & Creative Writing, Readers

TypeTextbook

Subject AreaLanguage Arts & Disciplines

AuthorJohn C. Bean, John D. Ramage, June Johnson

FormatTrade Paperback

Dimensions

Item Height0.8 in

Item Weight16.9 Oz

Item Length9 in

Item Width7.4 in

Additional Product Features

Edition Number7

Intended AudienceCollege Audience

Table Of ContentPART ONE: OVERVIEW OF AN 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 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 2 Argument as Inquiry: Reading and Exploring Finding Issues to Explore Do Some Initial Brainstorming Be Open to the Issues All around You Explore Ideas by Freewriting Explore Ideas by Idea Mapping Explore Ideas by Playing the Believing and Doubting Game Reading Texts Rhetorically Genres of Argument Authorial Purpose and Audience Determining Degree of Advocacy Reading to Believe an Argument''s Claims JAMES SUROWIECKI, "The Pay Is Too Damn Low" Summary Writing as a Way of Reading to Believe Practicing Believing: Willing Your Own Belief in the Writer''s Views Reading to Doubt Thinking Dialectically MICHAEL SALTSMAN, "To Help the Poor, Move Beyond ''Minimum'' Gestures" Three Ways to Foster Dialectic Thinking Writing Assignment: An Argument Summary or a Formal Exploratory Essay TRUDIE MAKENS (STUDENT), "Should Fast-Food Workers Be Paid $15 per Hour?" PART TWO: WRITING AN ARGUMENT 3 The Core of an Argument: A Claim with Reasons 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 Difference between a Genuine Argument and a Pseudo-Argument Pseudo-Arguments: Committed Believers and Fanatical Skeptics A Closer Look at Pseudo-Arguments: The Lack of Shared Assumptions Frame of an Argument: A Claim Supported by Reasons What Is a Reason? Expressing Reasons in Because Clauses Writing Assignment: An Issue Question and Working Thesis Statements 4 The Logical Structure of Arguments 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 Adopting a Language for Describing Arguments: The Toulmin System Using Toulmin''s Schema to Plan and Test Your Argument Hypothetical Example: Cheerleaders as Athletes Extended Student Example: Girls and Violent Video Games The Thesis-Governed "Self-Announcing" Structure of Classical Argument Writing Assignment: Plan of an Argument''s Details 5 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 Examining Visual Arguments: Angle of Vision Rhetorical Strategies for Framing Evidence Special Strategies for Framing Statistical Evidence Creating a Plan for Gathering Evidence Writing Assignment: A Supporting-Reasons Argument 6 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 Kairos: The Timeliness and Fitness of Arguments Using Images to Appeal to Logos, Ethos, Pathos, and Kairos Examining Visual Arguments: Logos, Ethos, Pathos, and kairos How Audience-Based Reasons Appeal to Logos, Ethos, Pathos, and Kairos Writing Assignment: Revising a Draft for Ethos, Pathos, and Audience-Based Reasons 7 Responding to Objections and Alternative Views One-Sided, Multisided

SynopsisFor courses in Argument and Research. This version of Writing Arguments: A Rhetoric with Readings, Concise has been updated the reflect the 8th edition of the MLA Handbook (April 2016) * Teach students to read arguments critically and to produce effective arguments Writing Arguments: A Rhetoric with Readings, Concise Edition, Seventh Edition integrates four different approaches to argument: the enthymeme as a logical structure, the classical concepts of logos, pathos, and ethos, the Toulmin system, and stasis theory. Focusing on argument as dialogue in search of solutions instead of a pro-con debate with winners and losers, it is consistently praised for teaching the critical-thinking skills needed for writing arguments. Major assignment chapters each focus on one or two classical stases (e.g. definition, resemblance, causal, evaluation, and policy). Each concept is immediately reinforced with discussion prompts, and each chapter ends with multiple comprehensive writing assignments. This concise version contains all of chapters in the Brief Edition, but excludes some sections and exercises to increase savings. Also available in a Comprehensive version (032190673X) and a Brief version (0321964276). *The 8th edition introduces sweeping changes to the philosophy and details of MLA works cited entries. Responding to the "increasing mobility of texts," MLA now encourages writers to focus on the process of crafting the citation, beginning with the same questions for any source. These changes, then, align with current best practices in the teaching of writing which privilege inquiry and critical thinking over rote recall and rule-following.