AguidetoimportantreferencefeaturesinPracticalArgument

TemplatesforKeyWritingSkillsStructuringanArgumentWritingaCriticalResponseRespondingtoVisualArgumentsWritingaRhetoricalAnalysisWritingaDeductiveArgumentWritinganInductiveArgumentWritingaRogerianArgumentWritingaToulminArgumentUsingIdentifyingTagsWritinganArgumentaboutPlagiarismWritingaDefinitionArgumentWritingaCause-and-EffectArgumentWritinganEvaluationArgumentWritingaProposalArgumentWritinganEthicalArgument

GrammerinContextBoxesUsingParallelismPronoun-AntecedentAgreementContractionsversusPossessivePronounsAvoidingIsWhereandIsWhenAvoiding“TheReasonIsBecause”ComparativesandSuperlativesWillversusWouldSubordinationandCoordination

GuidelineonWorkingwithSourcesEvaluatingSourcesSummarizingSourcesParaphrasingSourcesQuotingSourcesSynthesizingSources

ThirdEdition

PracticalArgumentATextandAnthology

LaurieG.KirsznerUniversityoftheSciences,Emeritus

StephenR.MandellDrexelUniversity

ForBedford/St.Martin’s

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PREFACE

Inrecentyears,manycollegecompositionprogramshaveintegratedargumentationintotheirfirst-yearwritingsequence,andtherearegoodreasonsforthis.Argumentationiscentraltoacademicandpublicdiscourse,sostudentswhoareskilledatargumentationareabletoparticipateinthedynamic,ongoingdiscussionsthattakeplacebothintheirclassroomsandintheircommunities.Clearly,argumentationteachesvaluablecritical-thinkingskillsthatarenecessaryforacademicsuccessandforsurvivalintoday’smedia-drivensociety.

Whathassurprisedandtroubledusasteachers,however,isthatmanycollegeargumenttextsaresimplytoodifficult.Frequently,adivideexistsbetweenthepedagogyofthesetextsandstudents’abilitytounderstandit.Inmanycases,technicalterminologyandexcessivelyabstractdiscussionsleadtoconfusioninsteadofclarity.Theresultisthatstudents’worstfearsarerealized:insteadoffeelingthattheyarepartofadiscoursecommunity,theyseethemselvesasmarginalizedoutsiderswhowillneverbeabletounderstand,letalonemaster,theprinciplesofargumentation.

Recognizingthatstudentsstruggletomasterimportantprinciplesofargumentativethinkingandwriting,wedrewonouryearsofclassroomexperiencetocreateaninnovativebook:PracticalArgument:ATextandAnthology.Inthisthirdedition,PracticalArgumentremainsastraightforward,accessible,andvisuallyappealingintroductiontoargumentativewritingthatexplainsconceptsinunderstandable,everydaylanguageandillustratesthemwithexamplesthatactuallymeansomethingtostudents.PracticalArgumentisanalternativeforinstructorswhoseecurrentlyavailableargumenttextsastoobig,toocomplicated,andtoointimidatingfortheirstudents.

Inshort,ourgoalinthistextistodemystifythestudyofargument.Tothisend,wefocusonthethingsthatstudentsneedtoknow,omittingtheoverlytechnicalconceptstheyoftenstrugglewith.Forexample,PracticalArgumentemphasizesthebasicprinciplesofclassicalargumentanddownplaysthemorecomplexToulminlogic,treatingitasanalternativewayofenvisioningargument.PracticalArgumentworksbecauseitsapproachis“practical”;ithelpsstudentstomakeconnectionsbetweenwhattheylearnintheclassroomandwhattheyexperienceoutsideofit.Astheydoso,theybecomecomfortablewiththerhetoricalskillsthatarecentraltoeffectiveargumentation.Webelievethere’snootherbooklikeit.

OrganizationPracticalArgument,bothatextandareader,includesinonebookeverythingstudentsandinstructorsneedforanargumentcourse.

Part1,UnderstandingArgument,discussestheroleofargumentineverydaylifeandthevalueofstudyingargument,offersdefinitionsofwhatargumentisandisnot,explainsthe

meansofpersuasion(appealstologos,pathos,andethos),anddefinesandillustratesthebasicelementsofargument(thesis,evidence,refutation,andconcludingstatement).

Part2,ReadingandRespondingtoArguments,explainsandillustratescriticalthinkingandreading;visualargument;writingarhetoricalanalysis;logicandlogicalfallacies;andRogerianargument,Toulminlogic,andoralarguments.

Part3,WritinganArgumentativeEssay,tracesandillustratestheprocessofplanning,drafting,andrevisinganargumentativeessay.

Part4,UsingSourcestoSupportYourArgument,coverslocatingandevaluatingprintandonlinesources;summarizing,paraphrasing,quoting,andsynthesizingsources;documentingsourcesinMLAstyle;andusingsourcesreponsibly.

Part5,StrategiesforArgument,explainsandillustratesthemostcommonkindsofarguments—definitionarguments,cause-and-effectarguments,evaluationarguments,proposalarguments,andethicalarguments.

Part6,Debates,Casebooks,andClassicArguments,includesbothcontemporaryandclassicarguments.Thecontemporaryargumentsarearrangedinfourpro-condebatesandfourin-depthcasebooksonissuessuchaswhethercontroversialsportsmascotsshouldbereplacedandwhetherhelicopterparentsareruiningtheirchildren’slives.Theelevenclassicargumentsincludewell-knownpiecesbywriterssuchasJonathanSwift,GeorgeOrwell,BettyFriedan,andRachelCarson.

Appendixes.AppendixAprovidesinstructiononwritingliteraryarguments,andAppendixBcoversAPAdocumentationstyle.

KeyFeaturesAccessibleinaThoughtfulWayPracticalArgumentcoverseverythingstudentsneedtoknowaboutargumentbutdoesn’toverwhelmthem.Itlimitstechnicalvocabularytowhatstudentsandinstructorsactuallyneedtounderstandanddiscusskeyconceptsinargumentandargumentativewriting.Inshort,PracticalArgumentisargumentmadeaccessible.

ArgumentStepbyStep,SupportedbyHelpfulApparatusPracticalArgumenttakesstudentsthroughastep-by-stepprocessofreadingandrespondingtoothers’argumentsandwriting,revising,andeditingtheirownarguments.Thebookusesaclassroom-tested,exercise-drivenapproachthatencouragesstudentstoparticipateactivelyintheirownlearningprocess.Chaptersprogressinaclear,easy-to-understandsequence:studentsareaskedtoreadarguments,identifytheirkeyelements,anddeveloparesponsetoanissueintheformofacomplete,documentedargumentativeessaybasedonin-bookfocusedresearch.

Exercisesandwritingassignmentsforeachselectionprovideguidanceforstudentsastheyworktowardcreatingafinishedpieceofwriting.Throughoutthetext,checklists,grammar-in-contextandsummaryboxes,andsourceandglossnotesprovidesupport.Inaddition,morethanadozenuniquetemplatesforparagraph-lengtharguments—locatedwiththeend-of-chapter

exercises—providestructuresthatstudentscanuseforguidanceastheywritedefinitionarguments,cause-and-effectarguments,evaluationarguments,proposalarguments,andethicalarguments.Sentencetemplatesalsofrequentlyappearinthequestionsthatfollowthereadings,providinganopportunityforstudentstoworkuptoargumentsattheparagraphlevel.

AThematicallyFocusedApproachwithCompellingChapterTopicsStudentslearnbestwhentheycareaboutandareengagedinanissue.Forthisreason,PracticalArgumentusesreadingsandassignmentstohelpstudentslearnargumentationinthecontextofonehigh-interestcontemporaryissueperchapter.Chaptertopicsincludemediaviolence,freespeech,onlineeducation,technologyandprivacy,studentdebt,andstudentsafety—issuesthathaverealmeaninginstudents’lives.

ReadingsonRelevantandInterestingIssuesOnehundredandtwenty-oneaccessibleprofessionalreadings—onissuesthatstudentswillwanttoreadaboutanddebate—arepresentedinthetext,includingselectionsfromjournalsandblogs.Topicsincludetheadvantagesoftwo-yearcolleges,theconceptof“humane”;meat,andwhyundergraduatemajorsmatter.Manyvisualselectionsenhancethereadingsthroughoutthebookwhileseventeensamplestudentessays,morethaninanyotherargumentbook,providerealisticmodelsforstudentwritersaswellasadditionalstudentvoices.Eachstudentessay,includingcompleteMLAandAPAresearchpapers,isannotatedtofurtherassiststudentsthroughtheirownwritingprocess.Anadditionaltwenty-fourselectionsareorganizedasdebatesandcasebooksonquestionssuchaswhethermeatcanbeanethicalchoice,whethercontroversialsportsmascotsshouldbereplaced,andwhethereveryAmericanshouldgotocollege.Acollectionofelevenclassicargumentsoffersmorechallengingapproachestoenduringissues.

TohelpstudentsbetterunderstandthecontextofthesourcesincludedinPracticalArgument,eachismarkedwithaniconthatshowshowitwasoriginallypresented.

AnOpenandInvitingFull-ColorDesignThefresh,contemporarylookofPracticalArgumentwillengagestudents.Thisopen,colorfuldesigneliminatestheseaofdensetypethatistypicalofmanyotherargumentbooks.Overahundredphotographsandothervisuals—suchasgraphicnovelexcerpts,cartoons,advertisements,templates,chartsandgraphs,Webpages,andfineart—provideappealingandinstructivereal-worldexamples.Theuseofopenspaceandnumerousimagesreinforcesthecurrencyofthebook’sthemesandalsocreatesaninvitingandvisuallystimulatingformat.

TwoVersionsPracticalArgumentisalsoavailableinatrimmed-downedition,PracticalArgument,ShortThirdEdition.Thisversionfeaturesastreamlinedtableofcontentswithfewerreadingsfortheinstructorwhoislookingtodomorewithless.PracticalArgument,ShortThirdEdition,canalsobepackagedwiththefullLaunchPad.ToorderPracticalArgument,ShortThirdEdition,useISBN978-1-319-03019-3.

NewtoThisEditionEssays,Topics,andImagesThethirdeditionincludessixty-eightengagingnewprofessionalessaysonsuchtimelytopicsasself-drivingcarsandfreespeechoncollegecampuses.Theseessayshavebeencarefullyselectedfortheirhigh-interestsubjectmatteraswellasfortheireffectivenessassourcesandasteachingmodelsforstudentwriting.

DebatesandCasebooksNewdebateandcasebooktopicsincludewhetherbystandershaveanobligationtointerveneinanemergency,andwhetheritpaystostudythehumanities.

MoreHelpwiththeWritingProcessandAcademicWritingInresponsetoinstructorrequests,wehaveexpandedthetemplates,makingthemmoreusefultostudentsandaddinginteractivityintheLaunchPad;includedadditionalannotationsintheMLApapertoguidestudentsintheintegrationofsourcematerial;simplifiedthecoverageofRogerianargument;andprovidedmorebackgroundontherhetoricalsituation.Wehavealsoprovidedmorehelpwithacademicwriting,includingadditionalmaterialonfindingsourcesaswellasexpandedexamplesofMLAandAPAdocumentation.Wehavesubstantiallyexpandedourcoverageofhowtorefuteopposingarguments,providingstudentswithafirmgraspofhowtousefullyincorporateconflictingviewpointsintotheirwriting.Finally,asetofdisciplinarycontentshasbeenincludedforinstructorswhowanttobrowsethereadingsbydisciplinesoutsideofcompositiontohelptheirstudentsmakeconnectionstotheirothercourses.

GettheMostOutofYourCoursewithPracticalArgumentBedford/St.Martin’soffersresourcesandformatchoicesthathelpyouandyourstudentsget

evenmoreoutofyourbookandcourse.Tolearnmoreaboutortoorderanyofthefollowingproducts,contactyourMacmillansalesrepresentative,emailsalessupport(sales_support@bfwpub.com),orlookforPracticalArgument,ThirdEdition,atmacmillanlearning.com.

LaunchPadforPracticalArgument:WhereStudentsLearnLaunchPadprovidesengagingcontentandnewwaystogetthemostoutofyourbook.Getaninteractivee-bookcombinedwithuseful,highlyrelevantmaterialsinafullycustomizablecoursespace;thenassignandmixourresourceswithyours.

Auto-gradedreadingquizzes,comprehensionquizzesonargumenttopics,andinteractivewritingtemplateshelpstudentstoengageactivelywiththematerialyouassign.

Pre-builtunits—includingreadings,videos,quizzes,discussiongroups,andmore—areeasytoadaptandassignbyaddingyourownmaterialsandmixingthemwithourhigh-qualitymultimediacontentandready-madeassessmentoptions,suchasLearningCurveadaptivequizzing.TheLearningCurvenowincludesargumentmodulesfocusingontopic,purpose,andaudience;arguableclaims;reasoningandlogicalfallacies;andpersuasiveappeals(logos,pathos,andethos).

LaunchPadalsoprovidesaccesstoaGradebookthatprovidesaclearwindowontheperformanceofyourwholeclass,individualstudents,andevenresultsofindividualassignments.

Astreamlinedinterfacehelpsstudentsfocusonwhat’sdue,andsocialcommentingtoolsletthemengage,makeconnections,andlearnfromeachother.UseLaunchPadonitsownorintegrateitwithyourschool’slearningmanagementsystemsothatyourclassisalwaysonthesamepage.

Togetthemostoutofyourbook,orderLaunchPadforPracticalArgumentpackagedwiththeprintbook.(LaunchPadforPracticalArgumentcanalsobepurchasedonitsown.)Anactivationcodeisrequired.ToorderLaunchPadforPracticalArgumentwiththeprintbook,useISBN978-1-319-07353-4.

ChoosefromAlternativeFormatsofPracticalArgumentBedford/St.Martin’soffersarangeofaffordableformats,allowingstudentstochoosetheonethatworksbestforthem.Forfurtherdetails,lookforPracticalArgumentatmacmillanlearning.com.

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Fortechnicalsupport,visitmacmillanlearning.com/getsupport.PortfolioKeeping,ThirdEdition,byNedraReynoldsandElizabethDavis,providesallthe

informationstudentsneedtousetheportfoliomethodsuccessfullyinawritingcourse.PortfolioTeaching,acompanionguideforinstructors,providesthepracticalinformationinstructorsandwritingprogramadministratorsneedtousetheportfoliomethodsuccessfullyinawritingcourse.ToorderPortfolioKeepingpackagedwiththistext,contactyoursalesrepresentativeforapackageISBN.

InstructorResourcesYouhavealottodoinyourcourse.Bedford/St.Martin’swantstomakeiteasyforyoutofindthesupportyouneed—andtogetitquickly.

ResourcesforTeachingPracticalArgumentisavailableasaPDFthatcanbedownloadedfromtheBedford/St.Martin’sonlinecatalog.Inadditiontochapteroverviewsandteachingtips,theinstructor’smanualincludessamplesyllabi,answerstoquestionsthatappearwithinthebook,andsuggestedclassroomactivities.

JoinOurCommunity!TheMacmillanEnglishCommunityisnowBedford/St.Martin’shomeforprofessionalresources,featuringBedfordBits,ourpopularblogsitethatoffersnewideasforthecompositionclassroomandcompositionteachers.ConnectandconversewithagrowingteamofBedfordauthorsandtopscholarswhoblogonBits:AndreaLunsford,Nancy

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AcknowledgmentsThefollowingreviewersgaveusvaluablefeedback:JoshuaBeach,UniversityofTexasatSanAntonio;JennyBillingsBeaver,RowanCabarrusCommunityCollege;JadeBittle,RowanCabarrusCommunityCollege;ShannonBlair,CentralPiedmontCommunityCollege;ChrisBlankenship,EmporiaStateUniversity;PatriciaColella,BunkerHillCommunityCollege;JasonDePolo,NorthCarolinaA&TStateUniversity;JulieDorris,ArkansasNortheasternCollege;SarahDuerden,UniversityofSheffield;AlanGoldman,MassachusettsBayCommunityCollege;IrisHarvey,TarrantCountyCommunityCollege;RebeccaHewett,CaliforniaStateUniversity;BruceHolmes,StratfordUniversity;AnnelieseHoman,StateFairCommunityCollege;AnnHostestler,GoshenCollege;ElizabethHurston,EastfieldCollege;AnnJohnson,UniversityofNebraskaatOmaha;VirginiaKearney,BaylorUniversity;AudreyLapointe,CuyamacaCollege;LaurieLeach,HawaiiPacificUniversity;VickiMartineau-Gilliam,NationalUniversity;GwendolynMiller,UniversityofWisconsin-Parkside;DeborahMiller-Zournas,StarkStateCollege;JamesMinor,SouthPiedmontCommunityCollege;LaniMontreal,MalcolmXCollege;KathleenMoore,CommunityCollegeofVermont-Montpelier;MeltamOztan,KentState;MattPifer,HussonUniversity;CoryPotter,Bethune-CookmanUniversity;MandyReid,IndianaStateUniversity;StuartRosenberg,CyprusCollege;ZahirSmall,SantaFeCollege;KymberlySnelling,MetropolitanCommunityCollege-Ft.Omaha;RosieSoy,HudsonCountyCommunityCollege;AndreaSpofford,AustinPeayStateUniversity;WesSpratlin,MotlowStateCommunityCollege;CheliTurner,GreenvilleTechnicalCollege;BarbaraUrban,CentralPiedmontCommunityCollege-LevineCampus;andSandraZapp,ParadiseValleyCommunityCollege.

WethankJeffOusborne,DejaRuddick,ElizabethRice,andMichelleMcSweeneyfortheirvaluablecontributionstothistext.

AtBedford/St.Martin’s,JoanFeinberg,DeniseWydra,KarenHenry,SteveScipione,LeasaBurton,andJohnSullivanwereinvolvedandsupportivefromthestartoftheproject.John,inparticular,helpedusshapethisbookandwaswithuseverystepoftheway.Inthisthirdedition,wehavehadthepleasureofworkingwithSherryMooney,oursmart,talented,andcreativeeditor.HeradditiontoourteamhasmadePracticalArgumentamuchbetterbook.MattGlazer

https://community.macmillan.com/

patientlyandefficientlyshepherdedthebookthroughtheproductionprocess.OthersonourteamincludedJenniferPrince,whohelpedwithmanydetails;JoyFisherWilliamsandGillianDaniels,whowereinstrumentalinmarketingthebook;SheriBlaney,whofoundartandobtainedpermissionforit;ChristineVolboril,whohandledtextpermissions;andouroutstandingcopyeditor,DianaP.George.Wearegratefulfortheirhelp.

Finally,wewouldliketothankeachotherforlunchespast—andformany,manylunchestocome.

LaurieG.KirsznerStephenR.Mandell

BRIEFCONTENTS

Preface

DisciplinaryContentsPART

1UnderstandingArgument

PART

2ReadingandRespondingtoArguments

PART

3WritinganArgumentativeEssay

PART

4UsingsourcestosupportYourArgument

PART

5StrategiesforArgument

PART

6Debates,Casebooks,andClassicArguments

APPENDIXAWritingPteraryArgumentsAPPENDIXBDocumentingSources:APA

Glossary

Acknowledgments

Subjectindex

IndexoftitlesandAuthors

CONTENTS

Preface

DisciplinaryContents

PART

1UnderstandingArgumentAnIntroductiontoArgumentRecognizingArguments

WhyInstructorsAssignArgument[BOX]

DefiningArgument

WhatKindsofStatementsAreNotDebatable?[BOX]

ArgumentsinRealLife

WinningandLosingArguments

TheRhetoricalSituation

ConsideringtheWriter

ConsideringthePurpose

ConsideringtheAudience

ConsideringtheQuestion

ConsideringtheContext

Logos,Pathos,andEthos

TheAppealtoReason(Logos)

LogosinAction

TheAppealtotheEmotions(Pathos)

PathosinAction

TheAppealtoAuthority(Ethos)

EthosinAction

TheRhetoricalTriangle

1TheFourPillarsofArgumentATISSUE IsaCollegeEducationWorththeMoney?

TheElementsofArgument

ThesisStatement

Evidence

Refutation

ConcludingStatement

CHECKLIST:DOESYOURARGUMENTSTANDUP?

NIATUCKSON,WhyForeign-LanguageStudyShouldBeRequired[STUDENTESSAY]

Astudentwriterusesthefourpillarsofargumentasshemakesthecaseforaforeign-languagerequirementincollege.

ANDREWHERMAN,RaisetheDrinkingAgetoTwenty-FiveAcollegestudentclaimsthathispeerscannotdrinkresponsibly.

READINGANDWRITINGABOUTTHEISSUE IsaCollegeEducationWorththeMoney?

DAVIDLEONHARDT,IsCollegeWorthIt?Clearly,NewDataSay

Alogos-basedargumentusesincomestatisticstosupporttheclaimthateveryoneshouldgotocollege.

MARTYNEMKO,WeSendTooManyStudentstoCollege

Acareercounselorclaimsthatcollegeisagoodchoiceonlyforsomepeople.

JENNIELE,WhatDoesItMeantoBeaCollegeGrad?

Afirst-generationAmericanwritesthathercollegedegreesymbolizestheopportunitiestheUnitedStatesoffers.

DALESTEPHENS,CollegeIsaWasteofTime

Therecipientofafellowshipforentrepreneursexplainswhyheisforgoingcollege.

BRIDGETTERRYLONG,CollegeIsWorthIt—someoftheTime

Aneconomistspecializingineducationproposescriteriafordeterminingthevalueofacollegeeducation.

MARYC.DALYANDLEILABENGALI,IsItStillWorthGoingtoCollege?

TwoemployeesattheFederalReserveBankofSanFranciscolookatearningspremiumsastheyconsiderwhethercollegeisworththecost.

TONYBRUMMEL,PracticalExperienceTrumpsFancyDegrees

Thefounderandownerofasuccessfulindependentrecordlabelexplainswhyheishappyhedecidednottogotocollege.

PART

2ReadingandRespondingtoArguments

2ThinkingandReadingCriticallyATISSUE DoViolentMediaImagesTriggerViolentBehavior?

ThinkingCriticallyUsingCritical-ThinkingSkills[BOX]

ReadingCriticallyGuidelinesforReadingCritically[BOX]

BecominganActiveReaderPreviewing

CloseReadingComprehensionClues[BOX]

GERARDJONES,ViolentMediaIsGoodforKids

Anargumentinfavorof“creativeviolence”offersstudentsanopportunitytopracticethinkingcriticallyandreadingactively.

HighlightingSuggestionsforHighlighting[BOX]

JOHNLEO,WhenLifeImitatesVideo

Astudentwriterhighlightsacolumnist’sargumentontheconsequencesofviolentvideogames.

Annotating

CHECKLIST:QUESTIONSFORANNOTATING

JOHNLEO,WhenLifeImitatesVideo

AstudentwriteraddsannotationstoLeo’sessay(highlightedabove).

JESSICAROBBINS,Don’tWithholdViolentGames

Anargumentforallowingviolentgamesprovidesanexampleforhighlighting,annotation,andcriticalanalysis.

AMERICANPSYCHOLOGICALASSOCIATION,ViolenceinMassMedia

TheAmericanPsychologicalAssociationrevisesa1985resolutionontelevisionviolencetoaddressmorerecentformsofmediaandmediaviolence.

WritingaCriticalResponseCHECKLIST:QUESTIONSFORCRITICALREADINGKATHERINECHOI,Responseto“WhenLifeImitatesVideo”[STUDENTRESPONSE]

AstudentrespondstoJohnLeo,examininghisargumentandexplainingitsshortcomings.

TEMPLATEFORWRITINGACRITICALRESPONSE

3DecodingVisualArgumentsATISSUE DoViolentMediaImagesTriggerViolentBehavior?

ThinkingCriticallyaboutVisualArgumentsVisualsversusVisualArguments[BOX]

UsingActiveReadingStrategieswithVisualArgumentsComprehensionClues[BOX]

Appeals:Logos,Pathos,andEthos[BOX]TODDDAVIDSON,MediaViolence[VISUAL]

Animageservesasacommentaryonchildrenandviolence.

MAXFISHER,Gun-RelatedMurdersandVideoGameConsumption[GRAPHS]

Twographsprovideinsightintothecorrelationbetweengun-relatedmurdersandvideogames.

BOBENGELHART,ViolentVideoGames[CARTOON]

Acomicmakesavisualargumentaboutrepresentationsofviolence.

PARENTHOODLIBRARY,DistributionofLanguage,Sex,andViolenceCodesinPG-RatedMovies[CHART]

ApiechartindicatesthatnearlyhalfofallmoviesratedPGearnthatratingbecauseofviolence.

BoyPlayingViolentVideoGame[PHOTOGRAPH]

Animagepromptsquestionsaboutchildrenandviolence.

WaystoDieinChildren’sCartoons[CHART]

ThischartusesdatafromaBritishmedicaljournalstudytobreakdownhowcharactersmostoftendieinanimatedfilms.

LAURENDAZZARA,WhyGamingIsaPositiveElementinLife[INFOGRAPHIC]

Avisuallyenhancedpresentationofgamingstatisticsmakesanappealingcaseforthepositiveimpactsofvideogames.

HighlightingandAnnotatingVisualsROCKSTARNORTH,GrandTheftAutoIV[ADVERTISEMENT]

Astudentwriterannotatesanimagefromapopularvideogame.

NATELONDA,silencetheViolence[IMAGE]

Anartist’svisualrepresentationofthethreatofviolenceinthemedia.

RespondingCriticallytoVisualArgumentsCHECKLIST:QUESTIONSFORRESPONDINGTOVISUALARGUMENTS

JASONSAVONA,ResponsetoGrandTheftAutoIV[STUDENTRESPONSE]

Astudentwriteranalyzesanimagefromapopularvideogame.

TEMPLATEFORRESPONDINGTOVISUALARGUMENTS

4WritingaRhetoricalAnalysisATISSUE IsItEthicaltoBuyCounterfeitDesignerMerchandise?

WhatIsaRhetoricalAnalysis?Overview:“LetterfromBirminghamJail”byMartinLutherKingJr.[BOX]

ConsideringtheRhetoricalSituationAnalyzingtheRhetoricalSituation[BOX]

TheWriterAnalyzingtheWriter[BOX]

TheWriter’sPurposeAnalyzingtheWriter’sPurpose[BOX]

TheWriter’sAudienceAnalyzingtheWriter’sAudience[BOX]

TheQuestionAnalyzingtheQuestion[BOX]

TheContextAnalyzingtheContext[BOX]

ConsideringtheMeansofPersuasion:Logos,Pathos,EthosTheAppealtoReason(Logos)

TheAppealtotheEmotions(Pathos)TheAppealtoAuthority(Ethos)

ConsideringtheWriter’sRhetoricalStrategiesThesis

OrganizationEvidence

StylisticTechniques

AssessingtheArgumentCHECKLIST:PREPARINGTOWRITEARHETORICALANALYSIS

SampleRhetoricalAnalysisDANATHOMAS,Terror’sPurseStrings

Awriterarguesthatthecounterfeithandbagindustryhastiestoterrorism.

DENIZBILGUTAY,APowerfulCalltoAction[STUDENTESSAY]

AstudentwriteranalyzestherhetoricalstrategiesDanaThomasusesin“Terror’sPurseStrings.”

RAJEEVRAVISANKAR,SweatshopOppression

Anessaybyastudentjournalist,arguingthattheblameforsweatshopsshouldbeplacedoncorporations,offersanopportunityforstudentstowritearhetoricalanalysis.

TEMPLATEFORWRITINGARHETORICALANALYSISNICHOLASD.KRISTOF,WhereSweatshopsAreaDream

AcolumnistfortheNewYorkTimesexplainswhysweatshopsarenotalwaysbad.

5UnderstandingLogicandRecognizingLogicalFallacies

ATISSUSE HowFreeShouldFreeSpeechBe?

WhatIsDeductiveReasoning?

ConstructingSoundSyllogismsSyllogismwithanIllogicalMiddleTerm

SyllogismwithaKeyTermWhoseMeaningShiftsSyllogismwithNegativePremise

RecognizingEnthymemesBumper-StickerThinking[BOX]

WritingDeductiveArgumentsCRYSTALSANCHEZ,CollegeShouldBeforEveryone[STUDENTESSAY]

AstudentarguesthateveryU.S.citizenshouldhaveanopportunitytoattendcollege.

WhatIsInductiveReasoning?ReachingInductiveConclusions[BOX]

MakingInferences

ConstructingStrongInductiveArgumentsGeneralizationTooBroad

InsufficientEvidenceIrrelevantEvidence

ExceptionstotheRule

WritingInductiveArgumentsWILLIAMSALETAN,PleaseDoNotFeedtheHumans

Inaninductiveargument,aSlatewritertakesthepositionthatobesityisaglobalproblem.

RecognizingLogicalFallaciesBeggingtheQuestionCircularReasoning

WeakAnalogyAdHominemFallacy(PersonalAttack)

CreatingaStrawManHastyorSweepingGeneralization(JumpingtoaConclusion)

Either/OrFallacy(FalseDilemma)Equivocation

RedHerringSlipperySlope

YouAlso(TuQuoque)AppealtoDoubtfulAuthority

MisuseofStatisticsPostHoc,ErgoPropterHoc(AfterThis,ThereforeBecauseofThis)

NonSequitur(ItDoesNotFollow)

BandwagonFallacy

PATRICKJ.BUCHANAN,ImmigrationTime-Out

Apoliticalcommentarymakesacaseforahalttoimmigration,offeringstudentsanopportunitytoevaluatethelogicofhisarguments.

READINGANDWRITINGABOUTTHEISSUE HowFreeShouldFreeSpeechBe?THANEROSENBAUM,ShouldNeo-NazisBeAllowedFreespeech?

Anessayonthelastingeffectsofemotionalharmquestionswhetherthereshouldbelimitsplacedonfreespeech.

SOLSTERN,TheUnfreeSpeechMovement

An“early-1960sradical”reflectsontheoriginsoftheFreeSpeechMovementandthenegativeimpacthefeelsithashadontrueopen-mindedness.

AMERICANASSOCIATIONOFUNIVERSITYPROFESSORS,OnFreedomofExpressionandCampusSpeechCodes

Apolicystatementadvisesinstitutionsoflearningtoavoidinstitutingspeechcodes.

WENDYKAMINER,ProgressiveIdeasHaveKilledFreeSpeechonCampus

Acollegeprofessorarguesthatdiscomfortshouldnotbeconfusedwithoppression.

JUDITHSHULEVITZ,InCollegeandHidingfromScaryIdeas

Anop-edquestionstheconceptofcollegeasa“safespace.”

ERICPOSNER,UniversitiesAreRighttoCrackDownonSpeechandBehavior

Alawprofessordefendstherightsofuniversitiestoinstitutespeechcodes.

TEMPLATEFORWRITINGADEDUCTIVEARGUMENT

TEMPLATEFORWRITINGANINDUCTIVEARGUMENT

6RogerianArgument,ToulminLogic,andOralArgumentsATISSUE IsOnlineEducationBetterThanClassroomEducation?

UnderstandingRogerianArgument

StructuringRogerianArguments

WritingRogerianArgumentsZOYAKAHN,WhyCellPhonesDoNotBelongintheClassroom[STUDENTESSAY]

Astudentarguesthatcellphonesshouldbeturnedoffduringclass.

UnderstandingToulminLogic

ConstructingToulminArguments

WritingToulminArgumentsJENDAVIS,CompetitiveCheerleadersAreAthletes[STUDENTESSAY]

Astudentmakesthecasethat“competitivecheerleadersareathletesineverysenseoftheword.”

UnderstandingOralArguments

PlanninganOralArgument

CHECKLIST:DESIGNINGANDDISPLAYINGVISUALS

DeliveringOralArguments

DealingwithNervousness[BOX]

ComposinganOralArgumentCHANTEESTEELE,AnArgumentinSupportofthe“GapYear”[STUDENTSPEECH]

Amodeloralargument,thisstudentspeechmakesacasefortakingayearoffbetweenhighschoolandcollege.

READINGANDWRITINGABOUTTHEISSUE IsOnlineEducationBetterThanClassroomEducation?

COLLEGEDEGREESEARCH.NET,TheEvolutionofOnlineSchooling[INFOGRAPHIC]

Atimelineillustratestheoriginsandgrowthofonlinelearningsincethe1930s.

CHRISBUSTAMANTE,TheRisksandRewardsofOnlineLearning

AwriterfortheCommunityCollegesTimeslooksatonlineinstructionatRioSaladoCollege,whichcurrentlyservesmorethan41,000onlinestudents.

DAVIDSMITH,RelianceonOnlineMaterialsHindersLearningPotentialforStudents

ThisopinionessayfromthestudentnewspaperoftheUniversityofNebraskarefutestheideathatonlineinstructionimprovesonthetraditionalmodel.

ELENAKADVANY,OnlineEducationNeedsConnection

Anotherstudentnewspaperwritercallsforablendoftraditionalandonlineeducation.

JOHNCRISP,ShortDistanceLearning

Acollegeprofessorarguesfortheimportanceofface-to-faceinstruction.

SCOTTL.NEWSTOK,APleaforCloseLearning

Acollegeprofessormakesthecaseforkeepinghumaninteractionasthefoundationoflearning.

RAYMCNULTY,OldFlamesandNewBeacons

AnexecutiveintheeducationindustryandformereducationcommissionerforVermontpointstodistancelearningasanavenueforfuturestudentsuccess.

PETERORABAUGH,TradingClassroomAuthorityforOnlineCommunity

AprofessorofEnglishatKennesawStateUniversitypresentsthetrade-offsinvolvedinonlinelearning.

TEMPLATEFORWRITINGAROGERIANARGUMENT

TEMPLATEFORWRITINGATOULMINARGUMENT

PART

3WritinganArgumentativeEssay

7Planning,Drafting,andRevisinganArgumentativeEssayATISSUE ShouldCollegeCampusesGoGreen?

ChoosingaTopicTopicstoAvoid[BOX]

ThinkingaboutYourTopicFreewriting

BrainstormingClustering

InformalOutline

DraftingaThesisStatement

UnderstandingYourPurposeandAudience

GatheringEvidenceEvaluatingtheEvidenceinYourSourcesDetectingBiasinYourSources

UsingAnalogiesasEvidence[BOX]

RefutingOpposingArgumentsStrategiesforRefutingOpposingArguments

RevisingYourThesisStatement

StructuringYourEssaySupplyingBackgroundInformation[BOX]UsingInductionandDeduction

IdentifyingaStrategyforYourArgumentConstructingaFormalOutline

EstablishingCredibilityBeingWell-Informed

BeingReasonableBeingFair

MaintainingYourCredibility[BOX]

DraftingYourEssaySuggestedTransitionsforArgument[BOX]

GRAMMARINCONTEXT:USINGPARALLELISM

RevisingYourEssayAskingQuestions

CHECKLIST:QUESTIONSABOUTYOURESSAY’SPURPOSEANDAUDIENCE

CHECKLIST:QUESTIONSABOUTYOURESSAY’SSTRUCTUREANDSTYLE

CHECKLIST:QUESTIONSABOUTYOURESSAY’SSUPPORTINGEVIDENCEUsingOutlinesandTemplates

GettingFeedbackGuidelinesforPeerReview[BOX]

AddingVisuals

PolishingYourEssay

Editing

GRAMMARINCONTEXT:PRONOUN-ANTECEDENTAGREEMENTProofreading

GRAMMARINCONTEXT:CONTRACTIONSVERSUSPOSSESSIVEPRONOUNSChoosingaTitle

CheckingFormatSHAWNHOLTON,GoingGreen[STUDENTESSAY]

Inthefinalversionofthepaperdevelopedthroughoutthischapter,astudentarguesthatcollegesshouldcreategreencampuses.

PART

4UsingSourcestoSupportYourArgument

8FindingandEvaluatingSourcesATISSUE IsTechnologyaSeriousThreattoOurPrivacy?

FindingSourcesFindingInformationintheLibrary

FindingInformationontheInternet

EvaluatingSourcesNICHOLASTHOMPSON,BiggerBrother:TheExponentialLawofPrivacyLoss

AwriterfortheNewYorkerexplainsthattheamountofpersonalinformationcompanieshaveabouteachofusisrapidlyincreasing.

USATODAYEDITORIALBOARD,TimetoEnact“DoNotTrack”

Aneditorialurgeslawmakerstohelpprotectprivacyonline.

REBECCAMACKINNON,PrivacyandFacebook

ThisexcerptfromMacKinnon’sbookConsentoftheNetworkedexaminestheimpactofunannouncedchangesintheFacebookprivacysettingsforIranianusers.

EvaluatingWebsitesUsingaSite’sURLtoAssessItsObjectivity[BOX]

AvoidingConfirmationBias[BOX]THECHRONICLEOFHIGHEREDUCATION,HomePage[WEBSITE]

Thiswebsiteforajournalforcollegeanduniversityprofessorsandadministratorsincludesavarietyofarticlesandfeatures.

GLAMOURMAGAZINE,HomePage[WEBSITE]

Thiswebsiteforageneral-interestmagazineofferssportsandentertainmentnews.

THECHRONICLEOFHIGHEREDUCATION,AbouttheChronicle[WEBSITE]

TheChronicleexplainsitspurposeandaudience.

GLAMOURMAGAZINE,AboutGlamour[WEBSITE]

Glamourdescribesitsreaderas“thewomanwhosetsthedirectionofherownlife”andhelpsherachieveherdreams.

JONATHANMAHLER,WhoSpewedThatAbuse?AnonymousYikYakAppIsn’tTelling

AsegmentontechnologyfortheNewYorkTimesexploresanewappwhoseprivacysettingsoftenleadtoanonymousverbalabuse.

JENNIFERGOLBECK,AllEyesonYou

ThedirectoroftheHuman-ComputerInteractionLabattheUniversityofMarylandexploresthewaysthattechnologyistrackingmodernusers.

CRAIGDESSON,MyCreepyInstagramMapKnowsWhereILive

Anarticleontheeasewithwhichsocialmediasitesrevealyourlocation.

SHARONJAYSON,IsOnlineDatingSafe?

Anarticleasksreaderstoconsideronlinedatingintermsofsafetyandprivacy.

SAMLAIRD,ShouldAthletesHaveSocialMediaPrivacy?OneBillSaysYes

Asportsreporteraddressesthelegalquestionofprivacyforcollegeathletes.

9Summarizing,Paraphrasing,Quoting,andSynthesizingSourcesATISSUE IsTechnologyaSeriousThreattoOurPrivacy?

SummarizingSourcesWhentoSummarize[BOX]

SummarizingSources[BOX]

ParaphrasingSourcesWhentoParaphrase[BOX]Paraphrasingsources[BOX]

QuotingSourcesWhentoQuote[BOX]

QuotingSources[BOX]SHELLEYFRALIC,Don’tFallfortheMythsaboutOnlinePrivacy

Fralicpointsoutthenaivetéofbelievingthereisprivacytobefoundonline.

WorkingSourceMaterialintoYourArgumentUsingIdentifyingTags

TemplatesforUsingIdentifyingTags[BOX]WorkingQuotationsintoYourSentences

DistortingQuotations[BOX]

SynthesizingSources

10DocumentingSources:MLAWhyDocumentSources?[BOX]

UsingParentheticalReferences

PreparingtheWorks-CitedListPeriodicalsBooks

AudiovisualSources

InternetSourcesLegalCase

GovernmentDocumentMLAPaperGuidelines[BOX]

ERINBLAINE,ShouldDataPostedonSocial-NetworkingSitesBe“FairGame”forEmployers?[MODELMLAPAPER]

AstudentpaperillustratesModernLanguageAssociation(MLA)documentationstyle.

11UsingSourcesResponsiblyATISSUE WhereShouldWeDrawtheLinewithPlagiarism?

UnderstandingPlagiarismTwoDefinitionsofPlagiarism[BOX]AvoidingUnintentionalPlagiarism

InternetSourcesandPlagiarism[BOX]IntentionalPlagiarism[BOX]

KnowingWhattoDocumentAUSTINAMERICAN-STATESMAN,CheatersNeverWin

RevisingtoEliminatePlagiarism

READINGANDWRITINGABOUTTHEISSUE IWhereShouldWeDrawtheLinewithPlagiarism?

JACKSHAFER,Sidebar:ComparingtheCopy

Ajournalistshowshowdifferentnewspapersusethesamesourcematerial—somemoreethicallythanothers.

LAWRENCEM.HINMAN,HowtoFightCollegeCheating

Aphilosophyprofessorposesthreesuggestionsforcombatingcheatingandplagiarism

TRIPGABRIEL,PlagiarismLinesBlurforStudentsinDigitalAge

Digitaltechnologymakesitmoredifficulttoknowwhentogivecreditforsourcesofinformation,explainsthiswriterinanarticlefromtheNewYorkTimes.

ELIZABETHMINKEL,TooHardNottoCheatintheInternetAge?

AresponsetoTripGabriel’sarticlerejectstheideathattechnologynecessarilycomplicatestheproblemofplagiarism.

RICHARDA.POSNER,TheTruthaboutPlagiarism

Anotedlegalscholarexamineshowpopularculturereinventsitselfandclarifieswhatitmeanstocommitacademicplagiarism.

DYLANBYERS,PlagiarismandBuzzFeed’sAchilles’Heel

AblogpostpointsoutthenuancesofplagiarismontheInternet.

K.BALIBALOSANDJ.GOPALAKRISHNAN,OKorNot?

Apollseriesexaminestheissueofplagiarismfromstudentandinstructorperspectives.

DANARIELY,EssayMills:ACoarseLessoninCheating

Aprofessortrieshishandatusingan“essaymill.”

TermPapersforSaleAdvertisement[WEBPAGE]

TEMPLATEFORWRITINGANARGUMENTABOUTPLAGIARISM

WRITINGASSIGNMENTS:USINGSOURCESRESPONSIBLY

PART

5READINGANDWRITINGABOUTTHEISSUE

12DefinitionArgumentsATISSUE IsWikipediaaLegitimateResearchSource?

WhatIsaDefinitionArgument?

DevelopingDefinitionsDictionaryDefinitions(FormalDefinitions)

ExtendedDefinitionsOperationalDefinitions

StructuringaDefinitionArgumentADAMKENNEDY,WhyIAmaNontraditionalStudent[STUDENTESSAY]

Astudentwriterexaminesthelimitationsofonedefinitionof“nontraditionalstudent.”

GRAMMARINCONTEXT:AVOIDINGISWHEREANDISWHEN

EJGARR,Athletevs.RoleModel

Asports-radiohostoffersanargumentforwhyathletesare,andarenot,rolemodels.

FirefightersatGroundZero[PHOTOGRAPH];TheTuskegeeAirmen[PHOTOGRAPH]

Twoimagesprovidevisualdefinitionsofcourage.

READINGANDWRITINGABOUTTHEISSUE IsWikipediaaLegitimateResearchSource?TIMOTHYMESSER-KRUSE,The“UndueWeight”ofTruthonWikipedia

Whenhetriestocorrectfactualerrors,aprofessornotessomethingoddaboutWikipedia’spolicyforpostinginformationonitssite.

MICHAELMARTINEZ,WhyCitationsDoNotMakeWikipediaandSimilarSitesCredible

Anarticlebreaksdownthepotentialpitfallsofcitingtheworkofothers.

KEVINMORRIS,AfteraHalf-Decade,MassiveWikipediaHoaxFinallyExposed

AneditoratTheDailyDot.compointsoutalong-standinghoaxasproofofthefallibilityofWikipedia.

ALISONHUDSON,StopWikipediaShaming

AcollegeEnglishinstructordefendstheusefulnessofWikipediainanacademicsetting.

ANDREASKOLBE,Debunkingthe“AccurateasBritannica”Myth?

ArebuttalbreaksdowntheflawsinareliabilitystudyofWikipediaandBritannica.

RANDALLSTROSS,AnonymousSourceIsNottheSameasOpenSource

Ahistoriandiscussestheproblemanonymoussourcespresentforthosetryingtoassesstheircredibility.

WIKIPEDIA,Wikipedia:About;INTERNETENCYCLOPEDIAOFPHILOSOPHY,AbouttheIEP

Twoonlineencyclopediasexplaintheirpurposes.

http://TheDailyDot.com

NEILWATERS,Wikiphobia:TheLatestinOpenSource

AprofessorrecountstheinternationalmediaattentionheandhiscollegereceivedafterhisdepartmentbannedtheuseofWikipediaasasource.

TEMPLATEFORWRITINGADEFINITIONARGUMENT

WRITINGASSIGNMENTS:DEFINITIONARGUMENTS

13Cause-and-EffectArgumentsATISSUE ShouldVaccinationBeRequiredforAllChildren?

WhatIsaCause-and-EffectArgument?InOneYear,GunsMurdered[ADVERTISEMENT]SurgeonGeneral’sWarning[PHOTOGRAPH]

BuzzedDrivingIsDrunkDriving[ADVERTISEMENT]BumperStickers[PHOTOGRAPH]

UnderstandingCause-and-EffectRelationshipsMainandContributoryCauses

ImmediateandRemoteCausesCausalChains

KeyWordsforCause-and-EffectArguments[BOX]PostHocReasoning

NORAEPHRON,TheChickenSoupChronicles

Apopularessayistoffersahumoroustakeonposthocreasoning.

StructuringaCause-and-EffectArgumentKRISTINAMIALKI,Texting:ABoon,NotaThreat,toLanguage[STUDENTESSAY]

AstudentarguesthattextingisacreativeandeffectiveuseoftheEnglishlanguage.

GRAMMARINCONTEXT:AVOIDING“THEREASONISBECAUSE”PEGGYORENSTEIN,ShouldtheWorldofToysBeGender-Free?

Awriterlooksintotherelationshipbetweengenderandtoys.

READINGANDWRITINGABOUTTHEISSUE ShouldVaccinationBeRequiredforAllChildren?

CLYDEHABERMAN,ADiscreditedVaccineStudy’sContinuingImpactonPublicHealth

Anarticleusestheposthocfallacytoilluminatetheconversationaboutvaccinesandautism.

JANETD.STEMWEDEL,sayingNotoVaccines

Aprofessorofphilosophymakesanethicalargumentinfavorofvaccination.

MAHESHVIDULA,IndividualRightsvs.PublicHealth:TheVaccinationDebate

Thisarticlepresentsthepositionsandmotivationsofbothsidesofthevaccinationdebate.

BENCARSON,VaccinationsArefortheGoodoftheNation

Adoctorinfavorofsmallgovernmentmakesthecaseformandatoryvaccination.

RUSSELLSAUNDERS,Pediatrician:VaccinateYourKids—orGetOutofMyOffice

Apediatricianexplainswhyhewillnotacceptpatientswhoseparentsrefusetovaccinate

them.

JEFFREYSINGER,VaccinationandFreeWill

Afterexploringthedebatefromavarietyofangles,Singerconcludesthatmassimmunizationdoesmoreharmthangood.

JENNYMCCARTHY,TheGrayAreaonVaccines

ActressandsocialactivistJennyMcCarthyclarifiesherstanceonvaccination.

FactsabouttheMeasles[GRAPHIC]

Threeimagesofferavisualrepresentationofherdimmunity.

TEMPLATEFORWRITINGACAUSE-AND-EFFECTARGUMENT

WRITINGASSIGNMENTS:CAUSE-AND-EFFECTARGUMENTS

14EvaluationArgumentsATISSUE DotheBenefitsofFrackingOutweightheEnvironmentalRisks?

WhatIsanEvaluationArgument?MakingEvaluations[BOX]IdentifyingBias[BOX]

CriteriaforEvaluation

StructuringanEvaluationArgumentKEVINMURPHY,EvaluationofaWebsite:RateMyProfessors.com[STUDENTESSAY]

Astudentevaluatestheusefulnessofapopularsite.

GRAMMARINCONTEXT:COMPARATIVESANDSUPERLATIVESVERNONR.WIEHE,NothingPrettyinChildPageants

Aformerprofessorasksquestionsaboutthephenomenonofchildbeautypageants—andsuggestssomedisturbinganswers.

READINGANDWRITINGABOUTTHEISSUE DotheBenefitsofFrackingOutweightheEnvironmentalRisks?

ELIZABETHKOLBERT,BurningLove

Awriterexaminesthe“crush”Americahasonshalegas.

SEANLENNON,DestroyingPreciousLandforGas

ThesonofmusicianJohnLennonusesanappealtopathostoappealforpreservinglandagainstfracking.

THOMASL.FRIEDMAN,GetItRightonGas

APulitzerPrize-winningauthorproposessomeguidelinesforhowtheUnitedStatesshouldapproachmethanegas.

SCOTTMCNALLY,WaterContamination—FrackingIsNottheProblem

ResearcherScottMcNallyshinesalightonthetrueconcernsaroundwatercontamination.

SHALEGASPRODUCTIONSUBCOMMITTEE,FromShaleGasProductionSubcommittee90-DayReport

Twographsmakeavisualcaseforhydraulicfracturing.

USATODAYEDITORIALBOARD,Fracking,withCare,BringsBigBenefits

Thiseditorialmakesthecasethat,withalittlecaution,frackingisthesolutiontoanumber

ofproblems.

TEMPLATEFORWRITINGANEVALUATIONARGUMENT

WRITINGASSIGNMENTS:EVALUATIONARGUMENTS

15ProposalArgumentsATISSUE ShouldtheGovernmentDoMoretoRelievetheStudent-LoanBurden?

WhatIsaProposalArgument?LetVegetarianismGrowonYou[advertisement]553Awhimsicalvisualmakesaseriousargumentagainsteatinganimals.Problem-SolvingStrategies[BOX]

StatingtheProblem

ProposingaSolution

DemonstratingThatYourSolutionWillWork

EstablishingFeasibilitySunshineweek.org,LettheSunshineIn[advertisement]556Anadvertisementsuggestsaneedforgreatertransparencyingovernment.

DiscussingBenefits

RefutingOpposingArguments

Nyc.gov,It’sYourCity.It’sYourEarth.[advertisement]558Anadproposesasimple,easysolutiontohelpsavetheplanet.

SUSANENGEL,TeachYourTeachersWellApsychologyprofessorproposeschangesinthewayweeducatefutureteachers.

StructuringaProposalArgument

MELISSABURRELL,CollegesNeedHonorCodes[STUDENTESSAY]Astudentwriterproposestheestablishmentofhonorcodes.

GRAMMARINCONTEXT:WILLVERSUSWOULD

ADAMCOHEN,Self-DrivingCarsWillChangetheRulesoftheRoadAninstructoratYaleLawSchoolbringsupthequestionofliabilityforself-drivingcars,givingstudentsanopportunitytoexamineaproposalargumentinacurrentcontext.

READINGANDWRITINGABOUTTHEISSUE ShouldtheGovernmentDoMoretoRelievetheStudent-LoanBurden?

StudentDebtCrisisSolution[VISUAL]AvisualusesRomanmythologytocommentontoday’sstudentdebtcrisis.

RICHARDVEDDER,ForgiveStudentLoans?ThedirectoroftheCenterforCollegeAffordabilityandProductivitylistsreasonswhythecurrentcollegeloanprogramisflawed.

http://Sunshineweek.orghttp://Nyc.gov

KEVINCAREY,TheU.S.ShouldAdoptIncome-BasedLoansNowAneducationpolicydirectoroutlinesthebenefitsoftyingstudentloanrepaymenttoaborrower’sincome.

ASTRATAYLOR,AStrikeagainstStudentDebtAnop-edcallsforthecancellationofstudentdebtonanationallevel.

LEESIEGEL,WhyIDefaultedonMyStudentLoansAnauthorandculturalcriticdescribesthesenseoffreedomhefoundindefaultingonhisstudentloans.

SAMADOLPHSEN,Don’tBlametheGovernmentAnop-edsuggeststhatstudentswhotakeoutloansshouldnotlooktothegovernmenttorepaythem.

TEMPLATEFORWRITINGAPROPOSALARGUMENT

WRITINGASSIGNMENTS:PROPOSALARGUMENTS

16EthicalArgumentsATISSUE HowFarShouldSchoolsGotoKeepStudentsSafe?

WhatIsanEthicalArgument?

StatinganEthicalPrincipal

EthicsversusLaw

UnderstandingEthicalDilemmas

Treadlightly.org,RideHard,TreadLightly[advertisement]597Avisualargumentmakesthecaseforprotectingournationalparks.

PETA,Adopt,Don’tBuy[advertisement]597Anactormakesanethicalcaseforpetadoption.

LINDAPASTAN,Ethics[POEM]

StructuringanEthicalArgument

CHRISMUNOZ,AreCollegesDoingEnoughforNontraditionalstudents?[STUDENTESSAY]

Astudentarguesthatuniversitieshaveanethicalresponsibilitytovalueeducationoverathletics.

GRAMMARINCONTEXT:SUBORDINATIONANDCOORDINATION

DANIELSULEIMAN,MoreThan“MoralComplicity”atAuschwitzAlawyercommentsonthedistinctionbetweenmoralandcriminalguilt.

READINGANDWRITINGABOUTTHEISSUE HOWFarShouldSchoolsGotoKeepStudentsSafe?

BRETTA.SOKOLOW,HowNottoRespondtoVirginiaTech—IIThepresidentoftheNationalCenterforHigherEducationRiskManagementcounterssuggestionsfortighteningcampussecurity.

http://Treadlightly.org

JESUSM.VILLAHERMOSAJR.,GunsDon’tBelongintheHandsofAdministrators,Professors,orStudents

AdeputysheriffandSWATteamrespondentarguesagainstarmingadministrators,professors,orstudents.

TIMOTHYWHEELER,There’saReasonTheyChooseSchoolsThedirectorofDoctorsforResponsibleGunOwnershipadvocatesarmingstudents.

GREGHAMPIKIAN,WhenMayIShootaStudent?AprofessoratBoiseStateUniversitywritesasatiricalopenlettertohisstatelegislature.

TODDC.FRANKEL,CanWeInventOurWayOutofSchoolViolence?Areporterwondersifawaveofschoolsafetyinventionscanprotectstudentswhentheworsthappens.

ALANSCHWARZ,ABidforGunsonCampusestoDeterRapeAnarticlescrutinizestheriseineffortstolegalizefirearmsoncollegecampuses.

ISOTHERMALCOMMUNITYCOLLEGE,WarningSigns:HowYouCanHelpPreventCampusViolence

Acampuspublicationlistswarningsignsforidentifyingpotentiallyviolentstudents.

AMYDION,GonebutNotForgottenAnimagecommemoratesthosekilledinschoolshootings.

TEMPLATEFORWRITINGANETHICALARGUMENT

WRITINGASSIGNMENTS:ETHICALARGUMENTS

Part5Review:CombiningArgumentativeStrategiesANTHONYPRIETO,GettheLeadoutofHunting

Ahunterpromotestheuseofnontoxicbullets.

KEVINCAREY,FulfillGeorgeWashington’sLastWish—aNationalUniversity

Thisarticle,adaptedfromabookonthefutureoftheU.S.educationalsystem,incorporatesmultipleargumentativestrategies.

PART

6Debates,Casebooks,andClassicArguments

17AreHelicopterParentsRuiningTheirChildren’sLives?DONAUCOIN,ForSome,HelicopterParentingDeliversBenefits

Theparentsdescribedinthisarticlefindthatdeepinvolvementintheirchildren’slivesistoeveryone’sbenefit.

MADELINELEVINE,RaisingSuccessfulChildren

ClinicianandauthorMadelineLevineencouragesparentsto“findthecourage”nottooverparenttheirchildren.

18ShouldControversialSportsMascotsBeReplaced?JACKSHAKELY,IndianMascots—You’reOut

AMuscogee/Creekwriterarguesthatdignityandrespectarenot“subjecttomajorityrule.”

ELLIEREYNOLDs,NativeAmericansHaveBecomeaPoliticalPawn

AmemberoftheOglalaSiouxtriberegretsthelossofimportantconversationsthatarebeingsilencedbypoliticalcorrectness.

19UnderWhatCircumstancesDoBystandersHaveanEthicalObligationtoIntervene?

LENORESKENAZY,HowKittyGenoveseDestroyedChildhood

BloggerLenoreSkenazylamentsthelossoffreedomssheremembersfromherownchildhood.

JOENOCERA,It’sHardtoBeaHero

Thisop-edcomparestwofrighteningmomentswithtragicallydifferentoutcomes.

20ShouldBottledWaterBeBannedonCollegeCampuses?THECRIMSONSTAFF,VoteYesontheBottledWaterBan

TheHarvardstudentnewspapercallsforbanningbottledwateroncampus.

CHARLESFISHMAN,BottledWaterIsSilly—ButSoIsBanningIt

Aninvestigativejournalistrevealstheflawsinbothbottledwaterandthosewhocondemnit.

21ShouldEveryAmericanGotoCollege?ERICHOOVER,College’sValueGoesDeeperThantheDegree

Hooverdiscussestheintangiblebenefitsofacollegeeducation.

LIZWESTON,WhenaTwo-YearCollegeDegreePaysOff

Thisarticleproposesthattwo-yearcollegesareasurerpathtofinancialstability.

CHARLESMURRAY,What’sWrongwithVocationalSchool?

InMurray’sview,toomanypeoplegotocollege.Hewritesthatfouryearcollegesshouldbereservedforasmallergroupofelitestudents.

PHARINET,IsCollegeforEveryone?

ForbloggerPharinet,theanswertothequestionintheessay’stitleisno.Shebelievesthatmanystudentsattendfour-yearprogramstogetajob,topleasetheirparents,ortoconformtosocietalexpectations.

22ShouldWeEatMeat?JONATHANSAFRANFOER,LetThemEatDog

A“modestproposal”questionswhywearereluctanttofeedonman’sbestfriend.

NICOLETTEHAHNNIMAN,TheCarnivore’sDilemma

Alivestockrancherarguesthatwhileindustriallyproducedmeatanddairyproductscreatesubstantialgreenhousegasesandotherpollutants,traditionalranchingmethodshavepositiveenvironmentaleffects.

DANIELPAYNE,WhyYouShouldEat“Humane”Meat

Paynearguesinfavorofetingmeat—butonlywhenithasbeenraisedhumanely.

SUNAURATAYLOR,HumaneMeat?NoSuchThing

ActivistSunauraTaylordrawsaparallelbetweenhowwetreatanimalsandhowwetreatpeoplewithdisabilities.

23IsAmericaSaferNowThanBefore9/11?OMARASHMAWY,TenYearsafter9/11,We’reStillintheDark

Aformerwar-crimesprosecutorarguesthatourignoranceofIslamandofMuslimcultureisdangerous.

PAULBRANDUS,Remembering9/11:HowSafeAreWeToday?

AmemberoftheWhiteHousepresscorpscatalogsthelownumberofterroristfatalitiessince9/11.

JONATHANRAUCH,BeNotAfraid

RauchsuggeststhatAmericansarerefusingtoacknowledgetheunprecedentedsafetyweenjoy.

CHRISTOPHERELLIOT,TheTSAHasNeverKeptYouSafe:Here’sWhy

AconsumeradvocatearguesthattheTSAservesitspurposeperfectly—ifyouunderstanditstruepurpose.

24DoesItPaytoStudytheHumanities?CHRISTINAH.PAXSON,TheEconomicCaseforSavingtheHumanities

ThepresidentofBrownUniversityidentifiesimportantapplicationsforadegreeinthehumanities.

ANTHONYPCARNEVALEANDMICHELLEMELTON,MajorDifferences:WhyUndergraduateMajorsMatter

Thisarticlecomparesthestatisticsonvariousmajorsandhowtheymeasureupintheworkplace.

KIMBROOKS,IsItTimetoKilltheLiberalArtsDegree?

Therecipientofaliberalartsdegreereflectsontheunpleasantsurprisesawaitingfuturegraduates.

THOMASFRANK,CourseCorrections

Acollegeprofessorcritiquesthewayhumanitiesadvocatesdefendtheirdisciplines.

25CLASSICARGUMENTSPLATO,TheAllegoryoftheCave

AfounderofWesternphilosophywritesthatweareimprisonedinaworldofshadows,images,andfalsehoods,yetthroughadifficultprocessofenlightenment,wecanascendintothe“intellectualworld”andsee“allthingsbeautifulandright.”

ANDREWMARVELL,ToHisCoyMistress

Usingthetechniquesofformalargument,thispoem’sspeakermakesaningeniousattemptatseduction.

JONATHANSWIFT,AModestProposal

SwiftproposesanunusualsolutiontotheplightofthepoorinIreland.

THOMASJEFFERSON,TheDeclarationofIndependence

AnexplanationofandjustificationforwhythethirteenAmericancolonieswereindependentandnolongerpartoftheBritishEmpire,theDeclarationisalsoastatementaboutnaturalrights,thefoundationsoflegitimategovernments,andtherightofpeopleto

revoltagainstunjustauthority.

ABRAHAMLINCOLN,TheGettysburgAddress

Lincoln’sshort,powerfulspeechisthemostfamouspublicaddressinAmericanhistory.

ELIZABETHCADYSTANTON,DeclarationofSentimentsandResolutions

Usingthestyle,form,andevensomeofthelanguageoftheDeclarationofIndependence,StantondeclaresthatwomenmustthrowoffthetyrannyofmaleabusesandusurpationsandseizetheirfullrightsandprivilegesasAmericancitizens.

GEORGEORWELL,PoliticsandtheEnglishLanguage

Anotednovelistandessayistarguesthatimprecisioninlanguageisnotonlyasignofslothbutalsodangerous.

RACHELCARSON,TheObligationtoEndure

Anexcerptfromthebookthathelpedstarttheenvironmentalmovementpromptsstilltimelyawarenessofthedamagingeffectsofpesticidesandotherchemicals.

BETTYFRIEDAN,TheImportanceofWork

Work,saysFriedan,providesnotjustapaycheckbutalsoself-realization,andwomenareentitledto“afullshareofhonoredandusefulwork.”

JAMESBALDWIN,IfBlackEnglishIsn’taLanguage,ThenTellMe,WhatIsIt?

Baldwinexploreshowpublicandprivateidentityisshapedthroughlanguageandhowlanguagerevealsone’sself.

APPENDIXAWritingLiteraryArgumentsWhatIsaLiteraryArgument?

StatinganArgumentativeThesis

ChoosingEvidence

WritingaLiteraryArgument

MEGANMCGOVERN,ConfessionsofaMisunderstoodPoem:AnAnalysisof“TheRoadNotTaken”[STUDENTESSAY]

Astudent’sliteraryargumentexaminesafamouspoembyRobertFrost.

LORENMARTINEZ,NotJusta“Girl”[STUDENTESSAY]Unlikemostcritics,thisstudentwriterarguesthatthefemalecharacterinErnestHemingway’sshortstory“HillsLikeWhiteElephants”iscomplexandsympatheticallydrawn.

APPENDIXBDocumentingSources:APAUsingParentheticalReferences

PreparingaReferenceList

ExamplesofAPACitations

Periodicals

Books

InternetSources

StudentEssay

APAPaperGuidelines[BOX]

DENIZA.BILGUTAY,TheHighCostofCheapCounterfeitGoods[MODELAPAPAPER]

AstudentpaperillustratesAmericanPsychologicalAssociation(APA)documentationstyle.

GlossaryG-1

AcknowledgmentsC-1

SubjectIndexI-1

IndexofTitlesandAuthorsI-9

DISCIPLINARYCONTENTS

Business/EconomicsSAMADOLPHSEN,Don’tBlametheGovernmentDENIZA.BILGUTAY,TheHighCostofCheapCounterfeitGoods[STUDENTESSAY]DENIZA.BILGUTAY,APowerfulCalltoAction[STUDENTESSAY]KIMBROOKS,IsItTimetoKilltheLiberalArtsDegree?KEVINCAREY,FulfillGeorgeWashington’sLastWish—aNationalUniversityKEVINCAREY,TheU.S.ShouldAdoptIncome-BasedLoansNowANTHONYPCARNEVALEANDMICHELLEMELTON,MajorDifferences:WhyUndergraduateMajors

MatterADAMCOHEN,Self-DrivingCarsWillChangetheRulesoftheRoadMARYC.DALYANDLEILABENGALI,IsItStillWorthGoingtoCollege?THOMASL.FRIEDMAN,GetItRightonGasERICHOOVER,College’sValueGoesDeeperThantheDegreeELIZABETHKOLBERT,BurningLoveNICHOLASD.KRISTOF,WhereSweatshopsAreaDreamSEANLENNON,DestroyingPreciousLandforGasDAVIDLEONHARDT,IsCollegeWorthIt?Clearly,NewDatasayBRIDGETTERRYLONG,CollegeIsWorthIt—someoftheTimeREBECCAMACKINNON,PrivacyandFacebookSCOTTMCNALLY,WaterContamination—FrackingIsNottheProblemCHARLESMURRAY,What’sWrongwithVocationalSchool?PEGGYORENSTEIN,shouldtheWorldofToysBeGender-Free?CHRISTINAH.PAXSON,TheEconomicCaseforSavingtheHumanitiesPHARINET,IsCollegeforEveryone?RAJEEVRAVISANKAR,sweatshopOppressionSHALEGASPRODUCTIONSUBCOMMITTEE,FromShaleGasProductionSubcommittee90-DayReport

LEESIEGEL,WhyIDefaultedonMyStudentLoansASTRATAYLOR,AStrikeagainstStudentDebtDANATHOMAS,Terror’sPurseStringsRICHARDVEDDER,ForgiveStudentLoans?LIZWESTON,WhenaTwo-YearCollegeDegreePaysOff

ChildDevelopmentDONAUCOIN,ForSome,HelicopterParentingDeliversBenefitsCLYDEHABERMAN,ADiscreditedVaccineStudy’sContinuingImpactonPublicHealth

MADELINELEVINE,RaisingSuccessfulChildrenJENNYMCCARTHY,TheGrayAreaonVaccinesPEGGYORENSTEIN,ShouldtheWorldofToysBeGender-Free?RUSSELLSAUNDERS,Pediatrician:VaccinateYourKids—orGetOutofMyOfficeLENORESKENAZY,HowKittyGenoveseDestroyedChildhoodCHANTEESTEELE,AnArgumentinSupportofthe“GapYear”[STUDENTESSAY]VERNONR.WIEHE,NothingPrettyinChildPageants

ComputerScienceCHRISBUSTAMANTE,TheRisksandRewardsofOnlineLearningCOLLEGEDEGREESEARCH.NET,TheEvolutionofOnlineSchooling[INFOGRAPHIC]JOHNCRISP,ShortDistanceLearningCRAIGDESSON,MyCreepyInstagramMapKnowsWhereILiveJENNIFERGOLBECK,AllEyesonYouELENAKADVANY,OnlineEducationNeedsConnectionREBECCAMACKINNON,PrivacyandFacebookJONATHANMAHLER,WhoSpewedThatAbuse?AnonymousYikYakAppIsn’tTellingRAYMCNULTY,OldFlamesandNewBeaconsPETERORABAUGH,TradingClassroomAuthorityforOnlineCommunityDAVIDSMITH,RelianceonOnlineMaterialsHindersLearningPotentialforStudentsNICHOLASTHOMPSON,BiggerBrother:TheExponentialLawofPrivacyLossUSATODAYEDITORIALBOARD,TimetoEnact“DoNotTrack”

EducationAMERICANASSOCIATIONOFUNIVERSITYPROFESSORS,OnFreedomofExpressionandCampus

SpeechCodesDANARIELY,EssayMills:ACoarseLessoninCheatingAUSTINAMERICAN-STATESMAN,CheatersNeverWinK.BALIBALOSANDJ.GOPALAKRISHNAN,OKorNot?KIMBROOKS,IsItTimetoKilltheLiberalArtsDegree?DYLANBYERS,PlagiarismandBuzzFeed’sAchilles’HeelMELISSABURRELL,CollegesNeedHonorCodes[STUDENTESSAY]CHRISBUSTAMANTE,TheRisksandRewardsofOnlineLearningANTHONYPCARNEVALEANDMICHELLEMELTON,MajorDifferences:WhyUndergraduateMajors

MatterCOLLEGEDEGREESEARCH.NET,TheEvolutionofOnlineSchooling[INFOGRAPHIC]JOHNCRISP,ShortDistanceLearningLOOSDIALLO,PlagiarismPolicy[IMAGE]SUSANENGEL,TeachYourTeachersWellTHOMASFRANK,CourseCorrectionsTRIPGABRIEL,PlagiarismLinesBlurforStudentsinDigitalAge

http://COLLEGEDEGREESEARCH.NEThttp://COLLEGEDEGREESEARCH.NET

LAWRENCEM.HINMAN,HowtoFightCollegeCheatingALISONHUDSON,StopWikipediaShamingELENAKADVANY,OnlineEducationNeedsConnectionZOYAKAHN,WhyCellPhonesDoNotBelongintheClassroom[STUDENTESSAY]WENDYKAMINER,ProgressiveIdeasHaveKilledFreeSpeechonCampusANDREASKOLBE,Debunkingthe“AccurateasBritannica”Myth?MICHAELMARTINEZ,WhyCitationsDoNotMakeWikipediaandSimilarSitesCredibleRAYMCNULTY,OldFlamesandNewBeaconsTIMOTHYMESSER-KRUSE,The“UndueWeight”ofTruthonWikipediaELIZABETHMINKEL,TooHardNottoCheatintheInternetAge?CHRISMUÑOZ,AreCollegesDoingEnoughforNontraditionalStudents?[STUDENTESSAY]KEVINMURPHY,EvaluationofaWebsite:RateMyProfessors.com[STUDENTESSAY]SCOTTL.NEWSTOK,APleaforCloseLearningCHRISTINAH.PAXSON,TheEconomicCaseforSavingtheHumanitiesERICPOSNER,UniversitiesAreRighttoCrackDownonSpeechandBehaviorRICHARDA.POSNER,TheTruthaboutPlagiarismPETERORABAUGH,TradingClassroomAuthorityforOnlineCommunityJACKSHAFER,Sidebar:ComparingtheCopyJUDITHSHULEVITZ,InCollegeandHidingfromScaryIdeasDAVIDSMITH,RelianceonOnlineMaterialsHindersLearningPotentialforStudentsRANDALLSTROSS,AnonymousSourceIsNottheSameasOpenSourceTermPapersforSaleAdvertisement[WEBPAGE]NIATUCKSON,WhyForeign-LanguageStudyShouldBeRequired[STUDENTESSAY]NEILWATERS,Wikiphobia:TheLatestinOpenSource

EnvironmentalScienceRACHELCARSON,TheObligationtoEndureTHECRIMSONSTAFF,VoteYesontheBottledWaterBanCHARLESFISHMAN,BottledWaterIsSilly—ButSoIsBanningItJONATHANSAFRANFOER,LetThemEatDogTHOMASL.FRIEDMAN,GetItRightonGasSHAWNHOLTON,GoingGreen[STUDENTESSAY]ELIZABETHKOLBERT,BurningLoveSEANLENNON,DestroyingPreciousLandforGasSCOTTMCNALLY,WaterContamination—FrackingIsNottheProblemNICOLETTEHAHNNIMAN,TheCarnivore’sDilemmaDANIELPAYNE,WhyYouShouldEat“Humane”MeatANTHONYPRIETO,GettheLeadoutofHuntingWILLIAMSALETAN,PleaseDoNotFeedtheHumansSHALEGASPRODUCTIONSUBCOMMITTEE,FromShaleGasProductionsubcommittee90-DayReport

SUNAURATAYLOR,HumaneMeat?NoSuchThing

http://RateMyProfessors.com

HistoryBETTYFRIEDAN,TheImportanceofWorkTHOMASJEFFERSON,TheDeclarationofIndependenceABRAHAMLINCOLN,TheGettysburgAddressGEORGEORWELL,PoliticsandtheEnglishLanguageOverview:“LetterfromBirminghamJail”byMartinLutherKingJr.[BOX]ELIZABETHCADYSTANTON,DeclarationofSentimentsandResolutionsDANIELSULEIMAN,MoreThan“MoralComplicity”atAuschwitz

Law/CriminalJusticeOMARASHMAWY,TenYearsafter9/11,We’reStillintheDarkDENIZA.BILGUTAY,TheHighCostofCheapCounterfeitGoods[STUDENTESSAY]ERINBLAINE,ShouldDataPostedonSocial-NetworkingSitesBe“FairGame”forEmployers?

[STUDENTESSAY]PATRICKJ.BUCHANAN,ImmigrationTime-OutBENCARSON,VaccinationsArefortheGoodoftheNationADAMCOHEN,Self-DrivingCarsWillChangetheRulesoftheRoadCRAIGDESSON,MyCreepyInstagramMapKnowsWhereILiveJENNIFERGOLBECK,AllEyesonYouGREGHAMPIKIAN,WhenMayIShootaStudent?SAMLAIRD,shouldAthletesHaveSocialMediaPrivacy?OneBillsaysYesREBECCAMACKINNON,PrivacyandFacebookJONATHANMAHLER,WhoSpewedThatAbuse?AnonymousYikYakAppIsn’tTellingERICPOSNER,UniversitiesAreRighttoCrackMownonspeechandBehaviorTHANEROSENBAUM,ShouldNeo-NazisBeAllowedFreespeech?RUSSELLSAUNDERS,Pediatrician:VaccinateYourKids—orGetOutofMyOfficeJANETD.STEMWEDEL,SayingNotoVaccinesDANIELSULEIMAN,MoreThan“MoralComplicity”atAuschwitzNICHOLASTHOMPSON,BiggerBrother:TheExponentialLawofPrivacyLossUSATODAYEDITORIALBOARD,TimetoEnact“DoNotTrack”MAHESHVIDULA,IndividualRightsvs.PublicHealth:TheVaccinationDebate

Medicine/NursingBENCARSON,VaccinationsArefortheGoodoftheNationCLYDEHABERMAN,ADiscreditedVaccineStudy’sContinuingImpactonPublicHealthJENNYMCCARTHY,TheGrayAreaonVaccinesWILLIAMSALETAN,PleaseDoNotFeedtheHumansRUSSELLSAUNDERS,Pediatrician:VaccinateYourKids—orGetOutofMyOfficeJANETD.STEMWEDEL,SayingNotoVaccinesMAHESHVIDULA,IndividualRightsvs.PublicHealth:TheVaccinationDebate

PhilosophyBETTYFRIEDAN,TheImportanceofWorkPLATO,TheAllegoryoftheCaveDANIELSULEIMAN,MoreThan“MoralComplicity”atAuschwitz

PoliticalScienceSAMADOLPHSEN,Don’tBlametheGovernmentAMERICANASSOCIATIONOFUNIVERSITYPROFESSORS,OnFreedomofExpressionandCampus

SpeechCodesJAMESBALDWIN,IfBlackEnglishIsn’taLanguage,ThenTellMe,WhatIsIt?DENIZA.BILGUTAY,TheHighCostofCheapCounterfeitGoods[STUDENTESSAY]ERINBLAINE,ShouldDataPostedonSocial-NetworkingSitesBe“FairGame”forEmployers?

[STUDENTESSAY]PATRICKJ.BUCHANAN,ImmigrationTime-OutKEVINCAREY,FulfillGeorgeWashington’sLastWish—aNationalUniversityKEVINCAREY,TheU.S.ShouldAdoptIncome-BasedLoansNowANDREWHERMAN,RaisetheDrinkingAgetoTwenty-FiveTHOMASJEFFERSON,TheDeclarationofIndependenceWENDYKAMINER,ProgressiveIdeasHaveKilledFreeSpeechonCampusGEORGEORWELL,PoliticsandtheEnglishLanguageERICPOSNER,UniversitiesAreRighttoCrackDownonSpeechandBehaviorELLIEREYNOLDS,NativeAmericansHaveBecomeaPoliticalPawnTHANEROSENBAUM,ShouldNeo-NazisBeAllowedFreeSpeech?WILLIAMSALETAN,PleaseDoNotFeedtheHumansALANSCHWARZ,ABidforGunsonCampusestoDeterRapeJACKSHAKELY,IndianMascots—You’reOutJUDITHSHULEVITZ,InCollegeandHidingfromScaryIdeasLEESIEGEL,WhyIDefaultedonMyStudentLoansBRETTA.SOKOLOW,HowNottoRespondtoVirginiaTech—IISOLSTERN,TheUnfreeSpeechMovementDANIELSULEIMAN,MoreThan“MoralComplicity”atAuschwitzASTRATAYLOR,AStrikeagainstStudentDebtRICHARDVEDDER,ForgiveStudentLoans?JESUSM.VILLAHERMOSAJR.,GunsDon’tBelongintheHandsofAdministrators,Professors,or

StudentsTIMOTHYWHEELER,There’saReasonTheyChooseSchools

PsychologyAMERICANPSYCHOLOGICALASSOCIATION,ViolenceinMassMediaOMARASHMAWY,TenYearsafter9/11,We’reStillintheDark

PAULBRANDUS,Remembering9/11:HowSafeAreWeToday?KATHERINECHOI,Responseto“WhenLifeImitatesVideo”[STUDENTRESPONSE]LAURENDAZZARA,WhyGamingIsaPositiveElementinLife[INFOGRAPHIC]BOBENGELHART,ViolentVideoGames[CARTOON]BETTYFRIEDAN,TheImportanceofWorkJENNIFERGOLBECK,AllEyesonYouGREGHAMPIKIAN,WhenMayIShootaStudent?GERARDJONES,ViolentMediaIsGoodforKidsJOHNLEO,WhenLifeImitatesVideoJOENOCERA,It’sHardtoBeaHeroPEGGYORENSTEIN,ShouldtheWorldofToysBeGender-Free?PARENTHOODLIBRARY,DistributionofLanguage,Sex,andViolenceCodesinPG-RatedMovies

[CHART]JONATHANRAUCH,BeNotAfraidJESSICAROBBINS,Don’tWithholdViolentGamesJASONSAVONA,ResponsetoGrandTheftAutoIV[STUDENTRESPONSE]LENORESKENAZY,HowKittyGenoveseDestroyedChildhoodBRETTA.SOKOLOW,HowNottoRespondtoVirginiaTech—IIWaystoDieinChildren’sCartoons[CHART]TIMOTHYWHEELER,There’saReasonTheyChooseSchools

SociologyAMERICANPSYCHOLOGICALASSOCIATION,ViolenceinMassMediaOMARASHMAWY,TenYearsafter9/11,We’reStillintheDarkDENIZA.BILGUTAY,APowerfulCalltoActionPAULBRANDUS,Remembering9/11:HowSafeAreWeToday?KATHERINECHOI,Responseto“WhenLifeImitatesVideo”[STUDENTRESPONSE]TODDDAVIDSON,MediaViolence[VISUAL]AMYDION,GonebutNotForgottenEJGARR,Athletevs.RoleModelGERARDJONES,ViolentMediaIsGoodforKidsNICHOLASD.KRISTOF,WhereSweatshopsAreaDreamJOHNLEO,WhenLifeImitatesVideoPEGGYORENSTEIN,ShouldtheWorldofToysBeGender-Free?PARENTHOODLIBRARY,DistributionofLanguage,Sex,andViolenceCodesinPG-RatedMovies

[CHART]JONATHANRAUCH,BeNotAfraidRAJEEVRAVISANKAR,SweatshopOppressionJESSICAROBBINS,Don’tWithholdViolentGamesTHANEROSENBAUM,ShouldNeo-NazisBeAllowedFreeSpeech?CRYSTALSANCHEZ,CollegeShouldBeforEveryone[STUDENTESSAY]BRETTA.SOKOLOW,HowNottoRespondtoVirginiaTech—IISOLSTERN,TheUnfreeSpeechMovement

DANATHOMAS,Terror’sPurseStringsNICHOLASTHOMPSON,BiggerBrother:TheExponentialLawofPrivacyLossTIMOTHYWHEELER,There’saReasonTheyChooseSchools