| Preface |
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xiii | |
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PART I ANALYSIS AND ARGUMENT |
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1 | (134) |
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Chapter 1 Analyzing Texts and Writing Thesis Statements |
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2 | (40) |
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Understanding Texts Rhetorically |
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4 | (3) |
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Understanding the Rhetorical Situation |
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7 | (2) |
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Understanding Exigence and Purpose |
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9 | (4) |
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Strategies for Analyzing Rhetorical Texts |
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13 | (14) |
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Analyzing Visual Rhetoric |
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15 | (4) |
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Analyzing Written Rhetoric |
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19 | (3) |
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Reading: David Horsey, "Obnoxious Freedom" |
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22 | (3) |
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Reading: Chris Baker, "Is Darth Disney Destroying Star Wars' Expanded Universe?" |
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25 | (2) |
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Writing a Rhetorical Analysis |
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27 | (10) |
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Developing a Thesis Statement |
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29 | (3) |
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Analyzing Student Writing |
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32 | (1) |
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Student Writing: Alexandra Ramirez, `Obnoxious Freedom': A Cartoonist's Defense of the Freedom to Be Crass" |
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32 | (5) |
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37 | (2) |
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Spotlighted Analysis: Editorial Cartoons |
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39 | (1) |
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40 | (2) |
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Chapter 2 Understanding Strategies of Persuasion |
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42 | (47) |
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Identifying Strategies of Argumentation |
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44 | (6) |
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Reading: Ian Bogost, "Persuasive Games" |
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49 | (1) |
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Understanding the Rhetorical Appeals |
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50 | (25) |
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Appeals to Emotion: Pathos |
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51 | (6) |
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57 | (6) |
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Appeals to Character and Authority: Ethos |
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63 | (7) |
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Combining the Rhetorical Appeals |
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70 | (1) |
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Reading: Derek Thompson, "Turning Customers into Cultists" |
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70 | (5) |
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Considering Context and Values: Kairos and Doxa |
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75 | (3) |
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78 | (8) |
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Student Writing: Clare Conrotto, "I'll Have the Lies on the Side, Please" |
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79 | (7) |
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86 | (1) |
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Spotlighted Analysis: Advertisements |
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86 | (1) |
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87 | (2) |
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Chapter 3 Composing Arguments |
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89 | (46) |
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Understanding The Canons of Rhetoric |
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90 | (1) |
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91 | (6) |
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97 | (13) |
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Using Classical Strategies of Arrangement |
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100 | (2) |
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Using the Toulmin Model to Analyze or Arrange an Argument |
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102 | (4) |
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Considering Rogerian Arguments |
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106 | (2) |
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Exploring Effective Modes of Arrangement |
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108 | (2) |
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110 | (6) |
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Constructing Your Persona |
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113 | (2) |
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Choosing a Rhetorical Stance |
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115 | (1) |
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Crafting A Position Paper |
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116 | (14) |
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118 | (3) |
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Composing Your Introduction |
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121 | (3) |
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124 | (2) |
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Analyzing a Position Paper |
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126 | (1) |
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Reading: William C. Martel, "Ban on Photographing Military Coffins Protected Grieving Families from Media" |
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127 | (3) |
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130 | (1) |
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Spotlighted Analysis: Photographs |
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131 | (1) |
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132 | (3) |
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PART II PLANNING AND CONDUCTING RESEARCH |
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135 | (76) |
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Chapter 4 Planning and Proposing Research Arguments |
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136 | (30) |
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Asking Research Questions |
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137 | (4) |
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141 | (3) |
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Constructing a Research Log |
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143 | (1) |
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144 | (7) |
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Using Prewriting Techniques to Focus Your Topic |
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144 | (7) |
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Writing about Your Research Plans |
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151 | (5) |
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152 | (1) |
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Student Writing: Rafe Salinas, "Research Freewrite" |
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152 | (2) |
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Drafting a Guiding Research Question and Research Hypothesis |
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154 | (2) |
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Drafting a Research Proposal |
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156 | (7) |
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Student Writing: Molly Fehr, "Inspiring Nazi Germany: How Hitler Rose to Power through the Use of Propaganda and Rousing Rhetoric" |
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157 | (6) |
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163 | (1) |
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Spotlighted Analysis: Propaganda Posters |
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163 | (1) |
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164 | (2) |
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Chapter 5 Finding and Evaluating Research Sources |
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166 | (45) |
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168 | (1) |
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169 | (5) |
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Understanding Primary and Secondary Sources |
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174 | (5) |
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175 | (2) |
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Searching for Secondary Sources |
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177 | (2) |
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179 | (8) |
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Questions for Evaluating Sources |
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179 | (7) |
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Reading: Jennifer S. Light, "When Computers Were Women" |
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186 | (1) |
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187 | (11) |
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188 | (2) |
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190 | (4) |
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Other Models of Fieldwork |
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194 | (1) |
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Evaluating Field Research Sources |
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195 | (2) |
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Evaluating Sources by Use |
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197 | (1) |
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Creating a Dialogue with Your Sources |
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198 | (4) |
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Student Writing: Kim Felser, "Dialogue of Sources" |
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200 | (2) |
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Writing an Annotated Bibliography |
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202 | (5) |
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207 | (1) |
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Spotlighted Analysis: Covers |
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208 | (1) |
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209 | (2) |
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PART III DRAFTING AND DESIGNING ARGUMENTS |
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211 | (130) |
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Chapter 6 Organizing and Writing Research Arguments |
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212 | (53) |
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Organizing Your Draft in Visual Form |
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213 | (4) |
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Learning Outlining Strategies |
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217 | (9) |
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Developing a Formal Outline |
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218 | (4) |
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Student Writing: Ada Throckmorton, "Research Paper---Outline" |
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222 | (4) |
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Drafting Your Research Argument |
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226 | (13) |
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Structuring Your Argument with Subheads |
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226 | (3) |
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Connecting Your Ideas with Transitions |
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229 | (1) |
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Integrating Research Sources into Your Draft |
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230 | (8) |
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Documentation during Integration |
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238 | (1) |
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Keeping Your Passion to Keep Writing |
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238 | (1) |
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Analyzing a Student's Draft of a Research-Based Essay |
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239 | (7) |
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Student Writing: Wanjin Park, "Environmental Leadership: How Al Gore Illuminated an Overlooked Crisis" |
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240 | (6) |
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246 | (16) |
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246 | (3) |
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Collaboration through Peer Feedback |
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249 | (2) |
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Analyzing a Student's Revision of a Research-Based Essay |
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251 | (1) |
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Student Writing: Wanjin Park, "Balancing the Soft and the Passionate Rhetorician: Gore's Dynamic Rhetoric in His Environmental Leadership" |
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252 | (10) |
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262 | (1) |
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Spotlighted Analysis: Film Trailers |
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262 | (1) |
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263 | (2) |
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Chapter 7 Documenting Sources and Avoiding Plagiarism |
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265 | (31) |
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Understanding Intellectual Property and Plagiarism |
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266 | (3) |
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Avoiding Unintentional Plagiarism |
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268 | (1) |
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Working with Images and Multimedia as Sources |
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269 | (1) |
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Understanding Documentation Style |
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269 | (7) |
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In-Text Citations: Documentation as Cross-Referencing |
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271 | (5) |
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Using Footnotes and Endnotes |
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276 | (1) |
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Producing a Works Cited List in MLA Style |
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276 | (17) |
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Documentation for Print and Online Text-Based Sources |
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277 | (5) |
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Documentation for Visual, Audio, and Multimedia Sources |
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282 | (5) |
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Student Paper in MLA Style |
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287 | (1) |
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Student Writing: Stephanie Parker, "Soompi and the "Honorary Asian": Shifting Identities in the Digital Age" |
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287 | (6) |
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293 | (1) |
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294 | (2) |
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Chapter 8 Designing Arguments |
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296 | (45) |
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Understanding Document Design and Decorum |
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298 | (1) |
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Understanding Academic Writing Conventions |
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299 | (3) |
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Integrating Images in Academic Writing |
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302 | (3) |
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Design of Academic Papers |
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303 | (2) |
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Tools of Design for Academic Audiences |
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305 | (6) |
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305 | (2) |
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307 | (1) |
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Student Writing: Eric Wiebacher, Bio |
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307 | (1) |
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308 | (3) |
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Formatting Writing for Audience and Purpose |
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311 | (6) |
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Reading: London Greenpeace, "What's Wrong with the Body Shop?" |
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312 | (5) |
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Designing Arguments in Popular Formats |
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317 | (21) |
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318 | (1) |
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Student Writing: Angie Sorentino, "It's Not Worth It" |
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319 | (1) |
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320 | (1) |
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Student Writing: Conor Henriksen, "Art on Campus" |
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321 | (1) |
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Composing in Newsletter or Magazine Format |
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322 | (1) |
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Student Writing: Miranda Smith, "Charities Taking Action Against Hunger" |
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323 | (1) |
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324 | (3) |
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Student Writing: Hailey Larkin, "The Visual Rhetoric of Protest" |
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327 | (1) |
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328 | (2) |
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Producing an Online Video |
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330 | (2) |
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332 | (2) |
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Developing a Multimedia Presentation |
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334 | (4) |
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338 | (1) |
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339 | (2) |
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341 | (202) |
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Chapter 9 You Are What You Eat |
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342 | (38) |
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Jamie Schler, "You Are What You Eat: A Food Blogger's Dilemma" |
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344 | (3) |
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347 | (1) |
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348 | (1) |
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Michelle Obama, "Remarks Prepared for the Let's Move Launch" |
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349 | (9) |
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United States Department of Agriculture, Nutritional Information Graphics |
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358 | (2) |
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Michael Pollan, "How Change Is Going to Come in the Food System" |
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360 | (4) |
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Information Graphic: Locavorism vs. Globavorism |
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364 | (1) |
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Steve Sexton, "The Inefficiency of Local Food" |
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365 | (4) |
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Maisie Ganzler, "The Non-Controversy Surrounding Local Food" |
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369 | (2) |
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Peter Menzel and Faith d'Aluisio, Photographs from Hungry Planet |
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371 | (2) |
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James McWilliams, "Label Me Confused" |
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373 | (2) |
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Tamar Haspel, "The GMO Debate: 5 Things to Stop Arguing" |
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375 | (3) |
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Analyzing Perspectives on the Issue |
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378 | (1) |
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From Reading to Research Assignments |
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379 | (1) |
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380 | (42) |
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382 | (1) |
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Peggy Drexler, "What Your Selfies Say About You" |
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383 | (4) |
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Henry Jenkins, "Love Online" |
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387 | (4) |
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Amanda Lenhart, Mary Madden, Aaron Smith, Kristen Purcell, Kathryn Zickuhr, and Lee Rainie, Excerpt from "Teens, Kindness and Cruelty on Social Network Sites" |
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391 | (5) |
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Danah Boyd and Alice Marwick, Excerpt from "Social Privacy in Networked Publics: Teens' Attitudes, Practices, and Strategies" |
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396 | (8) |
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Clive Thompson, "Ambient Awareness" |
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404 | (5) |
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409 | (1) |
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Evgeny Morozov, "From Slacktivism to Activism" |
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409 | (5) |
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Jane McGonigal, "Quest to Learn---and Why Our Schools Should Work More Like a Game" |
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414 | (4) |
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Screenshots: Games for Change |
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418 | (2) |
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Analyzing Perspectives on the Issue |
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420 | (1) |
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From Reading to Research Assignments |
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420 | (2) |
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Chapter 11 Playing Against Stereotypes |
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422 | (48) |
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Photographs: Defying Stereotypes of Ability |
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424 | (2) |
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Carolyn Hodges, Daniel Jackson, Richard Scullion, Shelley Thompson, and Mike Molesworth, "Media Representations of Disability Sport" |
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426 | (6) |
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Ta-Nehisi Coates, "No, Hope Solo Is Not `Like' Ray Rice" |
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432 | (2) |
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ESPN, From "Black Athlete Confidential" |
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434 | (6) |
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Rob Ruck, "Baseball's Recruitment Abuses" |
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440 | (7) |
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Jealousy of Caster Semenya |
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447 | (1) |
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Sports Illustrated Covers |
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448 | (1) |
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Maya Dusenbery and Jaeah Lee, "The State of Women's Athletics, 40 Years After Title IX" |
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449 | (3) |
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The Media Education Foundation, Transcript: Playing Unfair |
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452 | (10) |
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462 | (1) |
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Maggie Mertens, "Women's Soccer Is a Feminist Issue" |
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463 | (4) |
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Photograph: Brandi Chastain's 1999 FIFA Victory |
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467 | (1) |
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Analyzing Perspectives on the Issue |
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468 | (1) |
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From Reading to Research Assignments |
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468 | (2) |
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Chapter 12 Crisis and Resilience |
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470 | (36) |
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Drea Knufken, "Help, We're Drowning!: Please Pay Attention to Our Disaster" |
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474 | (3) |
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Tom Hawking, "The Ethics of Disaster Photography in the Age of Social Media" |
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477 | (3) |
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Photographs: After the Boston Marathon Bombings |
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480 | (2) |
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Charles Porter, "Tragedy in Oklahoma" |
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482 | (2) |
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Joe Strupp, "The Photo Felt Around the World" |
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484 | (3) |
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Mark Glaser, "Did London Bombings Turn Citizen Journalists into Citizen Paparazzi?" |
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487 | (5) |
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Pictures of Hurricane Sandy |
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492 | (1) |
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493 | (1) |
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David Leeson, "Photographs and Stories" |
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494 | (5) |
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Michael Cavna, "Occupy Comics: Cartoon Movement Journalists Sketch a Multi-City Composite" |
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499 | (1) |
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Sketches from the Occupy Sketchbook |
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500 | (2) |
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Michael Christopher, "Abandoned America" |
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502 | (2) |
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Analyzing Perspectives on the Issue |
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504 | (1) |
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From Reading to Research Assignments |
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504 | (2) |
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Chapter 13 Claiming Citizenship |
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506 | (37) |
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The Center for American Progress, "Infographic: The New Demographics" |
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508 | (3) |
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Richard Mertens, "How One Small Midwest Town Has Turned Immigration into Positive Change" |
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511 | (3) |
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Alex Webb, "Life on the Border" |
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514 | (3) |
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Teaching Tolerance, "An Educator's Guide to the Immigration Debate" |
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517 | (4) |
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Lesli A. Maxwell, "Betting on a School" |
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521 | (4) |
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Lexington, "The Hub Nation" |
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525 | (3) |
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528 | (1) |
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Jeffrey N. Wasserstrom, "A Mickey Mouse Approach to Globalization" |
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528 | (3) |
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Joseph Davicsin and Jerome Sklarsky, "The Daily Targum: Two Opinions on McDonaldization" |
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531 | (4) |
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535 | (2) |
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Colleen Walsh, "Education Without Limits" |
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537 | (4) |
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Analyzing Perspectives on the Issue |
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541 | (1) |
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From Reading to Research Assignments |
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541 | (2) |
| Credits |
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543 | (6) |
| Index |
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549 | |
