| Preface |
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v | |
| Contents |
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vii | |
| Thematic Table of Contents |
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xv | |
| Guidelines for Critical Reading |
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1 | (8) |
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9 | (42) |
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Introduction: What is Rhetoric? |
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9 | (1) |
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10 | (4) |
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What---and How---to Write When You Have No Time to Write |
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10 | (4) |
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14 | (4) |
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14 | (4) |
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18 | (14) |
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18 | (5) |
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Letter to the Rev. J. Page Hopps |
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23 | (5) |
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28 | (4) |
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Issue for Critical Thinking and Debate |
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32 | (9) |
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32 | (1) |
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Photo: Memorial Service at Columbine High School / CORBIS/AFP |
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33 | (1) |
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Social Cesspool Polluting Youth |
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34 | (4) |
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Don't Blame the Parents; It's Mainly the Peers |
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38 | (3) |
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41 | (10) |
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Violence Rampant among Teens |
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41 | (6) |
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How I Write / How I Wrote This Essay / My Writing Tip |
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47 | (4) |
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51 | (62) |
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Introduction: What is a Writer's Voice? |
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51 | (1) |
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52 | (11) |
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How to Say Nothing in Five Hundred Words |
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52 | (11) |
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63 | (10) |
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63 | (10) |
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73 | (18) |
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Remarks on the Life of Sacco and on His Own Life and Execution |
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73 | (3) |
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76 | (3) |
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A, B, and C: The Human Element in Mathematics |
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79 | (5) |
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Three Bears in Search of an Author |
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84 | (4) |
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Black Rook in Rainy Weather |
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88 | (3) |
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Issue for Critical Thinking and Debate |
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91 | (9) |
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91 | (1) |
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Painting: Tribute to the American Working People |
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92 | (1) |
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An Argument against Hating Our Enemies |
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93 | (3) |
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On Developing Human Values |
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96 | (4) |
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100 | (13) |
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100 | (10) |
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How I Write / How I Wrote This Essay / My Writing Tip |
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110 | (3) |
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113 | (56) |
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Introduction: What is a Thesis? |
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113 | (1) |
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114 | (4) |
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118 | (3) |
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118 | (3) |
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121 | (23) |
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121 | (8) |
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A Good Man Is Hard to Find |
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129 | (13) |
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142 | (2) |
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Issue for Critical Thinking and Debate |
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144 | (14) |
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144 | (1) |
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145 | (1) |
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146 | (7) |
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153 | (5) |
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158 | (11) |
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158 | (4) |
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How I Write / How I Wrote This Essay / My Writing Tip |
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162 | (7) |
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169 | (48) |
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Introduction: Thinking Ahead |
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169 | (1) |
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170 | (4) |
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170 | (4) |
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174 | (4) |
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Take This Fish and Look at It |
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174 | (4) |
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178 | (17) |
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178 | (4) |
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182 | (3) |
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185 | (8) |
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That Time of Year (Sonnet 73) |
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193 | (2) |
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Issue for Critical Thinking and Debate |
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195 | (13) |
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195 | (1) |
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196 | (1) |
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197 | (3) |
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200 | (8) |
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208 | (9) |
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Drug Use: The Continuing Epidemic |
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208 | (6) |
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How I Write / How I Wrote This Essay / My Writing Tip |
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214 | (3) |
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217 | (48) |
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Introduction: Writing Paragraphs |
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217 | (1) |
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218 | (3) |
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Writing Successful Paragraphs |
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218 | (3) |
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221 | (2) |
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The Function of the Paragraph |
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221 | (2) |
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223 | (10) |
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Paragraphs with the Topic Sentence at the Beginning |
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223 | (1) |
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From The Lessons of the Past |
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223 | (2) |
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225 | (1) |
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I Am Tired of Fighting (Surrender Speech) Chief Joseph of the Nez Perce |
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226 | (1) |
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Paragraphs with the Topic Sentence at the End |
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227 | (1) |
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227 | (2) |
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229 | (1) |
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230 | (1) |
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231 | (2) |
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Issue For Critical Thinking and Debate |
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233 | (11) |
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233 | (1) |
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Painting: Detroit Industry |
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234 | (1) |
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Our Values Hurt the Environment |
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235 | (4) |
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Economic Growth Requires Environmental Compromises |
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239 | (5) |
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244 | (15) |
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Saving Life on Earth---It Doesn't Take an Education |
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244 | (11) |
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How I Write / How I Wrote This Essay / My Writing Tip |
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255 | (4) |
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Introduction to the Patterns of Development |
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259 | (6) |
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Patterns of Development for the Subject ``Guilt'' The Editors |
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260 | (5) |
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Reporting: Narration, Description, and Process Analysis |
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265 | (98) |
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265 | (3) |
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265 | (3) |
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268 | (24) |
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268 | (7) |
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275 | (7) |
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282 | (4) |
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286 | (4) |
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290 | (2) |
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292 | (3) |
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How to Write a Description |
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292 | (3) |
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295 | (27) |
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295 | (5) |
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300 | (7) |
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307 | (4) |
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311 | (8) |
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319 | (3) |
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322 | (2) |
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How to Write a Process Analysis |
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322 | (2) |
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324 | (22) |
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Hunting Octopus in the Gilbert Islands |
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324 | (5) |
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In an Assassin's Footsteps |
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329 | (8) |
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337 | (2) |
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Some of Us Had Been Threatening Our Friend Colby |
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339 | (5) |
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344 | (2) |
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Issue For Critical Thinking and Debate |
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346 | (10) |
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346 | (2) |
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Painting: Creation of Adam |
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348 | (1) |
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348 | (4) |
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What Did Carl Sagan See at the Moment of His Death? |
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352 | (4) |
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356 | (7) |
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356 | (4) |
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How I Write / How I Wrote This Essay / My Writing Tip |
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360 | (3) |
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Explaining: Illustration and Definition |
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363 | (82) |
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363 | (3) |
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How to Write with Examples |
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363 | (3) |
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366 | (17) |
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366 | (4) |
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``Mirror, Mirror, on the Wall. . . '' |
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370 | (4) |
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374 | (7) |
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381 | (2) |
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383 | (3) |
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How to Write a Definition |
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383 | (3) |
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386 | (30) |
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Keep the Factoids and Just Stick to the Facts |
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386 | (2) |
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388 | (9) |
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397 | (4) |
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In Praise of the Humble Comma |
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401 | (3) |
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404 | (9) |
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413 | (3) |
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Issue For Critical Thinking and Debate |
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416 | (16) |
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416 | (1) |
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Painting: Mexico, Chile, Soweto |
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417 | (1) |
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418 | (5) |
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423 | (9) |
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Racism: How Far Have We Come? |
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432 | (8) |
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How I Write / How I Wrote This Essay / My Writing Tip |
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440 | (5) |
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Analyzing: Comparison/Contrast, Division/Classification, and Causal Analysis |
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445 | (100) |
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445 | (2) |
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How to Write a Comparison or Contrast |
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445 | (2) |
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447 | (26) |
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From Conservatism and Liberalism |
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447 | (4) |
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That Lean and Hungry Look |
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451 | (3) |
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454 | (6) |
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Grant and Lee: A Study in Contrasts |
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460 | (5) |
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465 | (6) |
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471 | (2) |
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473 | (2) |
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How to Write a Division and Classification |
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473 | (2) |
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475 | (17) |
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475 | (7) |
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482 | (5) |
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487 | (3) |
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490 | (2) |
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492 | (3) |
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How to Write a Causal Analysis |
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492 | (3) |
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495 | (28) |
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Why Tigers Become Man-Eaters |
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495 | (6) |
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501 | (7) |
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508 | (7) |
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515 | (6) |
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521 | (2) |
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Issue for Critical Thinking and Debate |
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523 | (11) |
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523 | (1) |
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524 | (1) |
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Photo: Woman Conducts a Business Meeting |
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525 | (4) |
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How We Raise Boys and Girls Differently---and Why It's Wrong |
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529 | (5) |
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534 | (11) |
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534 | (6) |
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How I Write / How I Wrote This Essay / My Writing Tip |
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540 | (5) |
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545 | (62) |
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Introduction to Argumentation |
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545 | (1) |
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546 | (8) |
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Obstacles to Clear Thinking |
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546 | (8) |
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554 | (6) |
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554 | (6) |
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560 | (25) |
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560 | (8) |
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568 | (3) |
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Sex Predators Can't Be Saved |
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571 | (5) |
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If We Keep on Doing What We're Doing, We're Gonna Keep Getting What We Got |
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576 | (6) |
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582 | (3) |
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Issue for Critical Thinking and Debate |
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585 | (11) |
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585 | (1) |
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Print: Migrant Mother, Nipomo Valley |
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586 | (1) |
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Homeless: Expose the Myths |
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587 | (3) |
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590 | (6) |
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596 | (11) |
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596 | (6) |
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How I Write / How I Wrote This Essay / My Writing Tip |
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602 | (5) |
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607 | (64) |
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Introduction to the Meaning of Words |
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607 | (1) |
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608 | (4) |
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A Brief Lexicon of Jargon |
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608 | (4) |
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612 | (13) |
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Words: Our Most Important Tools |
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612 | (6) |
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Change in the English Language |
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618 | (6) |
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Baffle-Gab Thesaurus / Time |
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624 | (1) |
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625 | (20) |
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625 | (11) |
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636 | (7) |
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643 | (2) |
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Issue for Critical Thinking and Debate |
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645 | (15) |
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645 | (1) |
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Painting: The Problem We All Live With |
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646 | (1) |
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647 | (3) |
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Affirmative Action: The Price of Preference |
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650 | (10) |
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660 | (11) |
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Affirmative Action and Women |
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660 | (6) |
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How I Write / How I Wrote This Essay / My Writing Tip |
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666 | (5) |
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Appendix Optional Assignments |
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671 | (82) |
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671 | (66) |
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671 | (8) |
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Choosing Single Motherhood: A Sign of Modern Times? |
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679 | (30) |
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Dian Fossey: A Scientist Who Stopped Caring About Science |
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709 | (28) |
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737 | (16) |
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737 | (5) |
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A Worn, but Lightly Traveled Path |
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742 | (11) |
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| Glossary |
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753 | (10) |
| Literary Credits |
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763 | (6) |
| Index |
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769 | |
Other versions by this Author
