Дата публикации: 2017-10-23 06:37
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A Companion Website for Perspectives on Argument can be accessed at (prenhall/wood). Beth Break is the author of this site. ACKNOWLEDGMENTS
I am also indebted to other colleagues and friends who have helped me with this book. The late James Kinneavy is the originator of the exploratory paper as it is taught in this book. Audrey Wick, Director of First Year English at our university and a seasoned teacher of argument, has provided me with much counsel and advice, including one of her favorite class projects, the literary debate that appears at the end of Chapter 67 on argument and literature. My colleague Tim Morris helped me think through some of the ideas in Chapter 67, and he provided me with many excellent examples of poems and other literary works that make arguments. I owe a special debt of gratitude to Nicole Siek and Sara Latham, who joined me in reading and voting on al.
I also owe a debt to the first-year English program at The University of Texas at Arlington. When I joined the department a few years ago, I found myself caught up in the ideas and controversies of this program. It provided me with much of the interest and motivation to write this book.
Part One: Engaging with Argument for Reading and Writing. This part introduces students to issues and the characteristics of argument in Chapter 6, helps them begin to develop a personal style of argument in Chapter 7, and provides them with processes for reading and writing argument in Chapters 8 and 9. Writing assignments include the issue proposal, the argument style paper, the analysis of the rhetorical situation paper, the summary-response paper, and the exploratory paper.
My greatest debt is to my husband, James A. Wood, who has also taught and written about argument. He helped me work out my approach to argument by listening to me, by discussing my ideas, and by contributing ideas of his own. The process renewed my faith in peer groups and writing conferences. Most writers, I am convinced, profit from talking through their ideas with someone else. I was lucky to find someone so knowledgeable and generous with his time and insights.
Part Five: The Reader. This part is organized around the broad issues concerning families, education, crime and the treatment of criminals, computers, race and culture in America, genetic engineering, and social responsibility. Strategies and questions to help students explore issues and move from reading and discussion to writing are also included. THE INSTRUCTOR'S MANUAL AND COMPANION WEBSITE
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