Glossary

Practical argument: A text and anthology - Laurie G. Kirszner, Stephen R. Mandell 2019


Glossary

Accurate evidence:

Evidence from reliable sources that is quoted carefully and in context.

Ad hominem fallacy:

The logical fallacy of undermining an argument by attacking the person who is making the argument instead of addressing the argument itself.

Allusion:

A reference within a work to a person, literary or biblical text, or historical event. This shorthand device reminds the reader of something that enlarges the context of the situation being written about.

Analogy:

An extended comparison that explains an unfamiliar item, concept, or situation by comparing it to a more familiar one.

Annotating:

Making notes of your questions, reactions, and ideas on the document itself.

Antithesis:

An opposing statement that tests whether an argumentative thesis is debatable.

Appeal to doubtful authority:

The use of nonexperts to support an argument.

Applied ethics:

The field of philosophy that applies ethical principles to real-life issues (such as abortion, the death penalty, animal rights, or doctor-assisted suicide).

Argument:

A logical and persuasive presentation of evidence that attempts to convince people to accept (or at least to consider) the writer’s position.

Argument by analogy:

An argument that claims that its position is valid because it is similar in some ways to a position on another issue that readers are likely to accept.

Backing:

In a Toulmin argument, the evidence that supports the warrant.

Bandwagon appeal:

An attempt to convince people that something is true because it is widely held to be true.

Begging-the-question fallacy:

An illogical assumption that a statement is self-evident (or true) when it actually requires proof.

Bias:

Preconceived ideas or prejudices, which are often used in an argument instead of factual evidence.

Brainstorming:

Making quick notes on a topic to generate ideas.

Causal chain:

A sequence of events in which one event causes the next, which in turn causes the next, and so on.

Cause-and-effect argument:

An argument that explains an event or a situation by considering its likely causes or outcomes.

Circular reasoning:

An attempt to support a statement by simply repeating the statement in different terms.

Claim:

In a Toulmin argument, the main point, usually stated as a thesis.

Clustering:

Creating a diagram to map out your thoughts.

Common ground:

Points of agreement that are shared by those on opposing sides of an argument.

Common knowledge:

Factual information (such as a writer’s date of birth, a scientific fact, or the location of a famous battle) that can be found in several credible sources. Common knowledge does not require documentation.

Conclusion:

The last part of a syllogism.

Confirmation bias:

The tendency that people have to accept information that supports their own beliefs and to ignore information that does not.

Confrontational argument:

A kind of argument that is characterized by conflict and opposition.

Contributory causes:

The less important causes in a causal argument.

Credibility:

Trustworthiness. A credible source is believable.

Criteria for evaluation:

Standards by which a subject (or source) is evaluated.

Critical response:

A passage in which a writer examines the ideas that are presented in an argument and evaluates them.

Current source:

A source containing up-to-date information. Current sources are especially important in discussions of scientific subjects and may be less important in other subjects.

Debatable thesis:

A thesis statement that presents a position with which people might disagree.

Deductive reasoning:

A form of reasoning that moves from general statements (or premises) to specific conclusions. See inductive reasoning.

Definition argument:

An argument that is based on the idea that something fits or does not fit a particular definition of a key term.

Dictionary definition:

A structure for definition that consists of the term to be defined, the general class to which the term belongs, and the qualities that differentiate the term from other items in the same class.

Dilemma:

A choice between two or more unfavorable alternatives.

Distortion:

An unfair tactic of argument in which the writer misrepresents evidence—for example, by presenting an opponent’s view inaccurately or by exaggerating his or her position.

Documentation:

Information that identifies the sources used in an argument.

Editing and proofreading:

The final steps in the writing process, which check that an essay is well organized, convincing, and clearly written and has no distracting grammatical, spelling, and mechanical errors.

Either/or fallacy:

Faulty reasoning that presents only two choices when there are actually three or more choices.

Enthymeme:

A syllogism with one or two parts of its argument (usually the major premise) missing.

Equivocation:

The use of two different meanings for the same key term in an argument.

Ethical argument:

An argument that focuses on whether something should be done because it is good or right.

Ethical dilemma:

A conflict between two or more possible actions, each of which will potentially have negative outcomes.

Ethical principles:

A set of ideas or standards that guides someone to an ethically correct conclusion.

Ethics:

The field of philosophy that studies the standards by which an act can be judged right or wrong or good or bad.

Ethos:

An appeal to the trustworthiness or credibility of a speaker or writer.

Evaluate:

To express an opinion about the quality of something.

Evaluation argument:

An argument that presents a positive or negative judgment, asserts that someone else’s positive or negative judgment is not accurate or justified, or demonstrates that one thing is or is not superior to another.

Evidence:

The facts, observations, expert opinion, examples, and statistics that support a thesis statement. In a Toulmin argument, the evidence is called the grounds.

Fact:

A statement that can be verified (proven to be true).

Fallacy:

An error in reasoning that undermines the logic of an argument.

False dilemma:

See either/or fallacy.

Formal argument:

An argument developed according to set rhetorical principles in academic discussion and writing. See informal argument.

Formal outline:

A presentation of an essay’s main and subordinate points that uses a number/letter system to designate the order in which the points will be discussed.

Freewriting:

Writing continuously for a set time to generate ideas without worrying about spelling or grammar.

Grounds:

In a Toulmin argument, the evidence that is used to support the claim.

Hasty generalization:

An error in reasoning that occurs when a conclusion is based on too little evidence or when the gap between the evidence and conclusion is too wide.

Highlighting:

Using underlining and symbols to identify an essay’s most important points.

Identifying tag:

A phrase that identifies the source of a quotation, paraphrase, or summary.

Immediate cause:

In a causal argument, the cause that occurs right before an event.

Inductive leap:

In inductive reasoning, a stretch of the imagination that enables a writer to draw a reasonable conclusion from the existing information.

Inductive reasoning:

A form of reasoning that begins with specific observations (or evidence) and moves to a general conclusion. See deductive reasoning.

Inference:

A statement that uses what is known to draw a conclusion about what is unknown.

Informal argument:

An argument that occurs in daily life about politics, sports, social issues, and personal relationships. See formal argument.

Informal outline:

A list of the ideas that will be discussed in an essay. See formal outline.

Jumping to a conclusion:

See hasty generalization.

Logic:

The principles of correct reasoning that enable someone to tell whether a conclusion correctly follows from a set of statements or assumptions.

Logical fallacy:

A flawed argument.

Logos:

An appeal to logic.

Main cause:

In a causal argument, the most important cause.

Major premise:

See syllogism.

Means of persuasion:

The appeals—logos, pathos, and ethos—that writers use to persuade their audience.

Metaphor:

A comparison in which two dissimilar things are compared without the word like or as.

Middle term:

The term in a syllogism that appears in both the major and minor premises but not in the conclusion.

Minor premise:

See syllogism.

Misuse of statistics fallacy:

When data are misrepresented.

Non sequitur fallacy:

Illogical reasoning that occurs when a conclusion does not follow from the premises or is supported by weak or irrelevant evidence or by no evidence at all.

Objective source:

A source that is not unduly influenced by personal opinions or feelings.

Operational definition:

A definition of how something acts or works that transforms an abstract concept into something concrete, observable, and possibly measurable.

Opinion:

A personal judgment; therefore, an idea that is open to debate.

Parallelism:

The use of the same or a similar structure in the repetition of words, phrases, or clauses.

Paraphrase:

A passage that presents a source’s ideas in detail, including its main idea and key supporting points and perhaps key examples.

Parenthetical references:

In MLA and APA documentation, citations that identify the source of a paraphrase, quotation, or summary.

Pathos:

An appeal to the emotions.

Peer review:

The process of having colleagues examine and critique written work. Informally, schoolwork is read by friends or classmates; formally, scholarly work is read by experts in the field to confirm its accuracy.

Persuasion:

The act of influencing an audience to adopt a particular belief or to follow a specific course of action.

Plagiarism:

The use of the words or ideas of another person without attributing them to their rightful author.

Popular magazine:

A periodical that is aimed at general readers. It generally is not an acceptable source for research.

Post hoc fallacy:

Faulty reasoning that asserts that because two events occur closely in time, one event must have caused the other.

Premises:

Statements or assumptions on which an argument is based or from which a conclusion is drawn.

Previewing:

During active reading, forming a general impression of a writer’s position on an issue, the argument’s key supporting points, and the context for the writer’s remarks.

Propaganda:

Biased or misleading information that is spread about a particular viewpoint, person, or cause.

Proposal argument:

An argument that attempts to convince people that a problem exists and that a particular solution is both practical and desirable.

Qualifiers:

In a Toulmin argument, statements that limit the claim.

Quotation:

Words or sentences taken directly from a source.

Quoting out of context:

Removing a quotation from its original setting for the purpose of distorting its meaning.

Reading critically:

Questioning or challenging material instead of simply accepting it as true. This often involves assessing the accuracy of facts in sources and considering the evidence that supports them.

Reason:

In a Toulmin argument, a statement that supports the claim.

Rebuttals:

In a Toulmin argument, refutations of opposing arguments.

Red herring fallacy:

An irrelevant side issue that diverts attention from the real issue.

Refutation:

The section of an argumentative essay that identifies opposing arguments and presents arguments against them.

Refute:

To disprove or call into question.

Relevant evidence:

Evidence that applies specifically (not just tangentially) to the topic under discussion.

Remote causes:

In a causal argument, incidents that occurred in the past but may have had a greater impact than more recent events.

Representative evidence:

Evidence that is drawn from a fair range of sources, not just from sources that support a particular position.

Revision:

The careful and critical review of a draft.

Rhetoric:

The effect of various elements working together to form a convincing and persuasive argument.

Rhetorical analysis:

A systematic examination of the strategies that a writer employs to achieve his or her purpose.

Rhetorical question:

A question that encourages readers to reflect on an issue but does not call for a reply.

Rhetorical situation:

The combination of the writer, the writer’s purpose, the writer’s audience, the topic, and the context.

Rhetorical strategies:

The ways in which argument writers present ideas and opinions, including but not limited to thesis, organization, evidence, and stylistic techniques (simile, metaphor, allusion, parallelism, repetition, and rhetorical questions).

Rhetorical triangle:

A graphic representation of the three kinds of appeals in an argument—logos (reason), ethos (credibility), and pathos (values and beliefs).

Rogerian argument:

A model of argument that assumes that people of goodwill can avoid conflict by identifying common ground and points of agreement. It is based on the work of Carl Rogers, a twentieth-century psychologist who felt that traditional confrontational arguments could be counterproductive.

Scholarly journal:

A periodical that is usually written by experts, documented, and peer reviewed.

Scientific method:

A way of using induction to find answers to questions. It involves proposing a hypothesis, making a series of observations to test the hypothesis, and arriving at a conclusion that confirms, modifies, or disproves the hypothesis.

Self-evident:

A proposition that requires no proof or explanation.

Simile:

A figure of speech that compares two unlike things by using like or as.

Skeptical:

Having an open mind but still needing to be convinced.

Slanting:

An unfair tactic that makes an argument appear stronger by presenting only evidence that supports a particular position and ignoring evidence that challenges it.

Slippery-slope fallacy:

An illogical argument that holds that one thing will cause a series of events that ends in an inevitable, unpleasant conclusion, usually with no evidence that such a sequence will actually occur.

Sound syllogism:

A syllogism that is both true and valid.

Stasis theory:

A rhetorical tool that determines the issue explored in a particular argument by slowing down and asking questions designed to isolate that topic.

Straw man fallacy:

An intentional oversimplification of an opposing argument to make it easier to refute.

Sufficient evidence:

Evidence that includes enough facts, statistics, and expert opinion to support the essay’s thesis.

Summary:

A concise restatement of the main idea of a passage (or article or book) without the examples, explanations, and stylistic devices of the source.

Sweeping generalization:

See hasty generalization.

Syllogism:

A model for deductive reasoning that includes a major premise, a minor premise, and a conclusion.

Synthesis:

A combination of summary, paraphrase, quotation, and a writer’s own ideas that supports an original conclusion.

Taking a stand:

Expressing a position in the form of a thesis statement.

Thesis:

The position that an argument supports.

Thesis statement:

A single sentence in an argumentative essay that states a position on an issue.

Thinking critically:

Questioning rather than accepting ideas at face value.

Toulmin argument:

An argument that includes the claim (the main point), the grounds (the evidence a writer uses to support the claim), and the warrant (the inference—either stated or implied—that connects the claims to their grounds).

True syllogism:

A syllogism in which the premises are consistent with the facts.

Unfair appeal:

An appeal to an audience’s fears or prejudices.

Valid syllogism:

A system in which a conclusion follows logically from its premises.

Visual:

An image—such as a chart, graph, table, photo, drawing, or diagram.

Visual argument:

An advertisement, chart, graph, table, diagram, web page, photograph, painting, or other representation that communicates a position through images.

Warrant:

In a Toulmin argument, the inference or assumption, either stated or implied, that connects a claim to its grounds.

Works-cited list:

An alphabetical list of sources that appears at the end of an essay that follows MLA style.

Writing process:

The process of planning, drafting, revising, and editing an argument.

You also fallacy (tu quoque):

An illogical assertion that a statement is false because the speaker has said or done the opposite. It attacks a person for doing the thing that he or she is arguing against.

ACKNOWLEDGMENTS

Text Credits

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Sherry Turkle. “The Flight From Conversation.” From The New York Times, April 21, 2012. Copyright © 2012 The New York Times. All rights reserved. Used under license.

JD Vance. “The College Trap,” The National Review, January 9, 2014. Copyright © 2014 National Review, Inc. Used with permission.

Richard Vedder. “Forgive Student Loans?” The National Review, October 11, 2011. Copyright © 2011 National Review, Inc. Used with permission.

Ayelet W. “Does College Still Matter in 2018?” University of the People, March 19, 2018. https://www.uopeople.edu/blog/does-college-still-matter-in-2018/. Reprinted with permission of University of the People.

Jimmy Wales. “What Can Be Done to Combat Fake News,” Quora, May 3, 2017. https://www.quora.com/What-action-should-media-outlets-take-to-combat-fake-news. Reprinted by permission.

Robert Weiss. “Closer Together or Further Apart? Digital Devices and the New Generation Gap.” The Huffington Post, January 30, 2014. Reprinted by permission of the author.

Timothy Wheeler. “There’s A Reason They Choose Schools,” The National Review, October 11, 2007. Copyright © 2007 National Review, Inc. Used with permission.

Michelle Wu. “The Road to Fear-Free Biking in Boston,” The Boston Globe, July 12, 2016. Reprinted by permission of the author.

George Zarkadakis. “The Case Against Universal Basic Income,” The Huffington Post, February 24, 2017. Reprinted by permission of the author.

Notes

Athlete vs. Role Model

1See https://www.cuinsight.com/press-release/purdue-federal-brees-dream-foundation-give-50000-to-purdue-athletes-life-success-program-2.

HISTORY OF FAKE NEWS

1Michela Del Vicario, Alessandro Bessi, Fabiana Zollo, Fabio Petroni, Antonio Scala, Guido Caldarelli, H. Eugene Stanley, and Walter Quattrociocchi, “The Spreading of Misinformation Online,” Proceedings of the National Academy of Sciences of the United States of America 113, no. 3 (January 19, 2016): 534, https://doi.org/10.1073/pnas.1517441113.

2Procopius, Secret History, trans. Richard Atwater (New York: Covici Friede; Chicago: P. Covici, 1927; repr. Ann Arbor: University of Michigan Press, 1961), https://sourcebooks.fordham.edu/basis/procop-anec.asp.

3“Pietro Aretino,” Wikipedia, last updated August 7, 2017, https://en.wikipedia.org/wiki/Pietro_Aretino.

4Robert Darnton, “The True History of Fake News,” NYR Daily (blog), New York Review of Books, February 13, 2017, http://www.nybooks.com/daily/2017/02/13/the-true-history-of-fake-news/.

5Jonathan Swift, “The Art of Political Lying,” Examiner, no. 14 (November 9, 1710), para. 9, repr. in Richard Nordquist, “The Art of Political Lying, by Jonathan Swift,” ThoughtCo., last updated March 20, 2016, https://www.thoughtco.com/art-of-political-lying-by-swift-1690138.

6Edgar Allan Poe, “The Balloon Hoax,” published 1844, reprinted in PoeStories.com, accessed September 6, 2017, https://poestories.com/read/balloonhoax.

7Gilbert Arevalo, “The Six Hoaxes of Edgar Allan Poe,” HubPages, last updated March 30, 2017, https://hubpages.com/literature/The-Six-Hoaxes-of-Edgar-Allan-Poe.

8A. Brad Schwartz, “Broadcasting the Barricades,” A. Brad Schwartz website, January 16, 2015, https://abradschwartz.com/2015/01/16/broadcasting-the-barricades/.

9“The War of the Worlds (radio drama),” Wikipedia, last updated August 24, 2017, https://en.wikipedia.org/wiki/The_War_of_the_Worlds_(radio_drama).

10Tim Jones, “Dewey Defeats Truman,” Chicago Tribune website, accessed September 6, 2017, www.chicagotribune.com/news/nationworld/politics/chi-chicagodays-deweydefeats-story-story.html.

11Keith Thomson, “White Supremacist Site Martin-LutherKing.org Marks 12th Anniversary,” The Blog, HuffPost, last updated May 26, 2011, www.huffingtonpost.com/entry/white-supremacist-site-ma_b_809755.html.

12Matthew A. Baum and David Lazer, “Google and Facebook Aren’t Fighting Fake News with the Right Weapons,” op-ed, Los Angeles Times, May 8, 2017, www.latimes.com/opinion/op-ed/la-oe-baum-lazer-how-to-fight-fake-news-20170508-story.html.

13Angie Drobnic Holan, “2016 Lie of the Year: Fake News,” PolitiFact, December 13, 2016, www.politifact.com/truth-o-meter/article/2016/dec/13 /2016-lie-year-fake-news/.

Point: colleges and universities should provide student-athletes with additional compensation beyond tuition, room, and board

1National Collegiate Athletic Association, “Countable Athletically Related Activities,” ncaa.org/sites/default/files/2017DII_online-education-resources_CARA-DOC_20170807.pdf.

2National Collegiate Athletic Association, “Division I Results from the NCAA GOALS Study on the Student-Athlete Experience,” 8 Nov. 2011, https://www.ncaa.org/sites/default/files/DI_GOALS_FARA_final_1.pdf.

3Laura W. Perna, “Understanding the Working College Student,” American Association of University Professors. July—August 2010, www.aaup.org.

4National Collegiate Athletic Association, “Summary of NCAA Eligibility Regulations, 2017—18,” www.ncaa.org/sites/.../2017-18DIREC_New_Legislation_Summary_20170531.pdf.

5Jon Solomon, “10 ways college athletes can get paid and remain eligible for their sport,” July 21, 2016, cbssport.com.

PCounterpoint: colleges and universities have no obligation to provide student-athletes with additional compensation beyond tuition, room, and board

1Brad Wolverton et al., Sports at Any Cost. The Chronicle of Higher Education and The Huffington Post, n. pag. 15 Nov. 2015.

2National Collegiate Athletic Association, “NCAA Research: Estimated probability of competing in men’s professional basketball,” www.ncaa.org/about/.../research/estimatedprobability-competing-college-athletics.

3Jon Solomon, “10 ways college athletes can get paid and remain eligible for their sport,” July 21, 2016, cbssports.com.

4Ibid.

5Jonathon Yates and Andy Schwarz, “The Great Debate over Compensation for College Athletes.” CollegeAD, n. pag. 8 Jan. 2018.

Course Corrections

1According to statistics compiled by Neil Gross in Why Are Professors Liberal and Why Do Conservatives Care?, the most left-leaning divisions of the American university are the social sciences, closely followed by the humanities.

2The very same month that the Academy issued this report, its president was found not to have earned the Ph.D. ascribed to her on the organization’s website.

3This deeply unpersuasive idea—that the humanities exist to teach us how to ponder the humanities—is so seductive to the authors that they repeat it, in slightly different form, a few pages later: “An understanding of the power of the humanistic enterprise, therefore, and an understanding of how responsibly to engage it and employ it, should be the central aims of any education in the humanities.”

Politics and the English Language

1An interesting illustration of this is the way in which the English flower names which were in use till very recently are being ousted by Greek ones, snapdragon becoming antirrhinum, forget-me-not becoming myosotis, etc. It is hard to see any practical reason for this change of fashion: it is probably due to an instinctive turning-away from the more homely word and a vague feeling that the Greek word is scientific.

2Example: “Comfort’s catholicity of perception and image, strangely Whitmanesque in range, almost the exact opposite in aesthetic compulsion, continues to evoke that trembling atmospheric accumulative hinting at a cruel, an inexorably serene timelessness . . . Wrey Gardiner scores by aiming at simple bull’s-eyes with precision. Only they are not so simple, and through this contented sadness runs more than the surface bittersweet of resignation” (Poetry Quarterly).

3One can cure oneself of the not un- formation by memorizing this sentence: A not unblack dog was chasing a not unsmall rabbit across a not ungreen field.

Appendix B

1American Psychological Association, Publication Manual of the American Psychological Association, Sixth Edition (2010).

SUBJECT INDEX

· abbreviation

o of page numbers, 331

o of publishers, 331

o of titles, 330

· abstract, APA style for, A-18, A-20

· academic argument, defining, 5

· accuracy

o of evidence, evaluating sources for, 259

o of internet sources, 301

o of print and electronic sources, 290, 301

· active reading, 64—82

o annotating and, 73—75

o close reading and, 65

o highlighting and, 70—73

o previewing and, 64

o of visual arguments, 88—96

· ad hominem fallacy, 153

· advertisements, citing in MLA style, 334

· after, correct use of, 529

· after this, therefore because of this fallacy, 160—61

· afterword of book, citing in MLA style, 338

· all, avoiding use of, 145

· allusion, 115

· although, correct use of, 269, 529

· always, avoiding use of, 145

· American Psychological Association documentation. See APA documentation

· analogies, 39

o weak, 152—53

· analysis of literature, writing, A-1

· and, correct use of, 269, 528

· angry exchange, definition of argument and, 4, 5

· annotating

o of visual arguments, 96—97

o while reading, 73—75

· antecedents, pronoun agreement with, 277

· anthology, citing in MLA style, 331, 337

· antithesis of thesis statement, 25

· anxiety, oral arguments and, 209—10

· APA documentation, A-13—A-25

o examples of, A-15—A-17, A-19—A-25

o paper guidelines for, A-18

o parenthetical references for, A-13—A-14

o reference list for, A-14—A-15

· apartheid laws, ethics vs. law and, 520

· appeal

o to authority. See ethos

o to doubtful authority, 158—59

o to emotions. See pathos

o to logic/reason. See logos

· applied ethics, 516

· argument(s), 3—21. See also argumentative essay

o defining, 4—7

o logos, pathos, and ethos and, 14—21. See also ethos; logos; pathos

o in real life, 7—8

o recognizing, 3—4

o rhetorical situation and, 9—14

o strong vs. weak, 143

o valid vs. invalid, 143

o winning and losing, 8—9

· argumentative essay, 251—82. See also argument(s)

o choosing topic for, 252—53

o drafting, 268—72

o drafting thesis statement for, 256—57

o editing, 277

o establishing credibility in, 266—68

o example of, 278—82

o format for, 277

o four pillars/elements of, 23—27. See also concluding statement; evidence; refutation of opposing arguments; thesis statement

o gathering evidence for, 258—60

o polishing, 276—77

o purpose for writing and, 257—58

o readings for, 28—56, 58

o refuting opposing arguments in, 261—63

o revising, 272—76

o revising thesis statement for, 263

o structuring of, 263—66

o template for, 55

o thinking about chosen topic for, 254—56

o understanding audience for, 257—58

· argumentative thesis. See also thesis statement

o definition of, 25

o for literary arguments, A-2

· Aristotle

o on ethos, 17—18

o on logos, 14—15

o on pathos, 16

o on persuasion, 14—16

· Art of Rhetoric, The (Aristotle), 14—17

· articles. See journal articles; magazine articles; newspaper articles; periodical articles

· as long as, correct use of, 529

· atypical evidence, inductive reasoning and, 144

· audience

o answering questions from, 211

o for argumentative essay, 257—58

o making eye contact with, 210

o for oral arguments, 206

o rhetorical analysis and, 109—10

o rhetorical situation and, 10—13

o of websites, 305

· audiovisual sources, citing in MLA style, 338—39

· authority

o appeal to. See ethos

o doubtful, appeal to, 158—59

o of internet sources, 305—6

o of print and electronic sources, 293—94

· authors

o in parenthetical references, 329—31, A-13—A-14

o in reference list, A-14—A-15

o rhetorical analysis and, 106—8

o rhetorical situation and, 9—10

o using full name vs. last name of, A-4

o in works-cited list, 331—43. See also works-cited list

· background information, in argumentative essay, 264

· backing, in Toulmin arguments, 200

· bandwagon fallacy, 161—62

· because, correct use of, 269, 529

· begging the question, 151—52

· bias

o appeal to doubtful authority and, 158

o of author, 9—10, 267—68

o confirmation, 304

o critical reading and, 63

o detecting in sources, 259—60

o in evaluation arguments, 477

o objectivity of internet sources and, 302—4

o objectivity of print and electronic sources and, 292—93

· blog posts/comments, citing in MLA style, 341

· body copy, 88

· body of essay

o argumentative essay structure and, 263—64, 269

o elements of argument and, 24

· body of paper, in APA style, A-18, A-21—A-24

· book chapter/section, citing in MLA style, 338

· Book Review Digest, 292

· books

o citing in APA style, A-15—A-16, A-17

o citing in MLA style, 334—38, 342

· brackets, when adding or changing words in quotations, 323

· brainstorming, about topic choice, 254

· broad definitions, avoiding, 395

· bumper stickers, as enthymemes, 134—35

· but, correct use of, 269, 528

· cartoons, citing in MLA style, 334

· causal chains, 440—42

· cause-and-effect arguments, 437—70

o cause-and-effect relationships and, 439—42

o choosing as writing strategy, 265

o definition of, 438

o examples of, 443—49

o readings for, 450—70

o structuring, 442—43

o template for writing, 472

o understanding, 438—42

o visual argument for, 471

· chapter of book, citing in MLA style, 338

· checklists

o for annotating, 73

o for critical reading, 83

o for essay’s purpose and audience, 272

o for essay’s structure and style, 273

o for essay’s supporting evidence, 273

o for how well argument stands up, 27

o for preparing to write rhetorical analysis, 117

o for responding to visual arguments, 99

o for visuals in oral arguments, 208—9

· circular definitions, 396

· circular reasoning, 152

· citation indexes, 292

· claims, in Toulmin arguments, 198—201

· close reading, 65

· clustering, topic choice and, 254, 255

· college libraries, beginning research at, 286—87

· comic strips, citing in MLA style, 334

· commercial presses, credibility of sources from, 290

· commercial sponsors, objectivity of internet sources and, 303

· common ground, establishing

o credibility of author and, 267

o in Rogerian arguments, 192

· common knowledge, source documentation and, 330, 357—58

· comparatives, in evaluation arguments, 448

· comprehension clues

o in visual arguments, 88

o when reading critically, 65

· comprehensiveness

o of internet sources, 305

o of print and electronic sources, 293

· concluding statement, 24, 27

· conclusion

o in argumentative essay, 263—64, 269

o elements of argument and, 24

o in ethical arguments, 523

o in evaluation essay, 480

o in proposal argument, 572

o of syllogism, 129

· confirmation bias, 304

· confrontational arguments, vs. Rogerian arguments, 192

· conjunctions, coordinating, 269—70, 528—29

· context of argument

o considering, rhetorical situation and, 14

o rhetorical analysis and, 110—12

· contractions, vs. possessive pronouns, 277

· contributory causes, 440

· coordinating conjunctions, 269—70, 528—29

· coordination, 269—70

· credentials, appeal to doubtful authority and, 158—59

· credibility

o of author, ethos and, 17—18

o establishing in argumentative essay, 266—68

o of internet sources, 301—2

o of print and electronic sources, 291—92

· crediting sources. See source documentation

· criteria for evaluation, evaluation arguments and, 477—79

· critical reading, 61—85

o annotating and, 73—75

o basics of, 63—64

o close reading and, 65

o comprehension clues for, 65

o critical thinking and, 62—63

o highlighting and, 70—73

o previewing before, 64

o readings for, 66—82

o writing critical response to, 82

· critical response

o template for, 84

o to visual arguments, 88—101

o writing, 82

· critical thinking, 62—63. See also critical reading

· cultural beliefs, ethical principles and, 517—18

· currency

o of internet sources, 304

o of print and electronic sources, 293

· Damore, James, 191

· database articles

o citing in APA style, A-17

o citing in MLA style, 343

· databases, online, at college libraries, 287

· date of publication, currency of sources and, 293

· debatable statements

o determining suitability of, 6

o in oral arguments, 208

o thesis statement as, 25

· Declaration of Independence

o deductive reasoning in, 129—30

o extended definitions in, 397, 398

o self-evident ethical principles in, 517

· deductive arguments

o strong vs. weak, 143

o structure of, 137—38

o template for, 187

o valid vs. invalid, 143

· deductive reasoning, 128—41, 129—41

o in argumentative essay, 264—65

o constructing sound syllogisms and, 130—33

o enthymemes and, 133—35

o readings for, 138—41

o in Toulmin arguments, 199

o understanding, 129—30

o writing arguments with, 137—38

· defining terms, in argumentative essays, 270

· definition(s), 394—98

o circular, 396

o clarifying by comparison, 396

o dictionary (formal), 396

o extended, 397—98

o overly broad, 395

o overly narrow, 395

· definition arguments, 393—435

o choosing as writing strategy, 265

o developing definitions for, 395—98

o examples of, 399—407

o overview of, 394—95

o readings for, 408—32

o structuring, 398—99

o template for writing, 434

o visual, 433

· dictionary definitions, 396

· Digital Object Identifier, A-16—A-17

· discovery service, of college libraries, 287

· distorting evidence, 267

· distorting quotations, 324

· documentation style. See APA documentation; MLA documentation

· documenting sources. See source documentation

· DOI (Digital Object Identifier), A-16—A-17

· doubtful authority, appeal to, 158—59

· drafting, of argumentative essay, 268—72

· ed./Ed./eds., in works-cited list, 336—37

· edited books

o citing in APA style, A-16

o citing in MLA style, 331, 336—37

· editorials, citing in MLA style, 334

· either/or fallacy, 7, 155

· electronic resources, at college libraries, 286—87

· electronic/online books and articles

o citing in APA style, A-17

o citing in MLA style, 342

· ellipses, in quotations, 324

· emotions, appeal to. See pathos

· encyclopedias

o citing in MLA style, 338

o for research, 287

· enthymemes, 133—35

· equivocation fallacy, 155—56

· essays, citing in APA style, A-16

· et al.

o in APA documentation, A-14

o in MLA documentation, 336

· ethical arguments, 515—61

o choosing as writing strategy, 265

o definition of, 516

o ethical analysis in, 523

o ethical dilemmas and, 520—22

o ethics vs. law and, 518—20

o examples of, 524—31

o readings for, 532—57

o stating ethical principle in, 517—18

o structuring, 523

o template for writing, 560

o understanding, 516—17

o visual argument for, 558

· ethical principles

o self-evident, 517

o stating, 517—18

· ethics

o applied, 516

o definition of, 516

o vs. law, 518—20

· ethos, 14, 17—18

o rhetorical analysis and, 113

o rhetorical triangle and, 19, 20—21, 113

o in visual arguments, 89

· evaluate, definition of, 476

· evaluation arguments, 475—513

o bias in, 477

o choosing as writing strategy, 265

o examples of, 480—87

o positive vs. negative, 477—78

o readings for, 488—510

o structuring, 479—80

o template for, 512

o terminology for, 477

o understanding, 476—79

o visual argument for, 511

· every, avoiding use of, 145

· evidence, 24, 25—26

o for argumentative essay, 258—60

o in ethical arguments, 523

o inductive reasoning and, 145

o in literary arguments, A-2—A-3

o in oral arguments, 207

o in proposal arguments, 567, 572

o rhetorical analysis and, 114

o sufficient, evaluating sources for, 259

o visuals as, 261

· examples, for extended definitions, 397

· explication, writing, A-1

· extended definitions, 397—98

· facts

o as evidence, 26

o as undebatable, 6, 253

· fairness of author, credibility and, 267—68

· fallacies. See logical fallacies

· false dilemma fallacy, 155

· feasibility, of proposal arguments, 567—68

· feedback, after revising argumentative essay, 274—76

· Feuerstein, Aaron, 520

· floodgates fallacy, 157

· foot-in-the-door fallacy, 157

· for, correct use of, 269, 528

· foreword of book, citing in MLA style, 338

· formal definitions, 396

· formal outlines

o after drafting essay, 274

o before drafting essay, 265—66

· formal vs. informal arguments, 4—5

· format

o with APA documentation, A-13—A-25. See also APA documentation

o with MLA documentation, 329—51. See also MLA documentation

· freewriting, about topic choice, 254

· friendly audience, 12

· general encyclopedias, for research, 287

· general to general inductive reasoning, 143

· general to particular inductive reasoning, 143

· generalization, hasty (sweeping), 144, 154—55

· general-purpose search engines, 288

· Google Scholar, 288

· government documents, online, citing in MLA style, 343

· government issues, place of argument in, 7—8

· grammar in context

o avoiding is where and is when, 401

o avoiding the reason is because, 446

o comparatives and superlatives, 484

o contractions vs. possessive pronouns, 277

o coordinating and subordinating conjunctions, 528—29

o parallelism, 271

o pronoun-antecedent agreement, 277

o will vs. would, 575

· grounds, in Toulmin arguments, 198—201

· hasty generalization, 154—55

o from polls or surveys, 144

· headnote, rhetorical analysis and, 106

· Hidden Figures (film), 190

· highlighting

o of visual arguments, 96—97

o while reading, 70—73

· hostile audience, 12

· hyperbole, 731

· hyphens, replacing repeated names with, 331, 336

· identifying tags

o avoiding plagiarism with, 361—63

o for quotations, paraphrases and summaries, 322—23

· if, correct use of, 529

· if so, correct use of, 529

· illogical middle term, in syllogism, 130—32

· images, as visual arguments. See visual arguments

· immediate cause, 440

· implied premise, 133—34

· indexes, citation, 292

· inductive arguments

o strong vs. weak, 143

o structure of, 148

o template for, 188

· inductive leap, 143

· inductive reasoning, 141—51

o in argumentative essays, 264—65

o definition of, 141

o in scientific method, 142

o in Toulmin arguments, 199

· inferences

o making, 143—44

o in Toulmin arguments, 198, 200

· informal outline, of topic idea, 255

· informal vs. formal argument, 4—5

· instructor feedback, after revising argumentative essay, 274

· intentional plagiarism, 356

· internet source(s)

o acceptable vs. unacceptable, 300

o citing in APA style, A-16—A-17

o citing in MLA style, 339—43

o evaluation of. See also internet source evaluation

o finding, 287—89

o plagiarism and, 356

· internet source evaluation, 300—308

o accuracy and, 290, 301

o authority and, 305—6

o basics of, 289—90, 300—301

o comprehensiveness and, 305

o credibility and, 301—2

o currency and, 304

o objectivity and, 302—4

o readings for, 308—11

o web pages for, 306—8

· in-text citations

o in APA style, A-13—A-14

o in literary arguments, A-4

o in MLA style, 329—31

· introduction

o in ethical argument, 523

o in proposal argument, 571

· introduction of book, citing in MLA style, 338

· introduction of essay

o in argumentative essay, 263—64, 269

o elements of argument and, 24

o in evaluation argument, 479

· invalid arguments, 143

· invalid syllogisms, 130—33

· invention strategies, to think about topic, 254—56

· irony, 731

· irrelevant evidence, inductive reasoning and, 145

· is where/is when, avoiding, 401

· it does not follow fallacy, 161

· italicizing titles

o in APA documentation, A-14

o in literary arguments, A-3

o in MLA documentation, 331, 334—44

· items in series, parallelism for, 271

· Jefferson, Thomas

o deductive reasoning and, 129—30

o extended definitions and, 397, 398

o self-evident ethical principles and, 517

· Jim Crow laws, 520

· journal articles

o citing in APA style, A-15, A-16—A-17

o citing in MLA style, 332, 342

o credibility of sources in, 290

· jumping to conclusions, 154—55

· Kael, Pauline, 154—55

· King, Jr., Martin Luther, “Letter from Birmingham Jail.” See “Letter from Birmingham Jail” (King, Jr.)

· law, vs. ethics, 518—20

· layout. See format

· legal cases, online, citing in MLA style, 343

· legal vs. illegal, ethical principles and, 518—20

· lesser of two evils, ethical dilemmas and, 522

· “Letter from Birmingham Jail” (King, Jr.)

o analyzing rhetorical situation of, 107—12

o assessment of argument in, 116—17

o ethics vs. law and, 518—19

o means of persuasion in, 112—13

o overview of, 104

o rhetorical strategies used in, 113—16

· letters to the editor, citing in MLA style, 334

· libraries, beginning research at, 286—87

· lifeboat dilemma, 520—21

· literary arguments, A-1—A-11

o argumentative thesis for, A-2

o choosing evidence for, A-2—A-3

o examples of, A-4—A-11

o understanding, A-1

o writing, A-3—A-4

· literary criticism, as evidence, A-3

· literary critics, using full name vs. last name of, A-4

· logic, 127—89

o appeal to. See logos

o deductive reasoning and, 129—41. See also deductive reasoning

o fallacies of, 151—65. See also logical fallacies

o importance of, 127—28

o inductive reasoning and, 141—51, 188

o readings for analysis of, 166—85

o writing templates and, 187—88

· logical fallacies, 151—65

o ad hominem, 153

o after this, therefore because of this, 160—61

o appeal to doubtful authority, 158—59

o in argumentative essay, 268

o bandwagon, 161—62

o begging the question, 151—52

o circular reasoning, 152

o either/or, 155

o equivocation, 155—56

o false dilemma, 155

o hasty (sweeping) generalization, 144, 154—55

o it does not follow, 161

o jumping to conclusions, 154—55

o misuse of statistics, 159—60

o non sequitur, 161

o personal attacks, 153

o post hoc, ergo propter hoc, 160—61, 442

o readings for identifying, 164—65

o red herring, 156

o slippery-slope, 157

o straw man, 154, 262

o tu quoque, 157—58

o weak analogies, 152—53

o you also, 157—58

· logos

o overview of, 14—16

o rhetorical analysis and, 112

o rhetorical triangle and, 19—20, 112

o in visual arguments, 89

· losing and winning arguments, 8—9

· magazine articles

o citing in APA style, A-15

o citing in MLA style, 332, 342

o credibility of sources from, 290—91

· main cause, in cause-and-effect arguments, 440

· major premise, of syllogism, 129

· Malden Mills, 520

· manuscript format

o in APA style, A-18

o for argumentative essay, 277

o in MLA style, 344

· means of persuasion. See persuasion

· metaphors, 115

· metasearch engines, 289

· middle term in syllogism, illogical, 130—32

· minor premise, of syllogism, 129

· MLA documentation, 329—51

o example of, 344—51

o paper guidelines for, 344

o parenthetical references for, 329—31

o works-cited list for, 331—44. See also works-cited list

· moral law, ethical principles and, 517—18

· multimodal visuals, 88

· multivolume work, citing in MLA style, 338

· narrow definitions, avoiding, 395

· Nazi Germany, ethics vs. law and, 519, 520

· negative evaluation arguments, 478

· negative premise, of syllogism, 132—33

· nervousness, oral arguments and, 209—10

· neutral audience, 12—13

· neutral terms, in Rogerian arguments, 193

· New York Times Book Review, 292

· newspaper articles

o citing in APA style, A-15

o citing in MLA style, 334, 342

· non sequitur fallacy, 161

· nor, correct use of, 269, 528

· notes, speaking, 207

· Nuremberg laws, ethics vs. law and, 520

· objectivity

o of internet sources, 302—4

o of print and electronic sources, 292—93

· online catalog at college libraries, 287

· online databases, using, 287

· online video/video blog posts

o citing in APA style, A-17

o citing in MLA style, 341

· online/electronic books and articles

o citing in APA style, A-17

o citing in MLA style, 342

· operational definitions, 398

· opinions, as evidence, 26

· opposing arguments, refuting. See refutation of opposing arguments

· or, correct use of, 269, 528

· oral arguments, 205—19

o analyzing, 212—19

o composing, 212

o delivering, 209—13

o example of, 213—18

o planning, 205—9

o presentation slides for, 208, A-17

o presentation software for, 208

o readings for, 220—44

o rehearsing, 208

o understanding, 205

· organization of essay, rhetorical analysis and, 114

· outline

o formal, of essay, 265—66, 274

o informal, of topic idea, 255

· page formatting. See format

· page numbers, abbreviating, in works-cited list, 331

· parallelism

o in argumentative essays, 271

o as rhetorical strategy, 115—16

· paraphrasing, 316—18

o in argumentative essays, 269

o avoiding plagiarism in, 363

o identifying tags for, 322—23

· parenthetical references

o in APA style, A-13—A-14

o in MLA style, 329—31

· particular to general inductive reasoning, 143

· particular to particular inductive reasoning, 143

· past tense, in literary arguments, A-3

· pathos

o overview of, 14, 16—17

o rhetorical analysis and, 112—13

o rhetorical triangle and, 19, 20, 112

o in visual arguments, 89

· peer review

o after revising argumentative essay, 274—76

o credibility of sources and, 290

· periodical articles

o citing in APA style, A-15, A-16—A-17

o citing in MLA style, 331—34, 342

· personal attack fallacy, 153

· personal preference/taste, as undebatable, 6

· persuasion, 14—21

o appeal to authority (ethos) and, 14, 17—21, 89, 113

o appeal to emotions (pathos) and, 14, 16—17, 19, 20, 89, 112—13

o appeal to reason (logos) and, 14—16, 19—20, 89, 112

o definition of, 14

o rhetorical analysis and, 112—13

o rhetorical triangle and, 19—21, 112—13

o visual arguments and, 89

· plagiarism

o avoiding with identifying tags, 322—23

o avoiding with quotation marks, 314, 319

o definition of, 354

o intentional, 356

o MLA documentation and. See MLA documentation

o in oral arguments, 207

o readings for, 359—60, 366—84

o revising to eliminate, 360—64

o understanding, 354—58

o unintentional, common causes of, 355—56

o visuals and, 356

o when paraphrasing, 317

o when summarizing, 314—15

· podcasts, citing in MLA style, 342

· political cartoons, citing in MLA style, 334

· political issues, place of argument in, 7—8

· political sponsors, objectivity of internet sources and, 303

· polls, making inferences from, 144

· positive evaluation arguments, 477—78

· possessive pronouns, vs. contractions, 277

· post hoc, ergo propter hoc fallacy, 160—61

o in cause-and-effect arguments, 442

· practice, for oral arguments, 208

· practicing oral arguments, 208

· preconceptions of author, 9—10

· preface of book, citing in MLA style, 338

· premises, in deductive reasoning, 129—34

· present tense, in literary arguments, A-3

· presentation slides

o citing in APA style, A-17

o for oral arguments, 208

· presentation software, for oral arguments, 208

· presentations. See oral arguments

· previewing before reading, 64

· print resources, at college libraries, 286—87

· problem solving. See also proposal arguments

o strategies for, 565

· pronoun-antecedent agreement, 277

· pronouns, possessive, vs. contractions, 277

· proofreading, 276

· propaganda, definition of argument and, 4

· proposal arguments, 563—96

o choosing as writing strategy, 265

o demonstrating that solution will work in, 567

o discussing benefits in, 568

o establishing feasibility in, 567—68

o examples of, 569—77

o proposing solution in, 567

o readings for, 578—92

o refuting opposing arguments in, 568

o stating problem in, 566

o structuring, 571—72

o template for writing, 594

o understanding, 564—65

· publication date, currency of sources and, 293

· publication medium, in works-cited list, 331

· publisher, abbreviating, in works-cited list, 331

· purpose for writing

o of argumentative essay, 257—58

o considering, rhetorical situation and, 10

o rhetorical analysis and, 108

· qtd. in, 330

· qualifiers, in Toulmin arguments, 200

· quarrel, definition of argument and, 4, 5

· question addressed by argument

o considering, rhetorical situation and, 13

o rhetorical analysis and, 110

· questions from audience, answering, 211

· quotation marks

o avoiding plagiarism with, 361—63

o in parenthetical references, 330

o for titles in literary arguments, A-3

o for titles in reference list, A-14

o for titles in works-cited list, 331, 332—34, 337—44

o when copying direct from source, 356

o when quoting sources, 319

· quotations

o adding or changing words in, 323—24

o deleting words from, 324

o familiar, source documentation and, 358

o identifying tags for, 322—23

o indentation in APA documentation, A-14

o indentation in literary arguments, A-4

o indentation in MLA documentation, 330—31

o in parenthetical references, 330

o quoted out of context, 267—68, 319

o using, 319—20

o working into sentences, 323—25

· racial segregation, ethics vs. law and, 518—19

· reading critically. See critical reading

· reason, appeal to. See logos

· reason for writing. See purpose for writing

· reasonable tone of author, credibility and, 266—67

· reasoning

o circular, 152

o deductive, 129—41. See also deductive reasoning

o inductive, 141—51. See also inductive reasoning

· rebuttals, in Toulmin arguments, 200

· red herring fallacy, 156

· reference list

o example of, A-25

o guidelines for, A-18

o preparing, A-14—A-15

· reference works

o citing in MLA style, 338

o in college libraries, 287

· refutation of opposing arguments

o in argumentative essay, 261—63

o basics of, 24, 26—27

o in ethical arguments, 523

o in evaluation essay, 480

o in proposal arguments, 568, 572

· rehearsing oral arguments, 208

· relevant evidence, evaluating sources for, 259

· religion

o ethical principles and, 517—18

o as subject for argument, 6

· remote causes, 440

· repetition

o in cause-and-effect arguments, 441

o in oral arguments, 205

o as rhetorical strategy, 116

· representative evidence

o evaluating sources for, 259

o inductive reasoning and, 144

· research

o finding sources through, 286—89. See also source(s)

o library resources for, 286—87

· response to literature, writing, A-1

· reviews, citing in MLA style, 334

· revised editions

o citing in APA style, A-16

o citing in MLA style, 337

· revising

o of argumentative essay, 272—76

o to eliminate plagiarism, 360—65

· rhetoric, definition of, 9

· rhetorical analysis, 103—25

o assessing argument and, 116—17

o definition of, 104

o example of, 117—19

o means of persuasion and, 112—13

o organization of essay and, 114

o readings for, 117—25

o rhetorical situation and, 105—12

o rhetorical strategies and, 113—16

· rhetorical questions, 116

· rhetorical situation

o considering for rhetorical analysis, 105—12

o overview of, 9—14

· rhetorical triangle, 19—21, 112

· Rogerian argument

o example of, 185—98

o structuring, 192—93

o template for, 246

o understanding, 192—93

o vs. confrontational argument, 192

o writing, 194—95

· Rogers, Carl, 192

· satire, 731

· scholarly journals. See journal articles

· scientific method, inductive reasoning in, 142

· search engines, finding internet sources with, 288—89

· segregation, racial, ethics vs. law and, 518—19, 520

· self-evident ethical principles, 517

· series of items, parallelism for, 271

· should/should not, in thesis statement, 257

· signal phrases, for quotations, paraphrases, and summaries, 322—23

· similes, 115

· skeptical audiences

o assuming, when writing argumentative essay, 258

o defining audience as, 13

o for oral arguments, 207

· slanted language/evidence

o avoiding use of, 268

o in sources, bias and, 260

· slides

o citing in APA style, A-17

o for oral arguments, 208

· slippery-slope fallacy, 157—58

· so, correct use of, 269, 528

· solutions, in proposal arguments. See proposal arguments

· Sophie’s Choice (Styron), 521

· sound syllogisms, 130—33

· source(s)

o detecting bias in, 259—60

o documenting. See source documentation

o evaluating. See source evaluation

o finding, 286—89

o material from, working into argument, 322—25

o paraphrasing, 316—18

o plagiarism and. See plagiarism

o quoting, 319—20

o readings for, 320—21

o summarizing, 313—16

o synthesizing, 325—27

· source documentation

o in APA style, A-13—A-25. See also APA documentation

o in MLA style, 329—51. See also MLA documentation

o in oral arguments, 207

o readings for, 359—60, 366—84

o types of materials needing, 357—58

o when paraphrasing, 363

o when quoting, 356, 361—63

o when summarizing, 314—15

· source evaluation, 259, 289—311

o basics of, 289—90

o of print and electronic sources, 291—92

o readings on, 294—99

o of websites, 300—308. See also internet source evaluation

· speaking notes, 207

· special encyclopedias, for research, 287

· special-interest sponsors, objectivity of internet sources and, 303

· specialized reference works, for research, 287

· specialized search engines, 289

· speeches. See oral arguments

· spin, definition of argument and, 4

· stage fright, 209—10

· stasis theory, 390—91

· statements of fact, as undebatable, 6

· statistics, misuse of, 159—60

· straw man fallacy, 154, 262

· strong arguments, 143

· structure. See also specific structural elements, e.g., conclusion

o of argumentative essays, 263—66

o of cause-and-effect arguments, 442—43

o of definition arguments, 398—99

o of ethical arguments, 523

o of evaluation arguments, 479—80

o of proposal arguments, 571—72

· stylistic techniques, rhetorical analysis and, 115—16

· Styron, William, 521

· subordinating conjunctions, correct use of, 269—70, 529

· subordination, 269—70

· summaries

o in argumentative essays, 269

o avoiding plagiarism in, 361—63

o identifying tags for, 322—23

o writing, 313—16

· Summers, Larry, 191

· superlatives, in evaluation arguments, 484

· supported opinions, as evidence, 26

· supporting evidence. See evidence

· surveys, making inferences from, 144

· sweeping (hasty) generalizations, 144, 154—55

o as logical fallacy, 154—55

o from polls or surveys, 144

· syllogisms

o invalid, 130—33

o as rhetorical strategy, 129—34

o Toulmin argument as, 199

· synthesis, writing, 325—27

· television shows, citing in MLA style, 338

· templates

o for responding to visual arguments, 100

o for structuring arguments, 55

o for using identifying tags, 323

o using when revising, 274

o for writing about plagiarism, 386

o for writing cause-and-effect arguments, 472

o for writing critical responses, 74

o for writing deductive arguments, 187

o for writing definition arguments, 434

o for writing ethical arguments, 560

o for writing evaluation arguments, 512

o for writing inductive arguments, 188

o for writing proposal arguments, 594

o for writing rhetorical analyses, 123

o for writing Rogerian arguments, 246

o for writing Toulmin arguments, 247

· the reason is because, avoiding, 446

· thesis statement

o basics of, 24, 25

o drafting, 256—57

o for literary arguments, A-2

o for oral arguments, 207

o revising, 263

o rhetorical analysis and, 113

· thinking critically, 62—63. See also critical reading

· tilde (~) in URLs, 303

· time limit, for oral arguments, 206

· title page, in APA style, A-18, A-19

· titles

o choosing, for argumentative essay, 276—77

o italicizing, in reference list, A-14

o italicizing, in works-cited list, 331, 336—37

o quotation marks for, in works-cited list, 331, 332—34, 337—44

o shortened, in parenthetical references, 330

· tone of author, bias and, 260

· topics

o for argumentative essay, 252—53

o to avoid, 253

o narrow, 253

o for oral arguments, 205—6

o overused, 253

o as statements of facts, 253

· Toulmin, Stephen, 198

· Toulmin arguments

o constructing, 199—201

o example of, 202—4

o template for, 247

o understanding, 198—99

o writing, 201—2

· traits of audience, defining audience by, 11—12

· transitional words/phrases

o in argumentative essays, 270

o in cause-and-effect arguments, 441

o in oral arguments, 205

· translations

o citing in APA style, A-16

o citing in MLA style, 337

· true syllogisms, 130—33

· tu quoque fallacy, 157—58

· TV shows, citing in MLA style, 338

· tweets, citing in MLA style, 341—42

· unequivocal terms, equivocation fallacy and, 155—56

· unfair appeals, 268

· unfairness of author, credibility and, 267—68

· unintentional plagiarism, 355—56

· university presses, credibility of sources from, 290

· university program websites, citing in APA style, A-16

· unsupported opinions, as evidence, 26

· URLs

o objectivity of internet sources and, 303

o in works-cited list, 339

· vague words, avoiding, 270

· valid arguments, 143

· valid syllogisms, 130—33

· Vaughan, Dorothy, 190

· video/video blog posts

o citing in APA style, A-17

o citing in MLA style, 341

· visual(s)

o as evidence, 261

o multimodal, 88

o in oral arguments, 205, 207—10

o plagiarism and, 356

o vs. visual arguments, 88

· visual arguments, 87—101

o active reading of, 88—96

o annotating, 96—97

o for cause-and-effect argument, 471

o comprehension clues for, 88

o definition of, 87, 433

o for ethical arguments, 558

o examples of, 92—95

o highlighting, 96—97

o logos, pathos, and ethos in, 89

o means of persuasion and, 89

o multimodal visuals in, 88

o for proposal argument, 593

o reading, 88—97

o responding critically to, 98—99

o STEM PSA, 245

o term papers for sale advertisement, 385

o for valuation argument, 511

o vs. visuals, 88

· warrants, in Toulmin arguments, 198—201

· weak analogies, 152—53

· weak arguments, 143

· websites. See also internet source(s)

o citing in APA style, A-16

o citing in MLA style, 339—41

· well-informed author, credibility of, 266

· where, correct use of, 529

· Wiki sites, accuracy of, 301

· will vs. would, 575

· winning and losing arguments, 8—9

· women’s suffrage, ethics vs. law and, 520

· wordy phrases, avoiding, 270

· works-cited list, 331—44

o audiovisual sources in, 338—39

o books in, 334—38

o example of, 350—51

o internet sources in, 339—43

o periodical articles in, 331—34

· would vs. will, 575

· writers. See authors

· writing center feedback, after revising argumentative essay, 274

· writing process, 252

· yet, correct use of, 269, 528

· you also fallacy, 157—58

Index of titles and authors

· Abramsky, Sasha, “The Fear Industry Goes Back to School,” 541—46

· Adolphsen, Sam, “Don’t Blame the Government,” 590—91

· “All Ears: The Dangers of Voice Assistants” (Kuksov), 309

· “Allegory of the Cave, The” (Plato), 717—22

· American Association of University Professors, “On Freedom of Expression and Campus Speech Codes,” 174—76

· Andersen, Erika, “The Opioid Epidemic Is a Cultural Problem. It Requires Cultural Solutions” (Andersen), 660—62

· “Are Colleges Doing Enough for Nontraditional Students?” (Muñoz), 524—28

· “Argument in Support of the ’Gap Year,’ An” (Steele), 213

· Ariely, Dan, “Essay Mills: A Coarse Lesson in Cheating,” 382—83

· “Arming Teachers Violates the Spirit of the Second Amendment” (Newkirk), 551—53

· “Athlete vs. Role Model” (Garr), 402—5

· “Bad Idea about Writing: Plagiarism Deserves to Be Punished” (Mott-Smith), 371—74

· Baldwin, James, “If Black English Isn’t Language, Then Tell Me, What Is?,” 762—64

· Balibouse, Denis, “What Would You Do If Your Income Were Taken Care Of?” (visual), 630

· Barnett, Rosalind C., “Men Are from Earth, and So Are Women. It’s Faulty Research That Sets Them Apart,” 365

· Barnett, Rosalind C., “We’ve Studied Gender and STEM for 25 Years. The Science Doesn’t Support the Google Memo,” 237—41

· “Benefits of Nuclear Energy, The” (Comby), 502—6

· Bengali, Leila, “Is It Still Worth Going to College?,” 48—53

· Bertolas, Randy, “Colleges and Universities Should Provide Student-Athletes with Additional Compensation beyond Tuition, Room, and Board,” 616—20

· Bilgutay, Deniz, “A Powerful Call to Action,” 119—21

· Blad, Evie, “Do Schools’ ’Active Shooter’ Drills Prepare or Frighten?,” 533—36

· Blaine, Erin, “Should Data Posted on Social-Networking Sites Be ’Fair Game’ for Employers?” (Blaine), 345—51

· Blast, Joseph L., “Social Benefits of Fossil Fuels Far Outweigh the Costs,” 489—90

· Bogart, Laura, “I Don’t Own a Smartphone—and I Don’t Want One,” 451—53

· “Border Patrol” (Moore) (visual), 692

· Bot, Christian, “A Conservative Case for Universal Basic Income,” 632—35

· Brooks, Kim, “Is It Time to Kill the Liberal Arts Degree?,” 703—8

· Buchanan, Patrick J., “Immigration Time Out,” 164—65

· Bureau of Labor Statistics, “Why You Should Consider Trade School” (visual), 655

· Burkhardt, Joanna M., “History of Fake News,” 409—15

· Burrell, Melissa, “Colleges Need Honor Codes,” 572—75

· Cafaro, Philip, “The Liberal Case for Reducing Immigration,” 682—84

· Cancalosi, John (visual), 92

· Caplan, “The World Might Be Better Off without College for Everyone,” 42—47

· Carnevale, Anthony P., “Major Differences: Why Undergraduate Majors Matter,” 700—703

· Carson, Rachel, “The Obligation to Endure,” 751—57

· “Case against Universal Basic Income, The” (Zarkadakis), 636—38

· “Case for Censoring Hate Speech, The” (McElwee), 167—70

· Chen, Adrian, “The Fake News Fallacy,” 418—25

· Chhokra, Shubhankar, “The Ethical Case for Eating Animals,” 529—31

· Cicilline, David N., “Competition Is at the Heart of Facebook’s Privacy Problem,” 296—98

· “Closer Together or Further Apart? Devices and the New Generation Gap” (Weiss), 467—70

· “College May Not Be Worth It Anymore” (Shell), 33—35

· “Colleges and Universities Should Provide Student-Athletes with Additional Compensation beyond Tuition, Room, and Board” (Bertolas, Krejci, and Stanley), 616—20

· “College Should Be for Everyone” (Sanchez), 138—41

· “Colleges Need Honor Codes” (Burrell), 572—75

· “College’s Value Goes Deeper than the Degree” (Hoover), 642—45

· “College Trap, The” (Vance), 647—51

· Comby, “The Benefits of Nuclear Energy,” 502—6

· “Competition Is at the Heart of Facebook’s Privacy Problem” (Cicilline and McSweeny), 296—98

· “Competitive Cheerleaders Are Athletes” (Davis), 202—4

· “Conservative Case for Universal Basic Income, A” (Bot), 632—35

· “Course Corrections” (Frank), 708—13

· Daly, Mary C., “Is It Still Worth Going to College?,” 48—53

· Davis, Jen, “Competitive Cheerleaders Are Athletes,” 202—4

· “Declaration of Independence, The” (Jefferson), 732—35

· “Declaration of Sentiments and Resolutions” (Stanton), 737—39

· “Destroying Precious Land for Gas” (Lennon), 499—500

· Dion, Amy, “Gone but Not Forgotten” (visual), 558

· “Does College Still Matter in 2018?” (Ayelet W.), 56—58

· “Does Using Social Media Make You Lonely?” (Ludden), 457—59

· “Don’t Blame the Government” (Adolphsen), 590—91

· “Don’t Fall for the Myths about Online Privacy” (Fralic), 320—21

· “Do Schools’ ’Active Shooter’ Drills Prepare or Frighten?” (Blad), 533—36

· Dunn, Gabriel, “What Goes in the Ocean Goes in You,” response to, 99—100

· “Economic Case for Saving the Humanities, The” (Paxson), 696—99

· “Essay Mills: A Coarse Lesson in Cheating” (Ariely), 382—83

· Essig, Laurie, “Talking Past Each Other,” 182—84

· “Ethical Case for Eating Animals, The” (Chhokra), 529—31

· “Evaluation of a Website: RateMyProfessors.com” (Murphy), 480—84

· “Facebook: Privacy Problems and PR Nightmare” (Lyons), 298—99

· “Fake News Fallacy, The” (Chen), 418—25

· “Fake News Spreads Faster than True News on Twitter” (Langin), 427—28

· “Fear Industry Goes Back to School, The” (Abramsky), 541

· “Fentanyl Can Be Deadly When Cut with the Drugs You’re Taking” (visual), 678

· Ferrara, Peter, “Social Benefits of Fossil Fuels Far Outweigh the Costs,” 489—90

· “Flight from Conversation, The” (Turkle), 463—66

· Football Players Kneeling (Sanchez) (visual), 186

· “Forgive College Loans?” (Vedder), 582—84

· Foroohar, Rana, “The US College Debt Bubble Is Becoming Dangerous,” 579—80

· “Fossil Fuels Pros and Cons” (Ramos), 492—94

· “Fracking: A Fable” (Hurd), 508—9

· Fralic, Shelley, “Don’t Fall for the Myths about Online Privacy,” 320—21

· Frank, Thomas, “Course Corrections,” 708—13

· Frashuer, Alex, STEM PSA (visual), 245

· Friedan, Betty, “The Importance of Work,” 758—61

· Gabriel, Trip, “Plagiarism Lines Blur for Students in the Digital Age,” 367—69

· Garr, Ej, “Athlete vs. Role Model,” 402—5

· “Gettysburg Address, The” (Lincoln), 736

· “Going Green” (Holton), 278—82

· Goldberg, Michael W., “I’m a School Psychologist—and I Think Teachers Should Be Armed,” 548—49

· Goldhill, Olivia, “Should Driverless Cars Kill Their Own Passengers to Save a Pedestrian?,” 610—12

· “Gone but Not Forgotten” (visual) (Dion), 558

· Haidt, Jonathan, “Intimidation Is the New Normal,” 177—80

· “History of Fake News” (Burkhardt), 409—15

· Holmes, Bob, “Waste Not . . . ?,” 76—80

· Holton, Shawn, “Going Green,” 278—82

· Hoover, Eric, “College’s Value Goes Deeper than the Degree,” 642—45

· “How Data and Information Literacy Could End Fake News” (Leetaru), 429—32

· “How Kitty Genovese Destroyed Childhood” (Skenazy), 624—25

· Hurd, Barbara, “Fracking: A Fable,” 508—9

· Iagnemma, Karl, “Why We Have the Ethics of Self-Driving Cars All Wrong,” 608—9

· “I Don’t Own a Smartphone—and I Don’t Want One” (Bogart), 451—53

· “If Black English Isn’t Language, Then Tell Me, What Is?” (Baldwin), 762—64

· I Love Fossil Fuels (visual), 511

· “I’m a School Psychologist—and I Think Teachers Should Be Armed” (Goldberg), 548—49

· “Immigration Time Out” (Buchanan), 164—65

· “Importance of Work, The” (Friedan), 758—61

· “Intimidation Is the New Normal” (Haidt), 177—80

· “I Quit Facebook and I Miss It” (Leung), 460—62

· “Is It Still Worth Going to College?” (Daly and Bengali), 48—53

· “Is It Time to Kill the Liberal Arts Degree?” (Brooks), 703—8

· Isothermal Community College, “Warning Signs: How You Can Help Prevent Campus Violence,” 554—57

· “It’s Hard to Be a Hero” (Nocera), 626—27

· “It’s Time to Phase Out Single-Use Plastic” (Los Angeles Times Editorial Board), 71—75

· “It’s Time to Phase Out Single-Use Plastic,” response to (Thomason), 71, 74, 83—84

· Jefferson, Thomas, “The Declaration of Independence,” 732—35

· Kahn, Zoya, “Why Cell Phones Do Not Belong in the Classroom,” 195—98

· Kennedy, Adam, “Why I Am a Nontraditional Student,” 399—401

· Kessler, Andy, “Learn a Language, but Not a Human One,” 30—31

· Khazan, Olga, “The More Gender Equality, the Fewer Women in STEM,” 224—26

· Klinenberg, Eric, “To Restore Civil Society, Start with the Library,” 485—87

· Kozlov, Dmitriy, “Social Media: Bringing People Together, Virtually and Physically,” 454—56

· Krejci, Jayme, “Colleges and Universities Should Provide Student-Athletes with Additional Compensation beyond Tuition, Room, and Board,” 616—20

· Kuksov, Igor, “All Ears: The Dangers of Voice Assistants,” 309

· Laird, Sam, “Should Athletes Have Social Media Privacy? One Bill Says Yes,” 310—11

· Lamm, Richard D., “The Liberal Case for Reducing Immigration,” 682—84

· Langin, Katie, “Fake News Spreads Faster than True News on Twitter,” 427—28

· Lazar, Bart, “Why We Need a Privacy Label on the Internet,” 308—9

· Le, Jennie, “What Does It Mean to Be a College Grad?,” 40—41

· “Learn a Language, but Not a Human One” (Kessler), 30—31

· Lee, John, “Secure the U.S.-Mexico Border: Open It,” 686—89

· Leetaru, Kalev, “How Data and Information Literacy Could End Fake News,” 429—32

· Lennon, Sean, “Destroying Precious Land for Gas,” 499—500

· Leung, Wency, “I Quit Facebook and I Miss It,” 460—62

· “Liberal Case for Reducing Immigration, The” (Lamm and Cafaro), 682—84

· Lincoln, Abraham, “The Gettysburg Address,” 736

· Los Angeles Times Editorial Board, “It’s Time to Phase Out Single-Use Plastic,” 71—75

· Ludden, David, “Does Using Social Media Make You Lonely?,” 457—59

· Luna, Jenny, “We Are So Forked,” 80—82

· Lyons, Daniel, “Facebook: Privacy Problems and PR Nightmare,” 298—99

· “Major Differences: Why Undergraduate Majors Matter” (Carnevale and Melton), 700—703

· Making Oceans Plastic Free (visual), 93

· Marvell, Andrew, “To His Coy Mistress,” 723

· Math vs. Humanities (University of Utah College of Humanities) (visual), 714

· McElwee, Sean, “The Case for Censoring Hate Speech,” 167—70

· Mckim Communications Group Ltd (visual), 96

· McNamee, Bernard, “This Earth Day, Let’s Accept the Critical Role That Fossil Fuel Plays in Energy Needs,” 496—97

· McSweeny, Terrell, “Competition Is at the Heart of Facebook’s Privacy Problem,” 296—98

· Melton, Michelle, “Major Differences: Why Undergraduate Majors Matter,” 700—703

· “Men Are from Earth, and So Are Women. It’s Faulty Research That Sets Them Apart” (Barnett and Rivers), 365

· Mialki, Kristina, “Texting: A Boon, Not a Threat, to Language,” 443—45

· Miller, Ben, “Student Debt: It’s Worse than We Imagined,” 585

· “Modest Proposal, A” (Swift), 725—31

· Moore, John, “Border Patrol” (visual), 692

· Moore, Peter, “The Other Opioid Crisis,” 667—71

· “More Gender Equality, the Fewer Women in STEM, The” (Khazan), 224—26

· Mott-Smith, Jennifer, “Bad Idea about Writing: Plagiarism Deserves to Be Punished,” 371—74

· Muñoz, Chris, “Are Colleges Doing Enough for Nontraditional Students?,” 524—28

· Murphy, Kevin, “Evaluation of a Website: RateMyProfessors.com,” 480—84

· Murray, Charles, “What’s Wrong with Vocational School?,” 651—54

· “Myth of What’s Driving the Opioid Crisis, The” (Satel), 672—77

· Nemko, Marty, “We Send Too Many Students to College,” 36—39

· Newkirk, Vann R., III, “Arming Teachers Violates the Spirit of the Second Amendment,” 551—53

· Nicholas, Olivia, “What Are You Going to Do with That Major?,” 221—22

· Nocera, Joe, “It’s Hard to Be a Hero,” 626—27

· Oakley, Barbara, “Why Do Women Shun STEM? It’s Complicated,” 242

· “Obligation to Endure, The” (Carson), 751—57

· “On Freedom of Expression and Campus Speech Codes” (American Association of University Professors), 174—76

· “Opioid Epidemic Is a Cultural Problem. It Requires Cultural Solutions, The” (Andersen), 660—62

· Orenstein, Peggy, “Should the World of Toys Be Gender-Free?,” 446—47

· Orwell, George, “Politics and the English Language,” 740—50

· “Other Opioid Crisis, The” (Moore), 667—71

· Ozimek, Adam, “Why I Don’t Support Open Borders,” 690—91

· Paxson, Christina H., “The Economic Case for Saving the Humanities,” 696—99

· Peele, Stanton, “The Solution to the Opioid Crisis,” 662—66

· Perry, Andre, “Stop Saying ’College Isn’t for Everyone,’ ” 645—47

· Pew Research Center (visual), 91

· “Plagiarism Lines Blur for Students in the Digital Age” (Gabriel), 367—69

· Plato, “The Allegory of the Cave,” 717—22

· “Please Do Not Feed the Humans” (Saletan), 148—51

· “Politics and the English Language” (Orwell), 740—50

· Posner, Richard A., “The Truth about Plagiarism,” 375—77

· “Powerful Call to Action, A” (Bilgutay), 119—21

· “Privacy Debacle, The” (Tufekci), 294—96

· Ramirez, Erika, “When Beyoncé’s Inspiration Turns into Imitation,” 359—60

· Ramos, Juan, “Fossil Fuels Pros and Cons,” 492—94

· Ravisankar, Rajeev, “Sweatshop Oppression,” 121—23

· Reges, Stuart, “Why Women Don’t Code,” 227—36

· “Reign of Recycling, The” (Tierney), 66—70

· Rivers, Caryl

· “Men Are from Earth, and So Are Women. It’s Faulty Research That Sets Them Apart,” 365

· “We’ve Studied Gender and STEM for 25 Years. The Science Doesn’t Support the Google Memo,” 237—41

· “Road to Fear-Free Biking in Boston” (Wu), 576—77

· Rubinstein, Helen, “When Plagiarism Is a Plea for Help,” 378—80

· Rushkoff, Douglass, “You Are Not Facebook’s Customer,” 309

· Saletan, William, “Please Do Not Feed the Humans,” 148—51

· Sanchez, Crystal, “College Should Be for Everyone,” 138—41

· Sanchez, Marcio Jose (visual), 186

· Sanders, Bernie, “Why Medicare-for-All Is Good for Business,” 569—71

· Satel, Sally, “The Myth of What’s Driving the Opioid Crisis,” 672—77

· Seamartin (visual), 98

· “Secure the U.S.-Mexico Border: Open It” (Lee), 686—89

· Shell, Ellen Ruppel, “College May Not Be Worth It Anymore,” 33—35

· “Should Athletes Have Social Media Privacy? One Bill Says Yes” (Laird), 310—11

· “Should Data Posted on Social-Networking Sites be ’Fair Game’ for Employers?” (Blaine), 345—51

· “Should Driverless Cars Kill Their Own Passengers to Save a Pedestrian?” (Goldhill), 610—12

· “Should the World of Toys Be Gender-Free?” (Orenstein), 446—47

· Sieger, Jerome, “Sweatshops Are Good,” 124—25

· Sipress, David (visual), 93

· Skenazy, Lenore, “How Kitty Genovese Destroyed Childhood,” 624—25

· “Social Benefits of Fossil Fuels Far Outweigh the Costs” (Blast and Ferrara), 489—90

· “Social Media: Bringing People Together, Virtually and Physically” (Kozlov), 454—56

· “Solution to the Opioid Crisis, The” (Peele), 662—66

· Sommers, Christina Hoff, “The War against the Boys,” 364—65

· Srnicek, Nick, “US$100 Trillion Case for Open Borders,” 684—86

· Stanley, Alix, “Colleges and Universities Should Provide Student-Athletes with Additional Compensation beyond Tuition, Room, and Board,” 616—20

· Stanton, Elizabeth Cady, “Declaration of Sentiments and Resolutions,” 737—39

· Steele, Chantee, “An Argument in Support of the ’Gap Year,’ ” 213—18

· STEM PSA (Frashuer) (visual), 245

· Stern, Sol, “The Unfree Speech Movement,” 171—73

· “Stop Saying ’College Isn’t for Everyone,’ ” (Perry), 645—47

· “Strike against Student Debt, A” (Taylor), 587—88

· Student Debt Crisis Solution (visual), 593

· “Student Debt: It’s Worse than We Imagined” (Miller), 585

· Surfrider Foundation, “What Goes in the Ocean Goes in You” (visual), 97

· “Sweatshop Oppression” (Ravisankar), 121—23

· “Sweatshops Are Good” (Sieger), 124—25

· Swift, Jonathan, “A Modest Proposal,” 725—31

· “Talking Past Each Other” (Essig), 182—84

· Taylor, Astra, “A Strike against Student Debt,” 587—88

· Term Papers for Sale Advertisement (visual), 385

· “Terror’s Purse Strings” (Thomas), 118—19

· “Texting: A Boon, Not a Threat, to Language” (Mialki), 443—45

· “There’s a Reason They Choose Schools” (Wheeler), 538—40

· “This Earth Day, Let’s Accept the Critical Role That Fossil Fuel Plays in Energy Needs” (McNamee), 496—97

· Thomas, Dana, “Terror’s Purse Strings,” 118—19

· Thomason “It’s Time to Phase Out Single-Use Plastic,” response to, 71, 74, 83—84

· Tierney, J., “The Reign of Recycling,” 66—70

· “To His Coy Mistress” (Marvell), 723

· “To Restore Civil Society, Start with the Library” (Klinenberg), 485—87

· Town of North Attleborough, Massachusetts (visual), 94

· “Truth about Plagiarism, The” (Posner), 375—77

· Tuckson, Nia, “Why Foreign-Language Study Should Be Required,” 28—29

· Tufekci, Zeynep, “The Privacy Debacle,” 294—96

· Turkle, Sherry, “The Flight from Conversation,” 463—66

· Tuskegee Airmen (visual), 407

· Two Oceans Aquarium (visual), 95

· “Unfree Speech Movement, The” (Stern), 171—73

· University of Pittsburgh Video (visual), 471

· “US College Debt Bubble Is Becoming Dangerous” (Foroohar), 579—80

· “US$100 Trillion Case for Open Borders” (Srnicek), 684—86

· Vaidya, Pooja, 146—47

· Vance, J. D., “The College Trap,” 647—51

· Vedder, Richard, “Forgive College Loans?,” 582—84

· W., Ayelet, “Does College Still Matter in 2018?,” 56—58

· Wales, Jimmy, “What We Can Do to Combat Fake News,” 416—17

· “War against the Boys, The” (Sommers), 364—65

· “Warning Signs: How You Can Help Prevent Campus Violence” (Isothermal Community College), 554—57

· “Waste Not . . . ?” (Holmes), 76—80

· “We Are So Forked” (Luna), 80—82

· Weiss, Robert, “Closer Together or Further Apart? Devices and the New Generation Gap,” 467—70

· “We Send Too Many Students to College” (Nemko), 36—39

· “We’ve Studied Gender and STEM for 25 Years. The Science Doesn’t Support the Google Memo” (Barnett and Rivers), 237—41

· “What Are You Going to Do with That Major?” (Nicholas), 221—22

· “What Does It Mean to Be a College Grad?” (Lee), 40—41

· “What Goes in the Ocean Goes in You,” response to (Dunn), 99—100

· “What Goes in the Ocean Goes in You,” (Surfrider Foundation) (visual), 97

· “What’s Wrong with Vocational School?” (Murray), 651—54

· “What We Can Do to Combat Fake News” (Wales), 416—17

· “What Would You Do If Your Income Were Taken Care Of?” (Balibouse) (visual), 630

· Wheeler, Timothy, “There’s a Reason They Choose Schools,” 538—40

· “When Beyoncé’s Inspiration Turns into Imitation” (Ramirez), 359—60

· “When Plagiarism Is a Plea for Help” (Rubinstein), 378—80

· “Why Cell Phones Do Not Belong in the Classroom” (Kahn), 195—98

· “Why Do Women Shun STEM? It’s Complicated” (Oakley), 242

· “Why Foreign-Language Study Should Be Required” (Tuckson), 28—29

· “Why I Am a Nontraditional Student” (Kennedy), 399—401

· “Why I Don’t Support Open Borders” (Ozimek), 690—91

· “Why Medicare-for-All Is Good for Business” (Sanders), 569—71

· “Why We Have the Ethics of Self-Driving Cars All Wrong” (Iagnemma), 608—9

· “Why We Need a Privacy Label on the Internet” (Lazar), 308—9

· “Why Women Don’t Code” (Reges), 227—36

· “Why You Should Consider Trade School” (Bureau of Labor Statistics) (visual), 655

· “World Might Be Better Off without College for Everyone, The” (Caplan), 42—47

· Wu, Michelle, “Road to Fear-Free Biking in Boston,” 576—77

· “You Are Not Facebook’s Customer” (Rushkoff), 309

· Zarkadakis, George, “The Case against Universal Basic Income,” 636—38

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