English

Having Your Say takes an inquiry-based, problem-solving approach to reading and writing arguments on real-world public policy issues.

This rhetoric of argument with readings engages students in-depth on two important public policy issues: crime and the environment.  Students investigate the nature and causes of problems, analyze the effects of proposed solutions, and anticipate the reactions of stakeholders in the issue.  By considering the social and historical context of an issue and the interests of stakeholders, student-authors develop more interesting, original, and substantive arguments and gain confidence in their ability to get involved and participate in public discourse.

• Introduces an integrated framework for arguments early in the book. In its opening section, Having Your Say shows how the appeals to ethos, pathos, and logos are used to support claims. Students see early on how claims of existence, definition, value, cause, and action fit together into arguments about problems and solutions.
• Fosters in-depth engagement with an issue.  By focusing on two topics, crime and the environment, Having Your Say enables students to engage a topic in depth rather than skimming lightly over a wide range of topics.  That full engagement empowers students as authors and “owners” of their positions and shows student-authors that writing does indeed solve problems in the real world.
• Offers in-depth readings. The 12 selections from magazines and journals like Atlantic Monthly, Mother Jones, and National Review clustered after Part 1 are engaging, accessible, and represent a wide array of styles and viewpoints. By comparing readings in depth on a single issue, students can identify authors’ argumentative strategies more easily and explore both the rhetoric and the issue more fully.
• Illustrates assignments with sample student arguments.  Part 3 asks students to write realistic arguments to a variety of audiences.   Student papers illustrating the assignments are accompanied by criterion-based evaluation scales to allow students to evaluate their own and their peers’ writing.    
• Emphasizes concession and refutation. Having Your Say describes techniques for analyzing dissent and defusing heated arguments.  By learning how to make concessions and to challenge opponents’ arguments responsibly, students are enabled, to be forceful but fair.
• Incorporates pedagogical techniques supported by educational research and successful class-testing.  Techniques include scaffolding, model texts, criterion-based evaluation scales, and visual representations of lines of argument.
• Supports a range of teaching styles, including working in teams.  A variety of writing assignments allows instructors to tailor the book to easily suit their pedagogical goals.

Preface
 

1. What It Takes to Have Your Say

Writing as Exploration

Arguing

Arguing at a Distance

Exploring the Issues in this Book

            Examples of Issues

            Perspectives on Issues

Having YOUR Say

Learning to Have Your Say

Exercises

I. CRITICAL READING: EXPLORING A POINT OF VIEW

2. Spans: The Segments of an Argument

The Issue Span:  Seeing the Issue

            Variations in the Issue Span

            Tip-Off Terms

            Recognizing the Boundaries of the Issue Span

The Problem Span:  Understanding the Problem

            Explaining the Tension

            Tip-Off Terms

            Change in Scope: Separating the Issue and Problem Spans

The Solution Span: Finding and Evaluating Options

            Tip-Off Terms

            Solution Span in the Readings

            Is There Any Solution?

Drawing Lines Between the Spans

Inferring the Author's Starting Point

Using Spans to Analyze, to Explore, and to Guide

Exercises

3. Stases: Taking Standpoints Along a Path

The Stasis Sequence in Different Spans

Dividing a Span into Stases

Existence Claims

            The Point of an Existence Claim

            Developing Existence Arguments

            Clues for Spotting Existence Claims

            Tip-Off Terms

Definition Claims

            The Point of a Definition Claim

            Developing Definition Arguments

            Clues to Spotting Definition Claims

            Tip-Off Terms

            Distinguishing Between Definition and Existence Claims

Value Claims

            The Point of a Value Claim

            Developing Value Arguments

            Positive and Negative Phrasing

            Standards

            Absolute and Relative Values

            Clues to Spotting Value Claims

            Tip-Off Terms

            Distinguishing Between Value and Definition Claims

Cause Claims

            The Point of a Cause Claim

            Agents and Factors

            Developing Cause Arguments

            Clues to Spotting Cause Claims

            Tip-Off Terms

Action Claims

            The Point of an Action Claim

            Clues to Spotting Action Claims

            Tip-Off Terms

            Choices of Agent and Action

The Size and Shape of a Stasis

Exercises

4. Supporting Claims:  Appealing to Logos, Ethos and Pathos

Appeals to Logos

            Observations, Testimony, and Statistics

            Logic, Common Sense and Probability

Appeals to Ethos

            Independent Experts

            Eyewitnesses

            Stakeholders

            Personal Experience

            The Author's Ethos

Appeals to Pathos

            Naming Emotions

            Invoking Sensations

            Using Graphics

Supporting Claims at Each Stases

Signalling Degrees of Uncertainty

            Clues for Spotting Uncertainty

            The Point of Uncertainty: Making Progress

Breadth and Depth: Spans, Stases and Appeals

Appeals Charts for Castleman and Chivers

Exercises

5. Junctions: Crossing Alternative Paths

The Point of Disagreeing

The Main Path and Alternative Paths

Identifying Opponents

            Naming People and Groups

            Defining and Naming a Group

Cross Roads: The Opponent’s Alternative Path

Merging Lanes: Concessions

Taking the Exit: Rebuttal

            Signaling Disagreement

Signaling Agreement With Verbs Of Attribution

            Challenging the Claim

            Challenging the Support

Re-entering the Main Path: Restatement

Exercises

6. Style: Appealing Through Language

Identifying a Popular Opinion Style

Dealing with a Provocative Style

            Provocative Insiders

Putting a Provocative Style in Perspective

Dealing with a Journalistic Style

Dealing with an Academic Style

A Combination of Styles in College Writing

Exercises

PART I READINGS

Environment

Chivers C. J. “Scraping Bottom”

Easterbrook, Gregg. “They Stopped the Sky from Falling”

Gomez-Pompa, Arturo, and Andrea Kaus. “Taming the Wilderness Myth”

Shiflett, Dave. "Parks and Wreck - Against Jet Skiers, Snowmobilers, and Other Louts"

Kristof, Nicholas. "In Praise of Snowmobiles"

Robinson, John. "The Responsibility to Conserve Wild Species"

Crime

Castleman, Michael. “Opportunity Knocks”

Kleck, Gary. “There Are No Lessons to Be Learned from Littleton.”

Meares, Tracey and Dan Kahan. “When Rights are Wrong”

Brooks, George. “Let’s Not Gang Up on Our Kids”

Kollin, Joe. "Why Don't We Name Juveniles?"

Shapiro, Bruce. "One Violent Crime"

II. EXPLORING AN ISSUE

7. Finding Entry Points

From a Text to a Conversation

Authors and Arguments

            Scholars

            Stakeholders

            Decision Makers

            Pundits

Cases

            Real World Cases

            Problem Cases

            Ideal Cases

            Hypothetical cases

Personal Experience

Starting an Authentic Exploration

Exercises

8. Surveying the Terrain

Sources

            Newspapers and Magazines

            Trade and Professional Association Journals

            Advocacy Journals and Sites

            Government Publications and Websites

            Scholarly Journals

            Books

            Television News and Weekly Popular News Magazines

            Combining Sources: Where to Begin

Searching and Selecting Strategies

            Using Indexes and Databases

            Finding Authorship Data on Websites

Evaluating Sources

            Relevance

            Originality

            Document Type

            Timeliness

            Ethos of Author or Sponsoring Group

            Summing Up the Value of a Source

9. Exploring by Responding

Narrating a Case

            Lay out the Details

            Narrate the Frustration

            Show instead of always Telling

Responding to an Author

            Agreeing and Disagreeing

            Using Rogerian Argument

            Playing Devil's Advocate

Imitating

            Arguing and Expressing

10. Exploring and Constructing a Problem

Two Strategies for Exploring the Problem

Stating a Problem

            Stating Goals

            Exploring Possible Causes

            Working Backwards from a Solution

Analyzing Problem Cases

            Collecting and Grouping Cases

            Varying the Aspects with Hypothetical Cases

Exploring Significance

Narrating a Case

11. Exploring and Constructing Solutions

Facing the Unknown

Generating Solutions from Problem Statements

            Changing the Terrain

            Changing Goals or Values

            Changing Expectations and Observations

Generating Solutions from Cases

            Finding Previously Tried Solutions

            Importing a Solution through Analogy

Testing Solutions with Cases

            Predicting Effects on Problem Cases

            Evaluating Costs and Benefits

12. Mapping a Conversation

Relating Your Position to Others’

Synthesis Defined

Selecting a Relevant Set of Authors

What are Synthesis Trees?

            Sample Student Trees

Identifying Common Approaches

            Grouping Authors

            Branching out Groups and Subgroups

            Drawing Fair Inferences

Asking Argument-Based Questions

            Problem Trees and Solution Trees

            Trees Based on Stasis

Testing the Tree

            Role-Playing

            Testing with Problem Cases

            Looking for Coherence and Balance

Exercises

III. HAVING YOUR SAY

13. Having Your Say on an Author's Argument

Planning Purpose and Audience

Planning Your Line of Argument

Allocating Space and Planning the Arrangement

Criteria for a Good Problem-Based Argument

Peer Review Questions

Sample Papers

14. Having Your Say by Responding to an Author

Planning Purpose and Audience

Planning Your Line of Argument

Allocating Space and Planning the Arrangement

Criteria for a Good Problem-Based Argument

Peer Review Questions

Sample Papers

15. Having Your Say on the State of the Debate

State of the Debate Papers versus Response Papers

            Sample State of the Debate Papers

Planning Purpose and Audience

Planning Your Line of Argument

            Choosing a Paradigm Case

            Approaches

            Describing Positions Within an Approach

Allocating Space and Planning the Arrangement

Adopting an Analytic Style

Criteria for a Good State of the Debate Paper

Peer Review Questions

16. Having Your Say on the Problem

Planning Purpose and Audience

Planning Your Line of Argument

Allocating Space and Planning the Arrangement

Criteria for a Good Problem-Based Argument

Peer Review Questions

Sample Papers

17. Having Your Say on the Solution

Planning Purpose and Audience

Planning Your Line of Argument

Allocating Space and Planning the Arrangement

Criteria for a Good Solution-Based Argument

Peer Review Questions

Sample Student Papers

IV. READING AND WRITING RESOURCES

18. Critical Reading Process

Preparing to Read

Reading for the First Time

Reading to Deepen Your Understanding

Reading to Map Out the Argument

Following Through After Reading

Exercises

19. A Repertoire of Writing Processes

Writing Process Components

Individual Process Styles

Planning 

Types of Plans

Planning an Arrangement

            Returning to Planning for Midcourse Corrections

            Drafting

            Strategies for Generating Plans and Passages

            Freewriting

            Talking It Out

            Using Keyword Templates

Evaluating

            Detecting

            Diagnosing

Revising 

            Revising for Organization

Editing

When is the Best Time to Revise and Edit

Getting Stuck and Unstuck

20. Rhetorical Planning

Having Something New to Say

Relating to an Audience

            Adopting a Role

            Insiders and Outsiders

            Allies and Opponents

            Addressing Readers

Allocating Space

Establishing Common Ground

            Assuming Some Consensus:  Getting a Head Start

Encouraging Insiders to Reconsider

            Making Concessions:  Going the Extra Mile

            Responding with Civility

21. Collaborative Evaluation and Revision

Why Revise Collaboratively?

Taking on a Helpful Role

Giving Helpful Feedback

            Detect

            Reflect

            Diagnose

            Suggest

            Comments to Avoid

Using Feedback during Revision

Giving Feedback to Reviewers

22. Documentation Conventions

Two Parts of Documentation: In-Text Citations and Lists of Sources

In-Text Citations

            Direct Reference Citations

            Indirect Parenthetical Citations

            Citations to Sources with Unknown Authors

Lists of Sources

Books

            Periodicals

Personal Communications

Glossary of Keywords

Bibliographies for Crime and Environment

Index

Argument  (Composition)
First-Year Composition - Rhetoric  [ARGUMENT]   (Composition)
First-Year Composition - Reader  [ARGUMENT]   (Composition)

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