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Composing a Civic Life: A Rhetoric and Readings for Inquiry and Action
Michael D. Berndt, Normandale Community College
Amy M. Muse, University of St. Thomas

ISBN-10: 0321086414
ISBN-13: 9780321086419

Publisher: Longman
Copyright: 2004
Format: Paper; 608 pp
Published: 04/16/2003

This item has been replaced by Composing a Civic Life: A Rhetoric and Readings for Inquiry and Action, 2/E.

This rhetoric/reader promotes informed, active citizenship by encouraging students to write as a means of inquiry and civic participation.

Promoting the “examined life” as an ideal that brings inquiry and action together, this new text addresses the critical thinking, reading, and writing skills that are central to both academic success and democratic participation. Students write to reflect on their experiences, present their views to academic and public audiences, shape library and field research, and explore other people's arguments. Seeking to understand the values and beliefs that define differences of opinion, students are shown how to work toward negotiation and positive social action. The readings chapters explore common communities like family, campus, and country, as well as the less-commonly discussed communities like faith-based, planetary, and virtual. Case studies in each readings chapter immerse students in ethical issues that test the coherence of that community.

Five writing chapters take students through a series of “Inquiries” designed to deepen their understanding of citizenship, argumentation, and research; students analyze the U.S. Constitution and the Black Panthers' “Ten Point Plan;” complete part of Immigration Service's naturalization process, and set up a service-learning project.

Active “Getting Started” exercises invite students to get involved in the chapter's subject matter by analyzing an urban legend, responding to the Declaration of Independence,and interviewing professors.

Research is taught as practical inquiry; students learn to see research as an integral component of living an examined life. They learn to ask questions, form formal and informal research plans, and to envision library and field research as conversing thoughtfully with other writers and community members.

Explores the different genres of academic and public debate, including the academic research essay, newspaper stories, editorials, letters, pamphlets, Web discussion groups, advertisements, posters, and zines.

Readings chapters are organized around real communities—the family, the campus, the virtual, the religious—and explore meaningful issues—family values, the environment, declining civility, college sports, and so on.

Substantive case studies invite students to join the “public conversation” about weighty social issues, showing how events become public issues and how citizens converse, or fail to converse, with one another about these issues.

“Stop and Think” boxes prompt students to connect what they are reading to other issues and to their own experience. “Writing Style” boxes discuss the conventions of academic and public writing.

Preface.

1. What Does It Mean to Be a Citizen?

Getting Started: Picturing Citizenship.

First Inquiry: Using Mind Maps to Assess What You Know About Citizenship.

Continuing the Inquiry: Dictionary Definitions.

Continuing the Inquiry: Official Documents.

Continuing the Inquiry: Visual Messages.

Continuing the Inquiry: Narratives of Citizenship.

From Autobiography, Benjamin Franklin.

Excerpt from “Prologue” to Invisible Man, Ralph Ellison.

America and I, Anzia Yezierska.

Assessing the Progress of Our Inquiries.

Questions for Inquiry and Action.

2. Critical Literacy: The Skills to Live an Examining Life.

Getting Started: Critical Thinking As Examined Life.

First Inquiry: Critical Reading as Active Conversation.

Declaration of Independence.

Second Inquiry: Using a Writer's Notebook to Connect Thinking, Reading, and Writing.

Third Inquiry: Finding Your Writing Process.

Final Inquiry: Critical Literacy and Citizenship.

Questions for Inquiry and Action.

3. Researching: Inquiry as Action.

Getting Started: Inquiring in Our Communities.

First Inquiry: Writing to Inquire and Converse with Others.

Second Inquiry: Developing a Research Plan.

Third Inquiry: Inquiring Effectively Using Research Methods.

Weaving Together Inquiry and Action in Community-based Service Learning.

Conclusion: Inquiry as Argument.

Questions for Inquiry and Action.

4. Arguing: Action as Inquiry.

Getting Started: Arguing in Our Communities.

First Inquiry: What is Arguing to Inquire?

Summarizing an Argument.

Analyzing an Argument.

Women's Right to Vote, Susan B. Anthony.

Ten Point Plan, Black Panthers.

Second Inquiry: Developing an Arguing Mind.

Third Inquiry: Arguing Effectively.

Conclusion: Argument as Inquiry.

Questions for Inquiry and Action.

5. Writing in Communities: Academic Research and Social Action.

Getting Started: Critical Literacy and Civic Participation.

First Inquiry: Writing in an Academic Community.

Snow, John Haines.

Second Inquiry: Writing in Civic Communities.

Questions for Inquiry and Action.

6. Negotiating Community: Living a Civic Life.

Getting Started: What Does Community Look Like?

Mending Wall, Robert Frost.

Enemy Evenings, Carol Bly.

From Civil Disobedience, Henry David Thoreau.

The Ones Who Walk Away from Omelas, Ursula Le Guin.

Case Study: The Columbine Shootings Make Us Question Community.

Massacre at Columbine High, Mark Obmascik.

Editorials from the San Francisco Chronicle, Orlando Sentinel.

How Could This Happen? (editorial cartoon), Lee Judge.

We Called It `Littlefun', Jeff Stark.

The Columbine High School Massacre: American Pastoral...American Berserk, David North.

Our Greatest Need, Darrell Scott.

School Shootings and the Price of White Denial, Tim Wise.

Questions for Inquiry and Action.

7. The Family as Community.

Getting Started: How Do We See the Family?

Beliefs About Families, Mary Pipher.

Leave Marriage Alone, William J. Bennett.

Melissa's Secret: The Name of the Father and the Making of a New American Family.

Rolling Stone cover photograph, Mark Seliger.

Inward Christian Soldiers, New York Times Magazine cover photograph, Jeff Riedel.

A Mighty Fortress, Margaret Talbot.

Black Power, James McBride.

Moonlit Nights of Laughter, Fatima Mernissi.

Case Study: How Do We Define “Family Values?”

Restoring Basic Values, Dan Quayle.

Newspaper Editorials in Response to Quayle from the Seattle Times and The Christian Science Monitor.

Why I'm Not `Pro-Family', Ellen Willis.

Daddies Matter: A Long Overdue Chat on the Family, James Carville.

Questions for Inquiry and Action.

8. The Higher Education Community.

Getting Started: Exploring Your Campus.

Collegiate Life: An Obituary, Arthur Levine and Jeanette S. Cureton.

Engaged Pedagogy, bell hooks.

The Sandbox Experiment, Peter Sacks.

Why am I in College? Roger H. Garrison.

Case Study: Athletics vs. Academics: The University of Minnesota's Men's Basketball Scandal.

U of M Basketball Program Accused of Academic Fraud, George Dohrmann.

Letters from Readers in Response to Dohrmann.

Excerpt from Report of the Special Senate Committee on Student Academic Integrity at the University of Minnesota.

Cheating, Murray Sperber.

Advertisement from Rutgers University's Alumni Magazine.

Delusions of Grandeur, Henry Louis Gates Jr.

Questions for Inquiry and Action.

9. Citizens of the World: The Global Community.

Getting Started: Defining Global Citizenship.

Decolonising the Mind, Ngugi wa Thiong'o.

China's Big Mac Attack, James L. Watson.

Jihad vs. McWorld, Benjamin R. Barber.

Stop and Think: The Olympic Games.

On Bad Teeth, Slavenka Drakulic.

Case Study: Thinking Globally, Acting Locally: The World Trade Organization Protests in Seattle, 1999.

From A Citizen's Guide to the World Trade Organization.

Mayor Declares Civil Emergency, Imposes Curfew in Downtown Seattle, Mike Carter.

One Morning, While Getting Dressed (New Yorker cartoon), Roz Chast.

Senseless in Seattle, Thomas L. Friedman.

This Modern World (cartoon), Tom Tomorrow.

Where Was the Color in Seattle? Elizabeth (Betita) Martinez.

Questions for Inquiry and Action.

10. Citizens of the Earth: The Planetary Community.

Getting Started: Adopting a Nonhuman Perspective.

Saving Future Generations from Global Warming, David W. Orr.

“Educating the New America,” Holly Van DeVenter.

Activists of Color, Regina Austin and Michael Schill.

From Ishmael, Daniel Quinn.

St. Roach, Muriel Rukeyser.

The Badger, John Clare.

Case Study: Measuring Our Impact on the Earth.

11. Communities of Faith.

Getting Started: Observing Worship Practices in Faith Communities.

The Culture of Disbelief, Stephen L. Carter.

Why I Make Sam Go to Church, Anne Lamott.

Experience is Key, Tom Beaudoin.

Mormon Family Values: Facing the Anguish of Their Gay Son, the Hardys Became Accidental Activists, Katherine Rosman.

The Last Taboo: Why America Needs Atheism, Wendy Kaminer.

Case Study: The Role of Faith Communities in the Civil Rights Movement.

Another Day's Journey: Faith Communities Renewing American Democracy, Robert M. Franklin.

Speech at Holt Street Baptist Church, Martin Luther King, Jr.

Interview, Bernice Johnson Reagon.

Student Nonviolent Coordinating Committee Statement of Purpose, James Lawson.

Questions for Inquiry and Action.

12. Virtual Communities.

Getting Started: Imaging the Future.

Framing Conversations About Technology, Bonnie A. Nardi and Vicki O'Day.

Refusing to Hope in a God of Technology, Jeff Dietrich.

Television, The Drug of the Nation, The Disposable Heroes of Hiphoprisy.

Somehow Form a Family, Tony Earley.

Tune Out (student essay), Jake Mulholland and Adrienne Martin.

Community and Cyberculture, David Bell.

Case Study: The Netizen and Citizen Action: Does the Internet Promote Democracy?

Birth of a Digital Nation, Jon Katz.

Double Clicking on Democracy, Simon Davies and Ian Angell.

Exposure to Other Viewpoints is Vital to Democracy, Cass Sunstein.

Questions for Inquiry and Action.

Bibliography.

Index.

First-Year Composition - Rhetoric [CIVIC WRITING] (Composition)
First-Year Composition - Reader [CIVIC WRITING] (Composition)

Composing a Civic Life: A Rhetoric and Readings for Inquiry and Action, 2/E
Berndt & Muse
©2007 | Longman | Paper; 608 pp | Instock
ISBN-10: 0321413598 | ISBN-13: 9780321413598
Brief Description | Buy from myPearsonStore

Composing A Civic Life promotes informed, active citizenship by encouraging students to write as a means of inquiry and civic participation.

Based on the premise that the writing classroom is an ideal place for cultivating a healthy civic life, this rhetoric/reader addresses the critical thinking, reading, and writing skills that are central to both academic success and democratic participation. Promoting the “examined life” as an ideal that brings inquiry and action together, this text aims to help students to be better citizens of all their communities, not just in their knowledge, but in their ability to think critically, write effectively, and live wisely.

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ISBN-10: 0321112636 | ISBN-13: 9780321112637
URL: http://www.ablongman.com/berndt1e

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