Overview

The Argument Handbook is a reference tool and classroom text designed to help students understand complex rhetorical situations and navigate the process of transforming private thoughts into persuasive, public statements. The Argument Handbook is organized around three lenses that help students focus on the practical challenges of persuasive writing. Its modular organization makes it easier for students to find what they need and easier for instructors to assign the content that fits their course.

Full Product Details

Author:   K.J. Peters
Publisher:   Broadview Press Ltd
Imprint:   Broadview Press Ltd
Dimensions:   Width: 16.50cm , Height: 2.60cm , Length: 22.90cm
Weight:   1.080kg
ISBN:  

9781554814350

ISBN 10:   1554814359
Pages:   536
Publication Date:   30 December 2018
Audience:   College/higher education ,  Undergraduate
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Introduction What’s inside: Instructor’s Introduction Invention, Audience, Authority Why This Book: Student’s Introduction Private Thoughts to Public Statements Invention, Audience, Authority Part 1: Invention and Research Ch. 1. Assembling Arguments: an Introduction Module I-1: Argument Defined Module I-2: Invention and Research: How Will You Find Ideas and Evidence? Module I-3: Audience: Who Will Consider Your Argument? Module I-4: Authority: What Will Persuade Your Audience? Ch. 2. Planning Your Writing and Research Module I-5: Why Do I Need A Plan? Module I-6: Making a Writing and Research Plan Module I-7: Framing Your Subject Ch. 3. Looking Within and Around to Invent Module I-8: Why Take Time to Invent? Module I-9: Elements of Effective Invention Module I-10: Invention Strategies Module I-11: Moving From Invention to Drafting Ch. 4. Looking to Research to Invent Module I-12: Why Use Research to Invent? Module I-13: Using Research to Find and Develop Ideas Module I-14: Searching Efficiently Part 2: Types of Argument Ch. 5. Understanding Argument Forms and Genres Module T-1: Why Do I Need to Know Forms and Genres? Module T-2: Using Forms and Genres to Help You Invent an Argument Module T-3: Using Forms and Genres to Discover Audience Expectations Module T-4: Using Forms and Genres to Establish Authority Ch. 6. Using Stasis Questions to Build Arguments Module T-5: Why Do I Need to Know Stasis Questions? Module T-6: Primary and Secondary Stasis Questions Module T-7: Building an Argument Using Stasis Questions Ch. 7. Persuading Module T-8: What Audiences Expect of a Persuasive Argument Module T-9: A Persuasive Genre – Advertisement Module T-10: A Persuasive Genre – Reflection Paper Module T-11: A Persuasive Genre – Opinion Piece Module T-12: Building a Persuasive Argument Ch. 8. Analyzing Arguments Module T-13: What Audiences Expect of a Rhetorical Analysis Module T-14: A Rhetorical Analysis of a Photograph Module T-15: A Rhetorical Analysis of an Opinion Piece Module T-16: Building an Effective Rhetorical Analysis Ch. 9. Stating the Facts Module T-17: What Audiences Expect in a State-The-Facts Argument Module T-18: A State-The-Facts Genre – Research Paper Module T-19: A State-The-Facts Genre – Visual Résumé Module T-20: A State-The-Facts Genre – News Article Module T-21: Building a State-The-Facts Argument Ch. 10. Defining Module T-22: What Audiences Expect in a Definition Argument Module T-23: A Definition Genre – Opinion Piece Module T-24: A Definition Genre – Youtube Commercial Module T-25: A Definition Genre –Research Paper Module T-26: Building a Definition Argument Ch. 11. Narrating Module T-27: What Audiences Expect in a Narrative Argument Module T-28: A Narrative Genre – Editorial Module T-29: A Narrative Genre – Advertisement Module T-30: A Narrative Genre – Personal Narrative Module T-31: Building a Narrative Argument Ch. 12. Analyzing and Evaluating Module T-32: What Audiences Expect From an Analysis and Evaluation Module T-33: an Analysis and Evaluation Genre – Blog Entry: Thrill-Ride Review Module T-34: an Analysis and Evaluation Genre – Online Restaurant Review Module T-35: an Analysis and Evaluation Genre – Review of a Cultural Event Module T-36: Building an Analysis and Evaluation Argument Ch. 13. Determining Cause Module T-37: What Audiences Expect of a Causal Argument Module T-38: A Causal Argument Genre – an Editorial Module T-39: A Causal Argument Genre – A Political Cartoon Module T-40: A Causal Argument Genre – A Research Paper Module T-41: Building a Causal Argument Ch. 14. Proposing a Solution Module T-42: What Audiences Expect of a Proposal Module T-43: A Proposal Genre – Advocacy Speech Module T-44: A Proposal Genre –Billboard Module T-45: A Proposal Genre – Position Paper Module T-46: Building a Proposal Part 3: Appealing to Your Audience Ch. 15. Understanding the Audience Module A-1: Rhetorical Situation Defined Module A-2: Audience Defined Module A-3: analyzing an Audience Module A-4: Using Appeals, Media, and Conventions to influence Your Audience Module A-5: Common Academic Assignments: What Does Your Audience Expect? Ch. 16. Understanding the Academic Situation Module A-6: What You Need to Know About Writing in Universities and Colleges Module A-7: The Humanities, the Liberal Arts and Sciences Module A-8: The Fine, Visual, and PerForming Arts Module A-9: Pre-Professional and Applied Sciences Module A-10: The Natural Sciences Ch. 17. Using Classical Rhetoric Module A-11: Classical Rhetoric and the Writing Process Module A-12: Arrangement of Argument Module A-13: Types of Appeals Module A-14: Building Authority Using Classical Virtues Ch. 18. Using Contemporary Rhetoric Module A-16: Toulmin’s Rhetoric Defined Module A-17: Using Toulmin’s Model to analyze Arguments Module A-18: Rogerian Rhetoric Defined Module A-19: A Rogerian Argument: A Persuasive Paper Module A-20: Reading Your Audience with Rogerian Rhetoric Part 4: Conducting Research to Build Authoritative Arguments Ch. 19. Using Databases and Search Engines Module R-1: Building Authority with Search Engines and Databases Module R-2: Using Databases and Search Engines Module R-3: Organizing Your Research Ch. 20. Evaluating Sources and Documents Module R-4: Why Do I Need to Evaluate Sources? Module R-5: How Do I Evaluate Sources? Module R-6: Evaluating for Relevance Module R-7: Evaluating for Authority Module R-8: Evaluating for Honesty Module R-9: Determining If a Source Is Questionable Ch. 21. Integrating Research and Avoiding Plagiarism Module R-10: Defining Plagiarism and Fair Use Module R-11: Avoiding Plagiarism Module R-12: integrating Sources Authoritatively Module R-13: integrating Sources Into an Argument: an Example Ch. 22. Citing and Documenting Sources Module R-14: Documentation Styles Express Authority Module R-15: MLA Style for in-Text Citation Module R-16: MLA List of Works Cited Module R-17: APA Style for in-Text Citation Module R-18: APA List of References Part 5: Projecting Authority Ch. 23. Crafting Style, Voice, and Presence Module P-1: Building Authority with Style Module P-2: Building Authority with Voice Module P-3: Building Authoritative Presence Ch. 24. Checking for Logical Fallacies and Flow Module P-4: Logical Fallacies Defined Module P-5: Awkwardness and Flow Defined Ch. 25. Using Conventions Persuasively Module P-8: Using Visuals in Your Argument Module P-9: Using Design Conventions in Your Argument Module P-10: Creating Effective Presentations Module P-11: Proofreading Your Argument

Reviews

The Argument Handbook is a complete argument textbook. Students are systematically introduced to invention, audience research, genre--everything a rhetoric should have. Like any thorough treatment of argument, the Handbook is also readily adaptable for a variety of courses. Advanced writing classes will find it just as useful as first-year classes. -- Paul Lynch, Saint Louis University This book is well researched and insightful. In the current climate in which facts are questioned, all sides argue in the most heated fashion, and too much news is labeled as fake, thoughtful study of argumentation is necessary for a thorough education. Throughout the text, K.J. Peters recognizes the needs of various types of learners. The modular organization is flexible and allows changes of focus in the curriculum. Some of the modules concern methods of reading and analyzing arguments, a common focus of freshman courses. Within these genres, students can further see the importance of audience and purpose, of research, of planning, and of vivid language. -- Katherine H. Adams, Loyola University New Orleans

Author Information

K.J. Peters is Professor of English at Loyola Marymount University. He has 15 years of experience directing first year writing programs and training graduate students, instructors, and professors of many disciplines in composition pedagogy and rhetorical theory.

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