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READReasonWriteAN ARGUMENT TEXT AND READER
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EIGHTH EDITION
Dorothy U. Seyler
READReasonWriteAN ARGUMENT TEXT AND READER
Boston Burr Ridge, IL Dubuque, IA New York San Francisco St. LouisBangkok Bogotá Caracas Kuala Lumpur Lisbon London Madrid Mexico CityMilan Montreal New Delhi Santiago Seoul Singapore Sydney Taipei Toronto
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McGraw-Hill Higher EducationA Division of The McGraw-Hill Companies
Published by McGraw-Hill, an imprint of The McGraw-Hill Companies, Inc., 1221 Avenue of theAmericas, New York, NY 10020. Copyright © 2008. All rights reserved. No part of this publicationmay be reproduced or distributed in any form or by any means, or stored in a database or re-trieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including,but not limited to, in any network or other electronic storage or transmission, or broadcast for dis-tance learning.
This book is printed on acid-free paper.
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ISBN 978-0-07-353320-9
Editor in Chief: Emily BarrossePublisher: Lisa MooreSponsoring Editor: Christopher BennemMarketing Manager: Tamara WederbrandDevelopmental Editor: Joshua FeldmanProduction Editor: Chanda FeldmanManuscript Editor: Jennifer GordonDesign Manager: Gino CieslikArt Editor: Ayelet ArbelProduction Supervisor: Randy HurstComposition: 10/12 Palatino by Carlisle Publishing ServicesPrinting: PMS 307, 45# New Era Matte, R. R. Donnelley & Sons, Inc.
Cover: © Alan Schein/zefa/Corbis (Supreme Court), ©Bettmann/CORBIS (Martin Luther King,Jr.), The Dallas Morning News (Jazz), © George Tames/The New York Times (John F. Kennedy),Hulshizer-AP-World Wide Photos (Statue of Liberty), © Joseph Sohm; Visions of America/CORBIS (Constitution), © Kevin Lamarque /Reuters/Corbis (Flags), © Reuters/CORBIS (Tanks),© Rick Fowler/Corbis (Protestor), © Saul Loeb/epa/epa/Corbis (Man in Chair).
Credits: The credits section for this book begins on page 758 and is considered an extension of thecopyright page.
The Internet addresses listed in the text were accurate at the time of publication. The inclusion of aWeb site does not indicate an endorsement by the authors or McGraw-Hill, and McGraw-Hilldoes not guarantee the accuracy of the information presented at these sites.
Library of Congress Cataloging-in-Publication DataSeyler, Dorothy U.
Read, reason, write / Dorothy U. Seyler.--8th ed.p. cm.
Includes bibliographical references and index.ISBN 978-0-07-353320-91. English language—Rhetoric. 2. Persuasion (Rhetoric) 3. College readers. 4. Report
writing. I. Title.PE1408.S464 2006808' .0427—dc22
2006049980www.mhhe.com
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DOROTHY U. SEYLER is Professor of English at Northern
Virginia Community College. A Phi Beta Kappa graduate of the
College of William and Mary, Dr. Seyler holds advanced degrees
from Columbia University and the State University of New York
at Albany. She taught at Ohio State University, the University of
Kentucky, and Nassau Community College before moving with
her family to Northern Virginia.
She has coauthored Introduction to Literature in its second edi-
tion. She is the author of Understanding Argument, Doing Research
(second edition), The Reading Context and Steps to College Reading
(both in their third editions), and Patterns of Reflection (now in its
sixth edition). In addition, Professor Seyler has published articles
in professional journals and popular magazines. She enjoys tennis
and golf, traveling, and writing about both sports and travel.
v
AbouttheAuthor
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Contents
vii
Preface xxi
SECTION 1 CRITICAL READING AND ANALYSIS 1
Chapter 1 WRITERS AND THEIR SOURCES 3Reading, Writing, and the Contexts of Argument 3Responses to Sources 4Abraham Lincoln, “The Gettysburg Address” 5
The Response to Content 5
The Analytic Response 6
The Judgment or Evaluation Response 7
The Research Response 7
Ellen Goodman, “In Praise of a Snail’s Pace” 8Active Reading: Use Your Mind! 10
Guidelines for Active Reading 10
Richard Morin, “Political Ads and the Voters TheyAttract” 11Understanding Your Sources 13Writing Summaries 13
Guidelines for Writing Summaries 14
Writing Paraphrases 16Bertrand Russell, from “A Free Man’s Worship” 17Acknowledging Sources Informally 17
Referring to People and Sources 18
Lev Grossman, “The Geek Shall Inherit the Earth” 19Presenting Direct Quotations: A Guide to Form and Style 21
Reasons for Using Quotation Marks 21
A Brief Guide to Quoting 21
For Debate 24Robert J. Samuelson, “Century of Freedom” 24David Rieff, “Their Hearts and Minds?” 27Suggestions for Discussion and Writing 30
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Chapter 2 RESPONDING CRITICALLY TO SOURCES 33Traits of the Critical Reader/Thinker 33Examining the Context of a Source 34
Who Is the Author? 34
What Kind of Audience Is Addressed? 34
What Is the Author’s Purpose in Writing? 35
What Are the Writer’s Sources of Information? 35
Understanding Attitude 36Denotative and Connotative Word Choice 37
Recognizing Tone 39
Analyzing Style 40Word Choice 40
Sentence Structure 41
Metaphors 42
Organization and Examples 43
Repetition 43
Hyperbole, Understatement, and Irony 44
Quotation Marks, Italics, and Capital Letters 44
Dave Barry, “Remote Control” 45Writing about Style 47
Understanding Purpose and Audience 48
Planning the Essay 48
Drafting the Style Analysis 49
A Checklist for Revision 49
Ellen Goodman, “Choosing Families” 50Student Essay: “Goodman’s Feast of Style” 52Combining Summary, Analysis, and Evaluation: The Review 55
Knowing Your Audience 55
Understanding Your Purpose 55
Establishing a General Plan 55
Drafting the Review 56
Annotated Review: Lynda Ransdell, “More Than a Game:One Woman’s Fight for Gender Equity in Sport” 56Student Review: “Winchester’s Alchemy: Two Men and aBook” by Ian Habel 57Analyzing Two or More Sources 59
Guidelines for Preparing a Contrast Essay 60
Peter Rainer, “Knightley, in Shining Armour” 61
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For Reading and Analysis 63Andrew Vachss, “Watch Your Language” 63Catherine Getches, “I Have a Chip, but It’s Not on MyShoulder” 66Suggestions for Discussion and Writing 69
SECTION 2 THE WORLD OF ARGUMENT 71
Chapter 3 UNDERSTANDING THE BASICSOF ARGUMENT 73Characteristics of Argument 73
Argument Is Conversation with a Goal 74
Argument Takes a Stand on an Arguable Issue 74
Argument Uses Reasons and Evidence 74
Argument Incorporates Values 74
Argument Recognizes the Topic’s Complexity 74
The Shape of Argument: The Aristotelian Model 75The Shape of Argument: The Toulmin Model 76The Language of Claims and Support 77
Facts 78
Inferences 78
Judgments 79
Richard Morin, “Paradise Lost” 80Learning More about the Toulmin Model of Argument 82
Claims 83
Grounds (or Data or Evidence) 84
Warrants 85
Backing 85
Qualifiers 86
Rebuttals 86
Using Toulmin’s Terms to Analyze Arguments 87Les Schobert, “Let the Zoo’s Elephants Go” 87Using Toulmin’s Terms as a Guide to Structuring Arguments 89For Debate 90Barrett Seaman, “How Bingeing Became the NewCollege Sport” 90Joseph A. Califano, Jr., “Don’t Make Teen DrinkingEasier” 92Suggestions for Discussion and Writing 95
CONTENTS ix
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Chapter 4 WRITING EFFECTIVE ARGUMENTS 97Know Your Audience 97
Who Is My Audience? 98
What Will My Audience Know about My Topic? 98
Where Does My Audience Stand on the Issue? 98
How Should I Speak to My Audience? 99
Irony or Sarcasm? 100
Understand Your Writing Purpose 100Move from Topic to Claim to Possible Support 101
Selecting a Topic 101
Drafting a Claim 102
Listing Possible Grounds 103
Listing Grounds for the Other Side or Another Perspective 103
Considering the Rogerian or Conciliatory Argument 104
Planning Your Approach 105
Draft Your Argument 106Guidelines for Drafting 106
Revise Your Draft 107Rewriting 107
Editing 108
A Few Words about Words and Tone 109
Proofreading 110
A Checklist for Revision 110
For Analysis and Debate 111Deborah Tannen, “We Need Higher Quality Outrage” 111Sidney Hook, “In Defense of Voluntary Euthanasia” 114Peter A. Singer and Mark Siegler, “Euthanasia: ACritique” 117Suggestions for Discussion and Writing 124
Chapter 5 LEARNING MORE ABOUT ARGUMENT:INDUCTION, DEDUCTION, ANALOGY, ANDLOGICAL FALLACIES 127Induction 127Mark A. Norell and Xu Xing, “The Varieties ofTyrannosaurs” 129Deduction 130“The Declaration of Independence” 135Analogy 138Zbigniew Brzezinski, “War and Football” 140
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Arguments That Do Not Work: Logical Fallacies 142Causes of Illogic 142
Fallacies That Result from Oversimplifying 143
Fallacies That Result from Ignoring the Issue 148
Evaluating the Arguments of Others: The Refutation Essay 153
Guidelines for Preparing a Refutation Essay 154
David Sadker, “Gender Games” 154Robert H. Bork, “Addicted to Health” 157For Debate and Analysis 161Colbert I. King, “‘Judicial Activism’ to Be Thankful For” 161Ruth Marcus, “Diversity Gets Benched” 164Suggestions for Discussion and Writing 167
Chapter 6 READING, ANALYZING, AND WRITINGDEFINITION ARGUMENTS AND POSITIONPAPERS 169The Definition Argument: Debating the Meaning of Words 170
When to Define 170
Guidelines for Evaluating Definition Arguments 171
Preparing a Definition Argument 171
A Checklist for Revision 173
Student Essay: Laura Mullins, “Paragon or Parasite?” 173The Position Paper: Examining Claims of Value 176
Characteristics of the Position Paper 176
Guidelines for Analyzing a Claim of Value 176
Supporting a Claim of Value 177
A Checklist for Revision 178
Student Essay: “Examining the Issue of Gun Control” by Chris Brown 179For Debate 182Charles Krauthammer, “Setting Limits on Tolerance” 182Colbert I. King, “You Can’t Fight Terrorism with Racism” 184Suggestions for Discussion and Writing 188
Chapter 7 READING, ANALYZING, AND USING VISUALSAND STATISTICS IN ARGUMENT 191Responding to Visual Arguments 192
CONTENTS xi
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Guidelines for Reading Political Cartoons 192
Guidelines for Reading Advertisements 192
Reading Graphics 196Guidelines for Reading Graphics 196
The Uses of Authority and Statistics 200Judging Authorities 200
Understanding and Evaluating Statistics 201
Guidelines for Evaluating Statistics 201
Writing the Investigative Argument 205Gathering and Analyzing Evidence 205
Planning and Drafting the Essay 205
Guidelines for Writing an Investigative Argument 206
Analyzing Evidence: The Key to an Effective Argument 206
Preparing Graphics 207
A Checklist for Revision 207
Student Essay: “Buying Time” by Garrett Berger 208For Reading and Analysis 212Gregory Rodriguez, “Mongrel America” 212Annette Fuentes, “Discipline and Punish” 216Suggestions for Discussion and Writing 223
Chapter 8 READING, ANALYZING, AND WRITING CAUSALAND PROBLEM/SOLUTION ARGUMENTS 225Arguments about Cause 226
Characteristics of Causal Arguments 226
Mill’s Methods for Investigating Causes 227
Guidelines for Analyzing Causal Arguments 229
Preparing a Causal Argument 230
A Checklist for Revision 231
Eugene Robinson, “A Specious ‘Experiment’” 232The Problem/Solution Argument: Exploring Public PolicyIssues 234
Characteristics of Problem/Solution Arguments 235
Guidelines for Analyzing Problem/Solution Arguments 235
Preparing a Problem/Solution Argument 236
A Checklist for Revision 238
James Q. Wilson, “A New Strategy for the War on Drugs” 238For Analysis and Debate 242
xii CONTENTS
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Lester C. Thurow, “Why Women Are Paid Less Than Men” 242Beth Shulman, “Four Myths, 30 Million Potential Votes” 244Suggestions for Discussion and Writing 249
SECTION 3 THE RESEARCHED AND FORMALLYDOCUMENTED ARGUMENT 251
Chapter 9 GETTING STARTED AND LOCATING SOURCES:IN THE LIBRARY, ONLINE, IN THE FIELD 253Types of Research Projects 254
Expository 254
Analytic 254
Argumentative/Persuasive 254
Finding a Workable Topic 255What Type of Paper Am I Preparing? 255
Who Is My Audience? 255
What Are the Assignment’s Time and Length Constraints? 256
What Kinds of Topics Should I Avoid? 256
How Can I Select a Good Topic? 256
How Do I Get Started When There Are Few Restrictions? 257
What Is the “Right” Size for a Topic? 257
Writing a Tentative Claim or Research Proposal 258Preparing a Working Bibliography 260
Basic Form for Books 261
Basic Form for Articles 261
Knowing Your Library 262Locating Books 263
Using the Reference Collection 265
Basic Reference Tools 265
Using Indexes to Periodicals: In Print and Online 267The Reader’s Guide to Periodical Literature 267
The New York Times Index 267
Online Databases 268
Guidelines for Using Online Databases 269
Indexes to Academic Journals: In Print and Online 271
Searching the Internet 272Guidelines for Searching the Web 273
Doing Field Research 274
CONTENTS xiii
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Federal, State, and Local Government Documents 274
Correspondence 274
Interviews 275
Lectures 275
Films, Tapes, Television 275
Surveys, Questionnaires, and Original Research 276
Chapter 10 EXPLORING SOURCES, SELECTING SUPPORT,AND DOCUMENTING (USING MLA) 279Using Sources Effectively 279Evaluating Sources, Maintaining Credibility 280
Guidelines for Evaluating Sources 281
Documenting Sources to Avoid Plagiarism 282What Is Common Knowledge? 283
Taking Notes on Sources 284Guidelines for Effective Note Taking 285
Should I Quote or Paraphrase or Use Photocopies of Sources? 286
Using “Tags” or “Signal Phrases” to Avoid MisleadingDocumentation 286
Guidelines for Appropriately Using Borrowed Material 287
MLA In-Text (Parenthetical) Documentation 289Guidelines for Using Parenthetical Documentation 289
The Simplest Patterns of Parenthetical Documentation 290
Placement of Parenthetical Documentation 290
Parenthetical Citations of Complex Sources 291
Additional Information Footnotes or Endnotes 293
“See Also” Footnotes or Endnotes 294
Preparing MLA Citations for a “Works Cited” Page 294Forms for Books: Citing the Complete Book 294
Forms for Books: Citing Part of a Book 298
Forms for Periodicals: Articles in Journals 300
Forms for Periodicals: Articles in Magazines 300
Forms for Periodicals: Newspapers 301
Citing Other Print and Nonprint Sources 302
Citing Electronic Sources 306
Chapter 11 WRITING THE RESEARCHED ESSAY 315Organizing the Paper 315The Formal Outline 317
xiv CONTENTS
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Drafting the Paper 317Plan Your Time 317
Handle Documentation as You Draft 317
Choose an Appropriate Writing Style 317
Write Effective Beginnings 319
Avoid Ineffective Openings 321
Compose Solid, Unified Paragraphs 321
Write Effective Conclusions 326
Avoid Ineffective Conclusions 326
Choose an Effective Title 327
Revising the Paper: A Checklist 328Rewriting 328
Editing 328
Proofreading 329
The Completed Paper 329Sample Student Research Essay 330
Chapter 12 USING OTHER STYLES OF DOCUMENTATION(APA AND MORE) 341Author/Year or APA Style 342
APA Style: In-Text Citations 342
APA Style: Preparing a List of References 344Form for Books 345
Form for Articles 346
Electronic Sources 347
Sample Student Essay in APA Style 348Footnote or Endnote Style 358
In-Text Citations 358
Footnote/Endnote Form: First (Primary) Reference 359
Sample Footnotes/Endnotes 360
Footnote/Endnote Form: Short Forms 363
SECTION 4 A COLLECTION OF READINGS 365
Chapter 13 THE MEDIA: IMAGE AND REALITY 369Jean Kilbourne, “In Your Face . . . All Over the Place!” 370Rob Walker, “Social Lubricant: How a MarketingCampaign Became the Catalyst for a Societal Debate” 379
CONTENTS xv
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Robin Givhan, “Dove Look Is Real, but Does It Inspire?” 381Michelle Cottle, “Turning Goys into Girls” 384Peggy Noonan, “The Blogs Must Be Crazy” 391Eugene Robinson, “Instant Revisionism” 395Derrick Speight, “Of Losers and Moles: You Think RealityTV Just Writes Itself?” 397
Chapter 14 SOCIETY AND VALUES IN AN IPOD WORLD 403Patricia Dalton, “We’re Only Human: And None of Us AreMade to Run Like Machines” 404Simson Garfinkel, “Privacy Under Attack” 408Cary Sherman, “The Issue Is Piracy, Not Privacy” 418George F. Will, “IPod’s Missed Manners” 419Ruth Marcus, “PowerPoint: Killer App?” 422Andrew Sullivan, “Society Is Dead: We Have Retreatedinto the iWorld” 424Joel Achenbach, “Out of the Woods: Today’s Kids Can’tSee the Forest for the MTV” 427
Chapter 15 VIOLENCE AND AMERICAN SOCIETY 431Karen Wright, “Guns, Lies, and Video” 432Richard Rhodes, “Hollow Claims About Fantasy Violence” 436Katherine Ellison, “What’s Up Doc? A Bloody Outrage,That’s What” 439Brent Staples, “How Hip-Hop Music Lost Its Way andBetrayed Its Fans” 443Gloria Steinem, “Supremacy Crimes” 445Robert F. Drinan, “Small Weapons Pose a Global Threat” 449Jonathan Cowan, “False Choices on Gun Safety” 452
Chapter 16 SPORTS TALK—SPORTS BATTLES 457David Oliver Relin, “Who’s Killing Kids’ Sports?” 458Gordon Gee, “My Plan to Put the College Back in College Sports” 462Sally Jenkins, “Education, Athletics: The Odd Couple” 465Rick Reilly, “Disadvantage, Women” 468Frank Deford, “Solving the Title IX Problem” 471
xvi CONTENTS
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Charles Krauthammer, “The Greatness Gap” 473John Feinstein, “Farewell to a True Champion” 475
Chapter 17 QUALITY AND FAIRNESS IN THE AMERICANCLASSROOM 479Daniel Henninger, “Doing the Numbers on Public SchoolsAdds Up to Zero” 480Diane Ravitch, “Put Teachers to the Test” 483Bob Herbert, “Left Behind, Way Behind” 486Bob Somerby, “Back-to-School Blues” 488James P. Pinkerton, “A Grand Compromise” 490Mary Sue Coleman, “The Digital Library Plan: Riches WeMust Share” 494Nick Taylor, “The Digital Library Plan: But Not at Writers’Expense” 496
Chapter 18 CENSORSHIP AND FREE SPEECH DEBATES 501Mark Mathabane, “If You Assign My Book, Don’t Censor It” 502Ken Dautrich and John Bare, “Why the First Amendment(and Journalism) Might Be in Trouble” 506Mark Davis, “A Little Civility, Please” 510Robert O’Neil, “What Limits Should Campus NetworksPlace on Pornography?” 512Andrew J. McClurg, “Online Lessons on UnprotectedSex” 516Anne Applebaum, “Let a Thousand Filters Bloom” 518David McHardy Reid, “Business Is Business” 521
Chapter 19 ETHICS AND THE LAW—CURRENT ANDENDURING DEBATES 525Molly Ivins, “Congress Should Stay Out of Private FamilyMatters” 527Wesley J. Smith, “The Case Heard Round the Web” 529Linda J. Collier, “Adult Crime, Adult Time” 533Richard Cohen, “Kids Who Kill Are Still Kids” 536Joseph Bernstein, “Animal Rights v. Animal Research: A Modest Proposal” 538Timothy Sprigge, “A Reply to Joseph Bernstein” 538Ernest van den Haag, “The Ultimate Punishment: A Defense” 544Hugo Adam Bedau, “Death Is Different” 550
CONTENTS xvii
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Chapter 20 MARRIAGE AND GENDER ISSUES: THE DEBATESCONTINUE 565Linda J. Waite, “Social Science Finds: ‘Marriage Matters’” 566Michael Kinsley, “Abolish Marriage” 574Andrew Sullivan, “The Conservative Case for GayMarriage” 577Lisa Schiffren, “Gay Marriage, an Oxymoron” 579Amanda Ripley, “Who Says a Woman Can’t Be Einstein?” 582Susan E. Reed, “Lawsuits Won’t Break That Glass Ceiling” 587Judith D. Auerbach, “The Overlooked Victims of AIDS” 591
Chapter 21 SCIENCE—AND THE POLITICS OF SCIENCE 595Laura K. Donohue, “Censoring Science Won’t Make UsAny Safer” 596Glenn D. Shean, “Psychology and the Environment” 601Anna Quindlen, “Don’t Mess with Mother” 604President’s Council on Bioethics, “Human Cloning andHuman Dignity: An Ethical Inquiry” 606Joseph Bottum, “The Horror” 617Lee M. Silver, “The Virtual Child” 621Patricia J. Williams, “Genes, Genius, Genies” 629Daniel C. Dennett, “Show Me the Science” 632
Chapter 22 STORM CLOUDS OVER AMERICA: WHERE AREWE HEADED? 639Tunku Varadarajan, “That Feeling of Being UnderSuspicion” 640Karina Rollins, “No Compromises: Why We Are Going toLose the War on Terror—and How We Could Win” 642Irshad Manji, “When Denial Can Kill” 648Wynton Marsalis, “Saving America’s Soul Kitchen” 650David Brooks, “The Bursting Point” 652E. J. Dionne, Jr. “When Government Is Good” 655Katha Pollitt, “Intelligible Design” 657Jack Welch, “The Five Stages of Crisis Management” 660
xviii CONTENTS
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Chapter 23 SOME CLASSIC ARGUMENTS 667Jonathan Swift, “A Modest Proposal” 668Henry David Thoreau, “Civil Disobedience” 675Elizabeth Cady Stanton, “Declaration of Sentiments” 691John Stuart Mill, from “On Liberty” 693George Orwell, “A Hanging” 701Martin Luther King, Jr., “I Have a Dream” 705
Appendix UNDERSTANDING LITERATURE 711Getting the Facts: Active Reading, Summary, andParaphrase 712Paul Lawrence Dunbar, “Promise” 712Langston Hughes, “Early Autumn” 713
Summary of “Early Autumn” 715
William Shakespeare, “Sonnet 116” 715Paraphrase of “Sonnet 116” 716
Seeing Connections: Analysis 717Analysis of Narrative Structure 718
Analysis of Character 719
Analysis of Elements of Style and Tone 719
Drawing Conclusions: Interpretation 720Writing about Literature 720Andrew Marvell, “To His Coy Mistress” 721Christopher Marlowe, “The Passionate Shepherd to His Love” 722Sir Walter Raleigh, “The Nymph’s Reply to the Shepherd” 723A. E. Housman, “Is My Team Ploughing” 724Amy Lowell, “Taxi” 726Kate Chopin, “The Story of an Hour” 726Ursula K. Le Guin, “The Ones Who Walk Away fromOmelas” 729Susan Glaspell, Trifles 734Sample Student Literary Analysis 752Suggestions for Discussion and Writing 757
Credits 758
Index 762
CONTENTS xix
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PrefaceI have written in previous prefaces to Read, Reason, Write that being asked to pre-pare a new edition is much like being asked back to a friend’s house: Althoughyou count on it, you are still delighted when the invitation comes. Well, the sev-enth edition kept old friendships and made new ones as well, so here I am, writ-ing a preface to the eighth edition, more than twenty years after first presentingthis text to college students and their instructors. Over these years, Read, Reason,Write has grown in size—most books have—but also in stature within the teach-ing community and in its value to students. Of course, neither this text nor I amgetting older, only better, as this eighth edition demonstrates!
Although some important new material strengthens the eighth edition, theessential character of Read, Reason, Write remains the same. This text still com-bines instruction in critical reading and analysis, argument, and researchstrategies with a rich collection of readings providing practice for these skillsand new ideas and insights for readers. A key purpose of Read, Reason, Writeremains to help students develop into better writers of the kinds of papers theyare most often required to write, both in college and in the workplace: sum-maries, analyses, reports, arguments, and documented essays. To fulfill thiskey purpose, the text must do more than provide instruction and opportunitiesfor practice; the text must demonstrate to student writers that these seeminglydisparate skills connect in important ways. Read, Reason, Write remains a newkind of text because it shows students the interrelatedness of reading, analytic,argumentative, and research skills and seeks, in connecting these skills, alwaysto extend each student’s critical thinking ability.
FEATURES OF READ, REASON, WRITE
• An emphasis on good reading skills for effective arguing and writing.• Instruction, models, and practice in understanding reading context and
analyzing elements of style.• Instruction, models, and practice in writing summaries and book reviews.• Focus on argument as contextual: written (or spoken) to a specific audience
with the expectation of counterarguments.• Explanations and models of various types of arguments that bridge the gap
between an understanding of logical structures and the ways we actuallywrite arguments.
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• Presentation of Aristotelian, Toulmin, and Rogerian models of argument asuseful guides to analyzing the arguments of others and organizing one’sown arguments.
• In-depth discussion of logical argument, including extensive coverage ofinduction and deduction.
• Guidelines and revision boxes throughout the text that provide an easyreference for students.
• Instruction, models, and practice in researching and evaluating sources andin composing and documenting researched papers.
• A rich collection of readings, both timely and classic, that provide examplesof the varied uses of language and strategies for argument.
• A brief but comprehensive introduction to reading and analyzing literature,found in the Appendix.
NEW FEATURES IN THE EIGHTH EDITIONThis new edition maintains the key features of previous editions while addingnew material that will make the eighth edition even more helpful to both stu-dents and instructors. The significant additions are:
• A much greater emphasis on visual argument throughout the text. Eachchapter now opens with a visual—cartoon or photograph—with questionsfor reading and thinking about the visual.
• Two color inserts adding more visuals. The first, in Chapter 7, provides examples of different types of visuals for analysis in this chapter on usingvisuals in argument.
• A second color insert, in Chapter 13, the chapter on the media. These eightimages are famous photographs from the Vietnam era up to our time.
• A total of 111 readings, plus seven student essays. Fifty-six of the readingsare new, and some of those from the seventh edition are now in new placesin the text. One of the seven student sample essays is new.
• Of the eleven chapters in the anthology section of the text, two chapters areentirely new, and the others have been refocused and refreshed with somenew readings.
• Some of the new topics for reading and discussion include the social impactof modern technology, especially the small electronics; the role of bloggersin our understanding of the news; copyright issues and Google’s plans fora digital library; the politics of science; and the impact of Katrina on ourthinking about society and government.
• A streamlining of the section on research, with greater emphasis on elec-tronic searches.
xxii PREFACE
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ACKNOWLEDGMENTNo book of value is written alone. I am pleased to acknowledge the contri-butions of others in shaping this text. My thanks are due—as always—to thelibrary staff at the Annandale Campus of Northern Virginia Community Col-lege, especially to Marian Delmore, Ruth Stanton, and Ellen Westman, who havehelped me locate needed information and have kept me current with the newtechnology for research. I would also like to thank students Ian Habel, GarrettBerger, Chris Brown, Laura Mullins, Monica Mitchell, Connie Childress, andAlan Peterson, whose essays grace this text. They should be proud of the skilland effort they put into their writing.
I appreciate as well the many good suggestions of the following reviewersof the eighth edition:
PREFACE xxiii
Jeff OlmaFlorida Community College at
JacksonvilleSamuel OlorountoNew River Community CollegeDonna PotratzMiraCosta CollegeNelson C. SagerSul Ross State UniversityAnne A. SmithNorthwest Mississippi Community
CollegeMark N. TaylorBerry CollegeSandy ZappParadise Valley Community College
Craig R. BarretteBrescia UniversityKaren S. BurgeWichita State UniversityGlenn DavisSt. Cloud State UniversityLinda GeorgePittsburgh Technical InstituteRuth HaberWorcester CollegeBrenda HelmbrechtCalifornia Polytechnic State
UniversityTom HodgkinNorthwestern Connecticut
Community CollegeRay LacinaDelta College
My former editor Steve Pensinger needs to be remembered for steering methrough four editions of this book. I am also grateful to Tim Julet and AlexisWalker for guidance through the fifth edition and to Chris Narozny, develop-ment editor of the sixth edition. My hat’s off to Lisa Moore, executive editor forthe sixth and seventh editions, to Christopher Bennem, sponsoring editor for theeighth edition, and to Joshua Feldman, the hardworking and dedicated devel-opmental editor of both the seventh and eighth editions. I have been blessedwith a chorus of voices enriching this text throughout its life: May you all livelong and prosper!
I’ll close by once again dedicating this text to my daughter Ruth who, de-spite her own career and interests, continues to give generously of her time,
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reading possible essays for each new edition. My wish for all students: Mayyou come to understand, as Ruth does, that it is the liberal education thatmakes continued growth of the human spirit both possible and pleasurable.
Dorothy U. Seyler
Northern Virginia Community College
xxiv PREFACE
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