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Detailed Contents

Color Plates xxxiv

Preface xxxv

Acknowledgments xlv

Part One Overview of Argument 1

1 Argument: An Introduction 3

What Do We Mean by Argument? 3 Argument Is Not a Fight or a Quarrel 3 Argument Is Not Pro-Con Debate 4 Arguments Can Be Explicit or Implicit 4 “Dulce et Decorum Est” —Wilfred Owen 5 A World War I poet, describing a gas attack, argues implicitly that it is not sweet and fitting to die for one’s country. The Defining Features of Argument 7 Argument Requires Justification of Its Claims 7 Argument Is Both a Process and a Product 9 Argument Combines Truth Seeking and Persuasion 10 Argument and the Problem of Truth 12 A Successful Process of Argumentation: The Well-Functioning Committee 15 “Petition to Waive the University Mathematics Requirement” —Gordon Adams (student) 17 A student accepted to law school but delayed by a remaining math requirement argues to be exempted. Conclusion 21

2 Reading Arguments 22

Why Reading Arguments Is Important for Writers 22 Strategy 1: Reading as a Believer 23 RAMA.3370_FM_M_pi-xlviii 5/17/03 12:59 AM Page viii RKAUL-7 RKAUL-7:Desktop Folder:RAMAGE:Quark:

“Playing with Our Food” —Lisa Turner 24 A health food advocate with training in naturopathy argues against genetic modification of food and the use of irradiation. Summary Writing as a Way of Reading to Believe 27 Suspending Doubt: Willing Your Own Belief in the Writer’s Views 30 Strategy 2: Reading as a Doubter 31 Strategy 3: Exploring How Rhetorical Context and Genre Shape the Argument 33 Understanding the Genres of Argument 33 Analyzing Rhetorical Context and Genre 36 Strategy 4: Seeking Out Alternative Views and Analyzing Sources of Disagreement 37 Disagreement about Facts or Their Relevance 38 Disagreement about Values, Beliefs, or Assumptions 38 “Why Biotech Labeling Can Confuse Consumers” —Council for Biotechnology Information 40 An organization promoting the value of biotechnology in agriculture argues that biotech foods are safe and that labeling them would confuse consumers and in- crease food costs. Writing an Analysis of a Disagreement 43 “An Analysis of the Sources of Disagreement between Lisa Turner and the Council for Biotechnology Information” 43 In this example essay, we analyze the disagreements of fact and value between two opposing viewpoints on genetically modified food. Strategy 5: Using Disagreement Productively to Prompt Further Investigation 45 Accepting Ambiguity and Uncertainty 45 Seeking Sources of Facts and More Complete Versions of Alternative Views 46 Determining What Values Are at Stake for You and Articulating Your Own Values 47 Considering Ways to Synthesize Alternative Views 47 Conclusion 48

3 Writing Arguments 49

Who Writes Arguments and Why? 49 Tips for Improving Your Writing Process 52 Starting Point 52 Exploring, Researching, and Rehearsing 53 RAMA.3370_FM_M_pi-xlviii 5/17/03 12:59 AM Page ix RKAUL-7 RKAUL-7:Desktop Folder:RAMAGE:Quark:

Writing a First Draft 53 Revising through Multiple Drafts 54 Editing for Style, Impact, and Correctness 55 Using Exploratory Writing to Discover Ideas and Deepen Thinking 56 Freewriting or Blind Writing 56 Idea Mapping 57 Playing the Believing and Doubting Game 58 Brainstorming for Pro and Con Because Clauses 60 Brainstorming a Network of Related Issues 61 Shaping Your Argument: Classical Argument as a Planning Tool 62 The Structure of Classical Argument 62 An Illustration of Classical Argument as a Planning Guide 65 Discovering Ideas: Two Sets of Exploratory Writing Tasks 67 Set 1: Starting Points 67 Set 2: Exploration and Rehearsal 69 Writing Assignments for Chapters 1–3 70

Part Two Principles of Argument 73

4 The Core of an Argument: A Claim with Reasons 75

The Rhetorical Triangle 75 Issue Questions as the Origins of Argument 76 Difference between an Issue Question and an Information Question 77 Difference between a Genuine Argument and a Pseudo-Argument 79 Pseudo-Arguments: Fanatical Believers and Fanatical Skeptics 79 Another Source of Pseudo-Arguments: Lack of Shared Assumptions 79 Frame of an Argument: A Claim Supported by Reasons 81 What Is a Reason? 81 Advantages of Expressing Reasons in Because Clauses 82 Application of this Chapter’s Principles to Your Own Writing 84 Application of this Chapter’s Principles to the Reading of Arguments 86 Conclusion 86 RAMA.3370_FM_M_pi-xlviii 5/17/03 12:59 AM Page x RKAUL-7 RKAUL-7:Desktop Folder:RAMAGE:Quark:

5 The Logical Structure of Arguments 87

An Overview of Logos: What Do We Mean by the “Logical Structure” of an Argument? 87 Adopting a Language for Describing Arguments: The Toulmin System 91 Using Toulmin’s Schema to Determine a Strategy of Support 98 The Power of Audience-Based Reasons 101 Difference between Writer-Based and Audience-Based Reasons 102 Finding Audience-Based Reasons: Asking Questions about Your Audience 104 Conclusion 108

6 Using Evidence Effectively 109

General Principles for the Persuasive Use of Data 109 Apply the STAR Criteria to Data 110 Use Sources That Your Reader Trusts 111 Rhetorical Understanding of Evidence 111 Kinds of Evidence 112 Angle of Vision and the Selection and Framing of Evidence 116 Rhetorical Strategies for Framing Evidence 119 Special Strategies for Framing Statistical Evidence 121 Gathering Evidence 122 Creating a Plan for Gathering Evidence 122 Gathering Data from Interviews 123 Gathering Data from Surveys or Questionnaires 124 Conclusion 125 Writing Assignments for Chapters 4–6 125 “ ‘Half-Criminals’ or Urban Athletes? A Plea for Fair Treatment of Skateboarders” —David Langley (student) 126 An avid skateboarder argues that he and his skateboarding friends are treated unfairly by police, civic officials, and the general public.

7 Moving Your Audience: Ethos and Pathos 129

Ethos and Pathos as Persuasive Appeals: An Overview 129 How to Create an Effective Ethos: The Appeal to Credibility 131 Be Knowledgeable about Your Issue 131 RAMA.3370_FM_M_pi-xlviii 5/17/03 12:59 AM Page xi RKAUL-7 RKAUL-7:Desktop Folder:RAMAGE:Quark:

Be Fair 131 Build a Bridge to Your Audience 132 How to Create Pathos: The Appeal to Belief and Emotions 132 Use Concrete Language 133 Use Specific Examples and Illustrations 133 Use Narratives 134 Choose Words, Metaphors, and Analogies with Appropriate Connotations 136 Using Images for Emotional Appeal 137 Conclusion 139

8 Accommodating Your Audience: Treating Differing Views 140

One-Sided versus Multisided Arguments 140 Determining Your Audience’s Resistance to Your Views 141 Appealing to a Supportive Audience: One-Sided Argument 143 Appealing to a Neutral or Undecided Audience: Classical Argument 144 Summarizing Opposing Views 144 Refuting Opposing Views 145 Strategies for Rebutting Evidence 148 Example of a Student Essay Using Refutation Strategy 149 From First Place: A Healing School for Homeless Children —Marybeth Hamilton (student) 150 A student who does volunteer work in an alternative school for homeless chil- dren refutes the arguments of those who want to shut off the school’s funding. Conceding to Opposing Views 152 Appealing to a Resistant Audience: Delayed Thesis or Rogerian Argument 152 Delayed-Thesis Argument 153 “Minneapolis Pornography Ordinance” —Ellen Goodman 153 Rogerian Argument 156 A nationally syndicated columnist reluctantly disagrees with an antipornogra- phy ordinance proposed by feminists. “Letter to Jim” —Rebekah Taylor (student) 158 Using the strategies of Rogerian argument, a vegan and animal rights activist suggests a small step her meat-eating friend might take toward fair treatment of animals. Appealing to a Resistant Audience: Using Humor 160 RAMA.3370_FM_M_pi-xlviii 5/26/03 15:28 Page xii RKAUL-7 RKAUL-7:Desktop Folder:RAMAGE:

Conclusion 163 Writing Assignments for Chapters 7 and 8 164

9 Conducting Visual Arguments 165

Understanding Design Elements in Visual Argument 166 Use of Type 166 Use of Space or Layout 168 An Analysis of a Visual Argument Using Type and Spatial Elements 169 “A Single Hit of Ecstasy . . .” (advocacy advertisement) —Drug Enforcement Administration 170 Use of Color 172 Use of Images and Graphics 172 An Analysis of a Visual Argument Using All the Design Components 173 The Compositional Features of Photographs and Drawings 174 An Analysis of a Visual Argument Using Images 176 The Genres of Visual Argument 179 Posters and Fliers 180 Public Affairs Advocacy Advertisements 180 Cartoons 183 Web Pages 186 Constructing Your Own Visual Argument 186 “Drink and Then Drive? Jeopardize My Future?” (poster) —Leah Johnson (student) 188 Using Graphics as Visual Arguments 189 How Tables Contain a Variety of Stories 189 Using a Graph to Tell a Story 191 Bar Graphs 191 Pie Charts 192 Line Graphs 193 Incorporating Graphics into Your Argument 194 Designing the Graphic 194 Numbering, Labeling, and Titling the Graphic 194 Referencing the Graphic in Your Text 195 Conclusion 196 Writing Assignments for Chapter 9 196 RAMA.3370_FM_M_pi-xlviii 5/17/03 12:59 AM Page xiii RKAUL-7 RKAUL-7:Desktop Folder:RAMAGE:Quark:

Part Three Arguments in Depth: Six Types of Claims 197

10 An Introduction to the Types of Claims 199

An Overview of the Types of Claims 199 Type 1: Simple Categorical Arguments (Is X a Y?, Where You and Your Audience Agree on the Meaning of Y) 200 Type 2: Definitional Arguments (Is X a Y?, Where the Definition of Y Is Contested) 201 Type 3: Cause/Consequence Arguments (Does X Cause Y? Is Y a Consequence of X?) 201 Type 4: Resemblance Arguments (Is X like Y?) 202 Type 5: Evaluation Arguments (Is X Good or Bad? Is X a Good or Bad Y?) 202 Type 6: Proposal Arguments (Should We Do X?) 203 What Is the Value of Studying Claim Types? 204 Help in Focusing an Argument and Generating Ideas 204 Help in Organizing and Developing an Argument 207

11 Categorical and Definitional Arguments: X Is (Is Not) a Y 208

An Overview of the Categorical Arguments 209 Simple Categorical Arguments 210 Difference between Facts and Simple Categorical Claims 210 Variations in the Wording of Simple Categorical Claims 211 Supporting Simple Categorical Claims: Supply Examples 212 Refuting Simple Categorical Claims 213 An Overview of Definitional Arguments 214 The Criteria-Match Structure of Definitional Arguments 214 Conceptual Problems of Definition 217 Why Can’t We Just Look in the Dictionary? 217 Definitions and the Rule of Justice: At What Point Does X Quit Being a Y? 217 Kinds of Definitions 219 Aristotelian Definition 219 Effect of Rhetorical Context on Aristotelian Definition 221 Operational Definitions 222 RAMA.3370_FM_M_pi-xlviii 5/17/03 12:59 AM Page xiv RKAUL-7 RKAUL-7:Desktop Folder:RAMAGE:Quark:

Strategies for Defining the Contested Term in a Definitional Argument 222 Reportive Approach: Research How Others Have Used the Term 223 Stipulative Approach: Create Your Own Definition 224 Conducting the Match Part of a Definitional Argument 226 Writing a Definitional Argument 227 Writing Assignment for Chapter 11 227 Exploring Ideas 227 Organizing a Definitional Argument 228 Revising Your Draft 229 Questioning and Critiquing a Definitional Argument 230 Questioning the Criteria 230 Questioning the Match 231 Readings 231 “Why Not Taiwan?” —Jack K. C. Chiang 231 In this letter to the editor, the Director General of the Taipei Economic and Cultural Office argues that Taiwan meets all the criteria for entrance into the United Nations. Critiquing “Why Not Taiwan?” 232 “Oncore, Obscenity, and the Liquor Control Board” —Kathy Sullivan (student) 233 A student investigating a public controversy over photographs in a gay bar ar- gues that they are not pornographic. Critiquing “Oncore, Obscenity, and the Liquor Control Board” 235 “This Isn’t a ‘Legal’ Matter, This Is War” —Charles Krauthammer 235 Two days after the September 11, 2001, attacks on the World Trade Center and Pentagon, a conservative columnist argues that the terrorist acts are not a “crime” but an “act of war.” Critiquing “This Isn’t a ‘Legal’ Matter, This Is War” 237 “Court Win for Martin Not a Defeat for Pro Sports” —Blaine Newnham 238 A sports columnist creates definitional criteria to argue that golfer Casey Martin, dis- abled by a leg disease, should be allowed to ride a cart in professional tournaments. Critiquing “Court Win for Martin Not a Defeat for Pro Sports” 239 12 Causal Arguments: X Causes (Does Not Cause) Y 241

An Overview of Causal Arguments 242 The Nature of Causal Arguing 242 RAMA.3370_FM_M_pi-xlviii 5/17/03 12:59 AM Page xv RKAUL-7 RKAUL-7:Desktop Folder:RAMAGE:Quark:

Describing a Causal Argument in Toulmin Terms 244 Three Methods for Arguing That One Event Causes Another 246 First Method: Explain the Causal Mechanism Directly 246 Second Method: Use Various Inductive Methods to Establish a High Probability of a Causal Link 248 Third Method: Argue by Analogy or Precedent 251 Glossary of Terms Encountered in Causal Arguments 252 Writing Your Causal Argument 254 Writing Assignment for Chapter 12 254 Exploring Ideas 255 Organizing a Causal Argument 256 Questioning and Critiquing a Causal Argument 257 Readings 259 “The Monster That Is High School” —Daeha Ko (student) 259 An op-ed writer for a university newspaper argues that the Columbine massacres were caused, at least partially, by the cliquish social structure of high school. Critiquing “The Monster That Is High School” 261 “Kids Who Do Not Participate…” (advocacy advertisement) —United Way 262 Critiquing the United Way advocacy ad 262 “When Mothers on Welfare Go to Work”—Richard Rothstein 263 An educational consultant uses statistical data to argue that when mothers on welfare go to work teenagers are harmed more than younger children. Critiquing “When Mothers on Welfare Go to Work” 264 “The Causes of Teen Sexual Behavior”—Holly Miller (student) 265 A student researching the cultural causes of teen sexuality finds that differences in parental styles may be an important factor in determining teens’ sexual behavior. Critiquing “The Causes of Teen Sexual Behavior” 268

13 Resemblance Arguments: X Is (Is Not) like Y 269

An Overview of Resemblance Arguments 270 Arguments by Analogy 272 Using Undeveloped Analogies 273 Using Extended Analogies 273 Arguments by Precedent 275 Writing a Resemblance Argument 278 Writing Assignment for Chapter 13 278 Exploring Ideas 278 Organizing a Resemblance Argument 278 RAMA.3370_FM_M_pi-xlviii 5/26/03 15:29 Page xvi RKAUL-7 RKAUL-7:Desktop Folder:RAMAGE:

Questioning and Critiquing a Resemblance Argument 279 Readings 280 “Whales Need Silence” —Megan Matthews (student) 280 In this letter to the editor, a student uses an opening analogy to motivate con- cern for whales harmed by Navy sonar. Critiquing “Whales Need Silence” 281 “Iraq War Plans” —Jean Arbeiter 281 A letter writer to the New York Times uses an analogy to Winston Churchill’s ac- tions prior to World War II to argue for going to war against Iraq. Critiquing “Iraq War Plans” 282 “The Long Haul” —Paul Klugman 282 A liberal columnist opposes the metaphor of “war” in the “war on terrorism” by arguing that terrorist attacks are more like natural disasters than like conven- tional wars. Critiquing “The Long Haul” 284 “Knock! Knock!” (political cartoon) —Sven Van Assche 285 Critiquing the Internet Chat Room Cartoon 285 From Against Our Will: Men, Women, and Rape —Susan Brownmiller 285 A feminist writer argues that pornography is “anti-female propaganda” analo- gous to Nazi propaganda against Jews or Blacks. Critiquing the Passage from Against Our Will: Men, Women, and Rape 288

14 Evaluation and Ethical Arguments: X Is (Is Not) a Good Y; X Is Right (Wrong) 289

An Overview of Evaluation Arguments 289 Criteria-Match Structure of Categorical Evaluations 290 Conducting a Categorical Evaluation Argument 291 Determining Criteria for a Categorical Evaluation Argument 292 Determining Whether X Meets the Criteria 294 An Overview of Ethical Arguments 296 Two Major Ethical Systems 297 Consequences as the Base of Ethics 297 Principles as the Base of Ethics 298 Conducting an Ethical Argument 298 Constructing a Principles-Based Argument 298 Constructing a Consequences-Based Argument 299 RAMA.3370_FM_M_pi-xlviii 5/17/03 12:59 AM Page xvii RKAUL-7 RKAUL-7:Desktop Folder:RAMAGE:Quark:

Common Problems in Making Evaluation Arguments 300 Writing an Evaluation Argument 302 Writing Assignment for Chapter 14 302 Exploring Ideas 302 Organizing an Evaluation Argument 303 Revising Your Draft 304 Questioning and Critiquing an Evaluation Argument 305 Critiquing a Categorical Evaluation Argument 305 Critiquing an Ethical Argument 306 Readings 307 “Would Legalization of Gay Marriage Be Good for the Gay Community?” —Sam Isaacson (student) 307 Writing to a gay audience rather than the general public, this student evaluates the potential impact upon the gay community of legalizing same sex marriages. Critiquing “Would Legalization of Gay Marriage Be Good for the Gay Community?” 310 “A Woman’s View of Hip-Hop” —Tiffany Anderson (student) 310 A young middle-class white woman, initially repelled by hip-hop, explains her growing attraction to hip-hop music produced by female artists such as Lauryn Hill and Eve. Critiquing “A Woman’s View of Hip-Hop” 313 “Public Schools, U.S.A. 2001” (political cartoon) —Ann Cleaves 314 Critiquing the Education/Testing Cartoon 314 “Eight Is Too Many: The Case against Octuplets” —Dr. Ezekiel J. Emanuel 315 A noted bioethicist argues that multiple births caused by fertility drugs should be a cause for alarm rather than public celebration. Critiquing “Eight Is Too Many: The Case against Octuplets” 318

15 Proposal Arguments: We Should (Should Not) Do X 319

An Overview of Proposal Arguments 320 The Structure of Proposal Arguments 320 Special Concerns for Proposal Arguments 321 The Need for Presence 321 The Need to Overcome People’s Natural Conservatism 322 The Difficulty of Predicting Future Consequences 322 The Problem of Evaluating Consequences 322 RAMA.3370_FM_M_pi-xlviii 5/17/03 12:59 AM Page xviii RKAUL-7 RKAUL-7:Desktop Folder:RAMAGE:Quark:

Developing a Proposal Argument 323 Convincing Your Readers That a Problem Exists 323 Showing the Specifics of Your Proposal 324 The Justification: Convincing Your Readers That Your Proposal Should Be Enacted 324 Proposal Arguments as Advocacy Posters or Advertisements 325 Using the Claim-Type Strategy to Develop a Proposal Argument 327 Using the “Stock Issues”Strategy to Develop a Proposal Argument 330 Writing a Proposal Argument 332 Writing Assignment for Chapter 15 332 Exploring Ideas 334 Organizing a Proposal Argument 335 Revising Your Draft 335 Designing a One-Page Advocacy Advertisement 337 Questioning and Critiquing a Proposal Argument 337 Readings 339 “A Proposal to Provide Tips for Hosts at Stone’s End” —Laurel Wilson (student) 340 A former hostess at a popular brewpub details the unfair pay received by hosts in comparison with servers and proposes a more just way to handle tips. Critiquing “A Proposal to Provide Tips for Hosts at Stone’s End” 343 “A Proposal for Universal Health Insurance in the United States” (MLA-style research paper) —Mark Bonicillo (student) 344 Concerned with the growing problem of Americans who don’t have health in- surance, a student examines alternative approaches and proposes a solution. Critiquing “A Proposal for Universal Health Insurance in the United States” 351 “The Supreme Court’s Unfree Speech” —Akhil Reed Amar and Steven G. Calabresi 351 Two law professors, arguing for the public’s right to know the processes by which government decisions are made, propose live broadcasts of Supreme Court deliberations. Critiquing “The Supreme Court’s Unfree Speech” 352 “She’s the Test Subject for Thousands of Toxic Chemicals. Why?” (advocacy advertisement) —Center for Children’s Health and the Environment 354 Critiquing the Advocacy Ad from the Center for Children’s Health and the Environment 354 RAMA.3370_FM_M_pi-xlviii 5/17/03 12:59 AM Page xix RKAUL-7 RKAUL-7:Desktop Folder:RAMAGE:Quark:

Part Four The Researched Argument 355

16 Finding and Evaluating Sources 357

Formulating a Research Question 358 Understanding Differences in the Kinds of Sources 360 Books Versus Periodicals Versus Web Sites 360 Scholarly Books Versus Trade Books 363 Scholarly Journals Versus Magazines 364 Print Sources Versus Cyberspace Sources 364 Finding Books: Searching Your Library’s Online Catalog 365 Finding Print Articles: Searching a Licensed Database 365 What Is a Licensed Database? 365 Keyword Searching 367 Illustration of a Database Search 368 Finding Cyberspace Sources: Searching the World Wide Web 369 The Logic of the Internet 370 Using Web Search Engines 371 Determining Where You Are on the Web 372

Reading Your Sources Rhetorically 373 Reading with Your Own Goals in Mind 373 Reading with Rhetorical Awareness 373 Taking Effective Notes 374 Evaluating Sources 376 Angle of Vision 376 Degree of Advocacy 377 Reliability 378 Credibility 378 Understanding the Rhetoric of Web Sites 378 The Web as a Unique Rhetorical Environment 378 Analyzing the Purpose of a Site and Your Own Research Purpose 378 Sorting Sites by Domain Type 379 Evaluating a Web Site 380 “Spread of Active Sonar Threatens Whales” (web page) —National Resources Defense Council 382 Conclusion 383 RAMA.3370_FM_M_pi-xlviii 5/20/03 7:44 PM Page xx RKAUL-1 RKAUL-1:Desktop Folder:RAMAGE-PQ378-20/05:fm:

17 Using, Citing, and Documenting Sources 384

Using Sources for Your Own Purposes 384 Creating Rhetorically Effective Attributive Tags 387 Using Attributive Tags to Separate Your Ideas from Your Source’s 387 Creating Attributive Tags to Shape Reader Response 387 Working Sources into Your Own Prose 388 Summarizing 388 Paraphrasing 389 Quoting 389 Avoiding Plagiarism 392 Understanding Parenthetical Citation Systems with Bibliographies 393 Understanding MLA Style 394 The MLA Method of In-Text Citation 394 MLA Format for the “Works Cited” List 395 MLA Quick Reference Guide for the Most Common Citations 395 MLA Citations 397 Formatting an Academic Paper in MLA Style 405 Student Example of an MLA-Style Research Paper 405 Understanding APA Style 406 APA Method of In-Text Citation 406 APA Format for the “References” List 407 APA Quick Reference Guide for the Most Common Citations 407 APA Citations 409 Conclusion 415 Student Example of an APA-Style Research Paper 415 “Sounding the Alarm: Navy Sonar and the Survival of Whales” —Megan Matthews (student) 416 Detailing the potential damage to whales from the Navy’s new sonar systems, a student argues that preserving marine mammals and ocean ecology outweighs the Navy’s need for new sonar.

Appendixes 424

One Informal Fallacies 424

The Problem of Conclusiveness in an Argument 424 RAMA.3370_FM_M_pi-xlviii 5/17/03 12:59 AM Page xxi RKAUL-7 RKAUL-7:Desktop Folder:RAMAGE:Quark:

An Overview of Informal Fallacies 425 Fallacies of Pathos 426 Fallacies of Ethos 427 Fallacies of Logos 430

Two The Writing Community: Working in Groups 438

From Conflict to Consensus: How to Get the Most Out of the Writing Community 438 Avoiding Bad Habits of Group Behavior 439 The Value of Group Work for Writers 439 Forming Writing Communities: Skills and Roles 440 Working in Groups of Five to Seven People 441 Working in Pairs 443 A Several-Day’s Group Project: Defining “Good Argumentative Writing” 445 “Good Writing and Computers for Today’s Modern American Youth of America” 446 “Bloody Ice” 448 “RSS Should Not Provide Dorm Room Carpets” 449 “Sterling Hall Dorm Food” 451 “ROTC Courses Should Not Get College Credit” 451 “Legalization of Prostitution” 453 A Classroom Debate 454

Part Five An Anthology of Arguments 457

An Overview of the Anthology 458 Guide Questions for the Analysis and Evaluation of Arguments 459 List 1: Questions for Analyzing and Evaluating a Conversation 459 List 2: Questions for Analyzing and Evaluating an Individual Argument 460 List 3: Questions for Responding to a Reading and Forming Your Own Views 461 RAMA.3370_FM_M_pi-xlviii 5/17/03 12:59 AM Page xxii RKAUL-7 RKAUL-7:Desktop Folder:RAMAGE:Quark:

Environmental Friendliness Versus Market Freedom: The Case of the Sport-Utility Vehicle 462

“Driving Global Warming” —Bill McKibben 462 A journalist argues that SUVs’ contribution to global warming and other envi- ronmental problems particularly affecting third world countries raises serious moral issues.

“The American Dream: Why Environmentalists Attack the SUV” —John Bragg 465 A policy analyst claims that cars and SUVs symbolize American freedom and argues that opposition to SUVs stems from environmentalists’ fundamental hostility to technology.

“Better Gas Mileage, Greater Security” —Robert F. Kennedy, Jr. 467 A lawyer and environmentalist argues that we should return to the fuel conser- vation strategies of the 1970s to pursue “a sound national energy policy, eco- nomic policy, and foreign policy.”

“Gas and Gasbags. . . or, the Open Road and Its Enemies” —Henry Payne and Diane Katz 468 A cartoonist and a policy analyst argue against using gas taxes or fuel-cell vehicles to reduce U.S. dependence on foreign oil, suggesting instead diesel- powered vehicles.

“Gimme an SUV—ASAP: Teenagers Are the Next Big Market for Sport-Utility Vehicles—and the Consequences Could Be Deadly” —Keith Bradsher 471 This writer warns against the dangers of inexperienced teen drivers driving powerful SUVs and against the automobile industry’s campaign to capture teen consumers.

“CAFE Belongs in the Graveyard with Its Victims: We Can Increase Fuel Economy without Costing Lives” —Tom Randall 477 In this researched proposal, a policy analyst exposes the political motives in proposals to improve fuel economy by increasing CAFE standards and speaks out in favor of diesel engines.

“Floor Statement on Boehlert-Markey CAFE Amendment” —Congressman Sherwood Boehlert 479 In this speech to Congress, Representative Boehlert argues that the auto indus- try can raise the fuel economy of new vehicles without sacrificing safety, jeopardizing auto workers’ jobs, or hurting the industry.

“Notice of Violation: Mock Ticket” —StayFreeMagazine.org 481 An advocacy organization uses humor in its campaign against SUVs. RAMA.3370_FM_M_pi-xlviii 5/17/03 12:59 AM Page xxiii RKAUL-7 RKAUL-7:Desktop Folder:RAMAGE:Quark:

“Cancelled” (political cartoon) —Henry Payne 482 A cartoonist argues that producing fuel-efficient, environmentally friendly vehi- cles creates economic problems.

“Ford on Risk” (political cartoon) —Bill Wasserman 483 A cartoonist satirizes the Ford Motor Company’s response to criticisms of SUVs.

“SUV and Miata” (political cartoon) —Horsey 484 A cartoonist depicts one of the main objections opponents have to SUVs. For Class Discussion 485

Biotechnology, Organic Food, and the Ethics of Food Production 486

“Organic Food Seasoned with Fear” —Steven Milloy 486 A Cato Institute scholar claims that the organic food market is profiting from unfounded consumer fears about pesticides, irradiation, and genetic engineer- ing of food.

“Ten Reasons Why Biotechnology Will Not Ensure Food Security, Protect the Environment, and Reduce Poverty in the Developing World” —Miguel A. Altieri and Peter Rosset 488 Two scholars assert that there are better ways to “increase world agricultural productivity” than with bioengineered crops, which pose serious environmental risks without helping poor farmers.

“Executive Summary: Biotechnology and Food” —American Council on Science and Health 496 An advocacy organization provides an overview of its complete publication supporting bioengineered foods.

“Why Voluntary Labeling of Genetically Engineered Foods Won’t Help Consumers” —Center for Food Safety 498 An advocacy organization argues that labeling genetically engineered foods is a complex problem that calls for strict guidelines and regulations.

“Invoking the Lessons of Edison in the Great ‘Frankenfoods’ Dispute” —John Bissell 502 A public relations strategist advises biotechnology advocates to promote geneti- cally engineered foods by using Thomas Edison’s “direct benefit statements and powerful emotional appeals.” RAMA.3370_FM_M_pi-xlviii 5/17/03 12:59 AM Page xxiv RKAUL-7 RKAUL-7:Desktop Folder:RAMAGE:Quark:

“Science Good, Nature Bad: The Biotech Dogma” —Kristina Canizares 506 A writer argues that the public needs to know that there is disagreement within the scientific community about the benefits and safety of genetically modified foods and that scientific experiments can be biased.

“Lessen the Fear of Genetically Engineered Crops” —Gregory A. Jaffe 510 A policy analyst proposes to make the public more accepting of genetically engineered foods by improving the testing process and government regulations and by showing consumers how they will benefit.

“Food Industry Should Modify Its Stance on Altered Food” —Froma Harrop 511 A nationally syndicated columnist explains her reasons for supporting the label- ing of genetically modified foods.

“What Is the FDA Trying to Feed Us?” (poster) —Sustainusa.org 513 An advocacy organization uses the “Piranhaberry” image as part of its “Keep Nature Natural” campaign against genetically modified foods.

“The Ethics of Eating” —Rich Heffern 514 The opinion editor of the National Catholic Reporter criticizes current food pro- duction and marketing, finding problems with social justice, safety, and effects on the environment. For Class Discussion 522

Responses to Terrorism: Public Safety, Civil Liberties, and War 524

“Testimony to the Senate Committee on the Judiciary” —John Ashcroft 524 Attorney General John Ashcroft praises and justifies federal policing powers le- galized by the USA PATRIOT Act. “The Ashcroft Raids” —David Cole 529 A law school professor, writing for Amnesty International, criticizes human rights violations resulting from the U.S. war on terrorism. “Legally, What Are the Detainees?” —Mary Jacoby 533 A journalist explores the legal status of Taliban and Al-Qaeda “detainees” at Guantánamo Bay Naval Base in Cuba. “Guantánamo Prisoners Getting What They Deserve” —Charles Krauthammer 535 A conservative journalist argues that Guantánamo prisoners should not be con- sidered “prisoners of war” protected by the Geneva Conventions. RAMA.3370_FM_M_pi-xlviii 5/17/03 12:59 AM Page xxv RKAUL-7 RKAUL-7:Desktop Folder:RAMAGE:Quark:

“The New Face of Racial Profiling: How Terrorism Affects the Debate” —Sherry F. Colb 537 A law professor explores how the war on terrorism might alter civic debates about racial profiling. “Profiling Terrorists” —Roger Clegg 541 A contributing editor to National Review Online argues that racial profiling is jus- tified in the search for suspected terrorists. “Racial Profiling and the War on Terrorism” —American Civil Liberties Union 543 In this one-page poster argument, the ACLU expresses its opposition to racial profiling as a means of fighting terrorism. “What Would Mohammed [Atta] Do? An Interview with Michelle Malkin” —Kathryn Jean Lopez 544 Conservative columnist and Fox News analyst Michelle Malkin argues for exten- sive “immigration reform” to reduce the number of foreigners entering the United States. “All-American Osamas” —Nicholas D. Kristof 547 A New York Times columnist reminds readers that many terrorists are not foreign-born Muslims but white, ultra-right-wing American extremists. For Class Discussion 548

Hip-Hop, Film, and Racial Identity 550

“Money, Power, Elect: Where’s the Hip-Hop Agenda?” —Raquel Cepeda 550 The editor in chief of sayshe.com, a Web site focused on urban culture and women, assesses hip-hop culture’s influence on her generation of African Americans and speculates about hip-hop’s political potential. “The White Boy Shuffle” —Yvonne Bynoe 557 A cultural commentator and the founder of Urban Think Tank, Inc. challenges the motives and racism behind white appropriation of rap music and hip-hop culture. “Denzel Washington Plays a Bad Guy, and That’s Good” —Leonard Pitts, Jr. 561 While agreeing that actors always represent their race, a syndicated columnist argues that actors should also be free to explore their range as actors. “The False Promise of Being First” —Ellis Cose 563 A well-known author, editor, and columnist argues that truly breaking down racial and group barriers is more important than the first awards given to mem- bers of these races and groups. “Save the Labels for the Category of Achievement” —Ron Aiken 564 In a letter to the editor, a newspaper reader protests the media’s emphasis on race over merit. RAMA.3370_FM_M_pi-xlviii 5/17/03 12:59 AM Page xxvi RKAUL-7 RKAUL-7:Desktop Folder:RAMAGE:Quark:

“Monster’s Mask” —Steven Mitchell 565 In a letter to the editor, a newspaper reader argues that the Oscar-winning roles played by Halle Berry and Denzel Washington were racially demeaning. For Class Discussion 566

Gender and Technology in Advertising 568

“This Is Automatic Xerography” —Haloid Xerox 569 Praising the latest advances in duplicating technology, this ad also depicts the business world and gender roles of the 1960s. “Like Magellan, Grady Has Pioneered a Global Network” and “Maria Hates Computers” —FedEx Express 570 Promoting FedEx Express efficient transmission of information and materials and its contribution to global business, these ads focus on diverse, satisfied customers. “Try MIT’s Magazine of Innovation . . .” —Technology Review 572 This ad for a digital subscription to Technology Review shows a man away from his office engrossed in reading this publication online using his laptop computer. “Spacious Corner Office, Redefined” —Siemens Corporation 573 Claiming to equip people to access and exchange information anywhere, this Seimens ad shows a casually dressed woman working outside on her laptop. For Class Discussion 574

Marriage and Family in the New Millennium 576

“Restoring a Culture of Marriage: Good News for Policymakers from the Fragile Families Survey” —Patrick Fagan and Jennifer Garrett 576 In this white paper, the Heritage Foundation argues that “the most effective way to reduce child poverty and increase child well-being is to increase the number of stable two-parent married families.”

“Statement Regarding Hearing on Welfare and Marriage Issues” —Alternatives to Marriage Project 584 In this white paper, the Alternatives to Marriage Project opposes the Bush ad- ministration’s proposal to use welfare funds to promote marriage and discour- age illegitimacy.

“Here Comes the Groom: A (Conservative) Case for Gay Marriage” —Andrew Sullivan 586 A former New Republic editor argues that legalizing gay marriage is not a radical step but a conservative one that will promote the social value of marriage. RAMA.3370_FM_M_pi-xlviii 5/17/03 12:59 AM Page xxvii RKAUL-7 RKAUL-7:Desktop Folder:RAMAGE:Quark:

“Gay Marriage, an Oxymoron” —Lisa Schiffren 590 A former speechwriter for Vice President Dan Quayle argues that one may feel affection for one’s gay friends and share happiness in their relationships while “opposing gay marriage for principled reasons.”

“Affidavit of Steven K. Lofton” —Steven K. Lofton 591 A plaintiff in an ACLU class action lawsuit to overturn Florida’s ban on gay adoptions explains how he and his gay partner have raised three HIV-positive children since infancy.

“Technical Report: Coparent or Second-Parent Adoption by Same- Sex Parents” —Ellen C. Perrin 594 Based on a study of the scientific literature, a professor of pediatrics argues that children who grow up with one or two gay or lesbian parents fare as well as children growing up in a heterosexual household.

“Egg Heads” —Kathryn Jean Lopez 601 An editor for National Review Online argues that the expanding market for egg donors is disrupting traditional ideas of family, motherhood, and child.

“Who Needs a Husband?” —Hila Colman 604 A widow after forty happy years of marriage explains why elderly widows don’t need new husbands, but elderly widowers want new wives to “take care of them.”

For Class Discussion 605

Globalization, World Markets, and the Carnival Against Capitalism 607

“I’d Like a Tall Decaf Non-Fat Mocha Latte. . . ” (political cartoon) —Gary Clement 608 A well-known political cartoonist catches the irony of middle-class youth protesting globalization. “Carnival Against Capitalism” (poster) 609 This poster uses visual argument to recruit activists in protest against multinational corporations and global markets. “Evolutionaries” —Thomas L. Friedman 610 The foreign affairs columnist for the New York Times argues that “globalization, properly managed, can be the poor’s best ladder out of misery.” “The End of Globalization? Multinational Corporations Are More Vulnerable Than You Think” —Michael Shuman 611 An attorney focusing on creating local markets to fight globalization gives five reasons why “multinational corporations are more vulnerable than you think.” “Open Societies Do Better” —Mike Moore 614 This speech by the Director General of the World Trade Organization defends globalization and open markets as the best way to improve the conditions of the poor and promote world peace. RAMA.3370_FM_M_pi-xlviii 5/26/03 15:35 Page xxviii RKAUL-7 RKAUL-7:Desktop Folder:RAMAGE:

“The Neoliberal World Order: The View from the Highlands of Guatemala” —John D. Abell 619 An economist traces the economic realities of impoverished coffee pickers whose wages of less than three dollars per day (when work is available) help sustain corporate profits. “Let Them Sweat” —Nicholas D. Kristof 626 A liberal columnist for the New York Times surprises fellow liberals by arguing in favor of sweatshops. “Nicholas D. Kristof: Columnist Endorses Slave Labor for Children” —Chris Anderson 627 In this letter to the editor, Anderson responds angrily to Kristof’s argument sup- porting sweatshops. “Pennies an Hour, and No Way Up” —Tom Hayden and Charles Kernaghan 628 Two workers’ rights activists argue that sweatshops will not be a first step out of poverty unless governments pressure corporations to help workers “elbow and push their way up from squalor.” “From Cherry Garcia to Sweatshop Reform” —Danielle Stein (student) 630 In this op-ed piece in a major college newspaper, a student praises a new cloth- ing company dedicated to paying living wages to its workers. “Heart of Cheapness” —Paul Krugman 631 Commenting on a tour of Africa by Paul O’Neill, then Secretary of the Treasury, and Bono, lead singer for U2, a columnist explains that the Bush administration would rather end the estate tax to benefit America’s wealthiest families than ad- dress global poverty. “Aldo Leopold’s Land Ethic: Is It Only Half a Loaf?” —Douglas W. MacCleery 633 A professional forester writing for a scholarly journal argues that globalization will harm the environment unless a “land use ethic” helps constrain consumer choices. For Class Discussion 636

Internet Censorship: Hate Sites, Pornography, and Spam 638

“Cracking Down on E-Mail Harassment” —Brooke A. Masters 638 In this news analysis piece, staff writer Brooke A. Masters cites recent examples of e-mail harassment and asks whether they should be regarded as protected free speech or criminal stalking in cyberspace. “Hate Speech Conviction Outlaws Email” —Kenneth Lake 641 British journalist Kenneth Lake outlines the dangers to free speech posed by the Machado decision in the United States. RAMA.3370_FM_M_pi-xlviii 5/17/03 12:59 AM Page xxix RKAUL-7 RKAUL-7:Desktop Folder:RAMAGE:Quark:

“Internet’s Hate Sites Can Be Hidden, but They Can’t Be Ignored” —Lawrence J. Magid 643 A syndicated columnist and expert on online safety argues for “a massive edu- cation campaign” to teach children and teenagers how to respond to hate sites. “It’s Time to Tackle Cyberporn” —John Carr 645 An Internet consultant and advocate for children argues that some level of Internet censorship is necessary to protect consumers, especially children, from unwanted hate and porn sites. “Anti-Censorship Advocate Locks Horns with Anti-Pornography Filterers” —Associated Press 648 An AP news story recounts the crusade of Internet activist Bennett Haselton, who developed free downloads to help minors unlock the filtering programs in- stalled on their computers by their parents. “Taking On Junk E-Mail” —New York Times 650 A New York Times editorial argues that junk e-mail—often called SPAM— overloads e-mail servers and reduces worker productivity. “An Approach to Spam” —Jim Conway 651 A lobbyist for the Direct Marketing Association explains his organization’s pref- erence for spamming laws that distinguish legitimate e-mail advertising from “truly junk e-mail.” “The Constitution Does Not Protect Spamming” —Adam Cohen 652 An editorial writer for the New York Times challenges the contention that the First Amendment protects commercial speech and thus makes unconstitutional any attempts to censor or restrict spam. “China’s Cyberspace Censorship” —New York Times 654 The editors of the New York Times argue against political censorship of the Internet in China. For Class Discussion 655

Troubled Teens and Violence 657

“Teenage Terrorism” —Riki Anne Wilchins 657 In this editorial, a leading speaker and writer in the gay community under- scores the seriousness of gender violence and bullying in American schools. “Supremacy Crimes” —Gloria Steinem 659 A feminist writer and editor theorizes that the drive for dominance and superi- ority causes white middle-class males to commit “virtually all of the serial, sex- ually motivated, sadistic killings.” “Sex, Drugs, Rock ‘n’ Roll Revisited” —Victor C. Strasburger 662 A professor of pediatrics faults his own generation for having knowledge and yet not using it responsibly “to protect [kids] from violence, from drugs, from early sexual activity.” RAMA.3370_FM_M_pi-xlviii 5/17/03 12:59 AM Page xxx RKAUL-7 RKAUL-7:Desktop Folder:RAMAGE:Quark:

“Debunking the 10 Worst Myths about America’s Teens” —Mike Males 664 A sociology instructor, senior researcher, and columnist argues that teen vio- lence and teen problems are reflections of adult problems and behaviors. “Children in a Violent World: A Metaphysical Perspective” —James Garbarino 667 A professor of human development and family studies and author of numerous books on children, class, and poverty explains how exposure to violence psychi- cally wounds children and suggests how these children can find spiritual healing. For Class Discussion 673

The Cultural Debate on Stem Cell Research and Cloning 675

“It’s Worth Copying Canada’s Model for Cloning Legislation” —Richard Hayes 676 In this op-ed piece, the director of a nonprofit genetics organization explains the many advocacy groups invested in the cloning controversy and argues in favor of Canada’s middle course. “Of Clones and Clowns” —Robert A. Weinberg 678 A biology professor clarifies the difference between the goals and achievements of serious scientific research, the biotech industry, and sensational science, claim- ing that the media play a big role in confusing the public about scientific issues. “What Human Genetic Modification Means for Women” —Judith Levine 686 A journalist points out how experimentation with human genetic material en- dangers women and children and how this issue intersects with controversies over abortion and eugenics. “Human Cloning” —Senator Sam Brownback 690 On his Web site, a U.S. Senator presents a policy statement against all cloning research. “Open Letter to U.S. Senators on Human Cloning and Eugenic Engineering”—Center for Genetics and Society 691 This letter, addressed to the U.S. Senate and signed by over fifty members of the Center for Genetics and Society, calls for a moratorium on therapeutic cloning. “Letter to Senator Tom Daschle Opposing a Moratorium on Nuclear Transplantation” —American Society for Cell Biology 693 This letter from an organization representing ten thousand international bio- medical researchers objects to a moratorium, proposing instead legalization and regulation of therapeutic cloning. “The President’s Narrow Morality” —New York Times 694 The editors of the New York Times challenge what the newspaper calls President Bush’s simplistic, poorly reasoned rejection of all cloning research. RAMA.3370_FM_M_pi-xlviii 5/17/03 12:59 AM Page xxxi RKAUL-7 RKAUL-7:Desktop Folder:RAMAGE:Quark:

“Hatch Makes the Case for Regenerative Medicine” —Senator Orrin G. Hatch 695 In this speech, Republican Senator Orrin Hatch presents his pro-life, pro-family, religious case for therapeutic cloning. “Stem Cell Simplicities” —Mona Charen 699 A syndicated columnist argues against therapeutic stem cell research on the grounds that an embryo is an entity that deserves special respect. “A New Look, an Old Battle” —Anna Quindlen 701 Taking a liberal view on embryonic stem cell research, a contributing editor to Newsweek argues that the suffering of “real live loved ones” takes precedence over the imagined future life of the unborn. For Class Discussion 703

Criminal Justice and Postpartum Psychosis: The Case of Andrea Yates 705

“Media Photographs of Andrea Yates” (photographs) 705 These widely published photographs of Andrea Yates with her family and then after her arrest helped shape public reaction to her case. “Mommy Undearest” —Sally Satel 706 A practicing psychiatrist writing for the Web magazine Slate provides medical background on postpartum psychosis. “Maternal Madness. . . or Sheer Iniquity? Mothers Who Kill” —John Derbyshire 709 Asking the question “Was the lady sick, or just very wicked?”, a conservative writer makes the case that Andrea Yates deserves the death penalty. “Andrea Yates Wasn’t Responsible for Her Crime” —Charles Krauthammer 712 A conservative op-ed writer makes the opposing case that Andrea Yates had a diseased mind that prevented her from acting freely and responsibly. “Punishment That Fits” —Michelle Cottle 713 Writing for the centrist New Republic Online, Cottle positions herself against the liberal views of Yates’s defenders and yet resists advocating either the death penalty or lifelong imprisonment. “Playing God on No Sleep” —Anna Quindlen 717 A Pulitzer prize-winning journalist examines the cultural pressures on young mothers, distinguishes the real version of motherhood from the “Hallmark-card version,” and explores her sympathetic understanding of Andrea Yates. “Yates Should Be Treated Like Any Other Murderer” —Peter Renn (student) 719 In an op-ed piece for a university student newspaper, Renn argues that sympa- thy for Andrea Yates shows the enduring sexism of American society: “When a man commits murder, he is a criminal; when a woman commits murder, she is a victim.” RAMA.3370_FM_M_pi-xlviii 5/26/03 15:30 Page xxxii RKAUL-7 RKAUL-7:Desktop Folder:RAMAGE:

“Questioning the Motives of Home-Schooling Parents” —Froma Harrop 720 An op-ed columnist looks at a different aspect of the Andrea Yates case and raises disturbing questions about the home-schooling movement. “Andrea Yates: New Moms and Our Misplaced Priorities” —Lynne K. Varner 722 An editorial writer for a major city newspaper examines her state’s social supports for mothers, including mental health services, and shows how young mothers often feel isolated and helpless when problems arise. For Class Discussion 724

The United States as Superpower 725

“President Bush Delivers Graduation Speech at West Point” —George W. Bush 726 In this graduation speech at West Point, the President of the United States explains his administration’s policy of unilateral preemptive first strikes in the war against terrorism. “The New Bush Doctrine” —Richard Falk 730 A writer for the liberal magazine Nation critiques “the new strategic doctrine of preemption” set forth in Bush’s graduation speech. “Our ‘Next Manifest Destiny’” —John J. Miller 735 A prominent conservative writer argues for American military control of space—“to use space for projecting American power around the globe.” “I Want You to Invade Iraq” (poster) —TomPaine.com 741 A liberal web magazine uses irony to oppose a war with Iraq. “Briefing #2: Preemptive Strikes and International Law” —Jeff Guntzel 742 This position paper for an advocacy Web site promoting world peace asks the United States to heed international opinion and abide by international law. “The Moral Authority of the UN” —Mona Charen 743 A conservative op-ed writer dismisses the moral authority of the UN, arguing that “the world does not and probably never will run on cooperation, peaceful dispute resolution, and friendship.” “A Statement of Conscience” (advocacy advertisement) —Not in Our Name Project 745 In a full-page advertisement published in papers across the United States, prominent left-wing intellectuals explain their opposition to Bush’s superpower foreign policy. “The Progressive Interview: Edward W. Said” —David Barsamian 747 A well-known literary critic and advocate for the Palestinian cause in the Middle East provides his insights into the Bush administration’s foreign policy. RAMA.3370_FM_M_pi-xlviii 5/17/03 12:59 AM Page xxxiii RKAUL-7 RKAUL-7:Desktop Folder:RAMAGE:Quark:

“Terrorism and the Intellectuals” —Donald Kagan 751 A professor of classics and history at Yale, writing for a conservative scholarly journal, critiques left-wing intellectuals and calls for a revival of patriotism that will make us “powerfully armed, morally as well as materially.” For Class Discussion 757

Credits 759 Index 767