MARC details
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| fixed length control field |
20396cam a2200469 i 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20221101190907.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
030409s2004 njua b 001 0 eng d |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
|---|
| LC control number |
2003048240 |
| 011 ## - LINKING LIBRARY OF CONGRESS CONTROL NUMBER [OBSOLETE] |
|---|
| Local cataloguing issues note |
BIB MATCHES WORLDCAT |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
0131823744 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9780131823747 |
| 035 ## - SYSTEM CONTROL NUMBER |
|---|
| System control number |
(ATU)b10902053 |
| 035 ## - SYSTEM CONTROL NUMBER |
|---|
| System control number |
(DLC) 2003048240 |
| 035 ## - SYSTEM CONTROL NUMBER |
|---|
| System control number |
(OCoLC)51898807 |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
DLC |
| Language of cataloging |
eng |
| Description conventions |
rda |
| Modifying agency |
ATU |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
|---|
| Classification number |
PE1431 |
| Item number |
.W66 2004 |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER |
|---|
| Classification number |
808.042 |
| Edition number |
21 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Wood, Nancy V., |
| Relator term |
author. |
| 9 (RLIN) |
1049819 |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Perspectives on argument / |
| Statement of responsibility, etc. |
Nancy V. Wood. |
| 250 ## - EDITION STATEMENT |
|---|
| Edition statement |
Fourth edition. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Place of production, publication, distribution, manufacture |
Upper Saddle River, N.J. : |
| Name of producer, publisher, distributor, manufacturer |
Prentice Hall, |
| Date of production, publication, distribution, manufacture, or copyright notice |
[2004] |
| 264 #4 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Date of production, publication, distribution, manufacture, or copyright notice |
©2004 |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xxxii, 720 pages : |
| Other physical details |
illustrations ; |
| Dimensions |
23 cm |
| 336 ## - CONTENT TYPE |
|---|
| Content type term |
text |
| Content type code |
txt |
| Source |
rdacontent |
| 337 ## - MEDIA TYPE |
|---|
| Media type term |
unmediated |
| Media type code |
n |
| Source |
rdamedia |
| 338 ## - CARRIER TYPE |
|---|
| Carrier type term |
volume |
| Carrier type code |
nc |
| Source |
rdacarrier |
| 500 ## - GENERAL NOTE |
|---|
| General note |
Previous ed.: 2001. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes bibliographical references and index. |
| 505 00 - FORMATTED CONTENTS NOTE |
|---|
| Miscellaneous information |
I. |
| Title |
Engaging with Argument for Reading and Writing -- |
| Miscellaneous information |
1. |
| Title |
A Perspective on Argument -- |
| -- |
What Is Your Current Perspective on Argument? -- |
| -- |
A Definition of Argument -- |
| -- |
Recognizing Traditional and Consensual Argument -- |
| -- |
Under What Conditions Does Argument Work Best? -- |
| -- |
Under What Conditions Does Argument Fail? -- |
| -- |
Engaging with Issues -- |
| -- |
How Should You Engage with Issues? -- |
| -- |
Audrey Rock-Richardson I Pay Your Own Way! (Then Thank Mom) -- |
| -- |
The Laptop Ate My Attention Span / |
| Statement of responsibility |
Abby Ellin -- |
| Title |
The Barbie Controversy / |
| Statement of responsibility |
Prisna Virasin -- |
| Miscellaneous information |
2. |
| Title |
Identifying Your Preferred Argument Style -- |
| -- |
The Adversarial and Consensual Styles of Argument -- |
| -- |
Individual Styles of Argument -- |
| -- |
Influence of Background, Experience, and Role Models -- |
| -- |
Influence of Gender -- |
| -- |
Influence of Culture -- |
| -- |
A Study of the Influence of Students' Gender and Culture on Their Argument Style -- |
| -- |
Influence of Nationality -- |
| -- |
We Knew What Glory Was / |
| Statement of responsibility |
Shirlee Taylor Haizlip -- |
| Title |
We'reFighting Terror, But Killing Freedom / |
| Statement of responsibility |
Randall Hamud -- |
| Title |
A View from Berkeley / |
| Statement of responsibility |
Chang-Lin Tien -- |
| Title |
Giving People a Second Chance / |
| Statement of responsibility |
Ernest Martinez -- |
| Title |
One of Our Own: Training Native Teachers for the 21st Century / |
| Statement of responsibility |
Suzette Brewer -- |
| Title |
Why I Want a Wife / |
| Statement of responsibility |
Judy Brady -- |
| Title |
A Simple 'Hai' Won't Do / |
| Statement of responsibility |
Reiko Hatsumi -- |
| Miscellaneous information |
3. |
| Title |
The Rhetorical Situation: Understanding Audience and Context -- |
| -- |
Analyze the Rhetorical Situation When You Read an Argument -- |
| -- |
Text -- |
| -- |
Reader -- |
| -- |
Author -- |
| -- |
Constraints -- |
| -- |
Exigence -- |
| -- |
Example of an Analysis of a Rhetorical Situation from the Reader's Point of View -- |
| -- |
Use the Rhetorical Situation When You Write Argument -- |
| -- |
What Is the Exigence? -- |
| -- |
Who Is the Reader or Audience? -- |
| -- |
What Are Some of the Constraints? -- |
| -- |
Who is the Author? -- |
| -- |
How Should the Text Be Developed to Fit the Situation? -- |
| -- |
Example of an Analysis of a Rhetorical Situation When You Are the Writer -- |
| -- |
Conducting an Audience Analysis -- |
| -- |
Determine the Audience's Initial Position and Consider How it Might Change -- |
| -- |
Analyze the Audience's Discourse Community -- |
| -- |
Analyze and Adapt to a Familiar Audience -- |
| -- |
Construct an Unfamiliar Audience -- |
| -- |
'A' Is for 'Absent' / |
| Statement of responsibility |
Chris Piper -- |
| Title |
Driving Down the Highway, Mourning the Death of American Radio / |
| Statement of responsibility |
Brent Staples -- |
| Miscellaneous information |
4. |
| Title |
Reading, Thinking, and Writing About Issues -- |
| -- |
Getting Started on a Writing Assignment -- |
| -- |
Analyze the Assignment and Allocate Time -- |
| -- |
Identify an Issue, Narrow It, and Test It -- |
| -- |
Do Some Initial Writing, Reading, and Thinking -- |
| -- |
Talk It Through -- |
| -- |
Read to Develop Arguments for Your Paper -- |
| -- |
Recognizing Written Argument -- |
| -- |
Academic Argument -- |
| -- |
Read While Continuing to Think and Write -- |
| -- |
Survey and Skim to Save Time -- |
| -- |
Identify and Read the Information in the Introduction, Body, and Conclusion -- |
| -- |
Look for Claims, Subclaims, Support, and Transitions -- |
| -- |
Read with an Open Mind and Analyze the Common Ground between You and the Author -- |
| -- |
Understand the Key Words -- |
| -- |
Underline, Annotate, and Summarize Ideas -- |
| -- |
Write Outlines or Maps -- |
| -- |
Take Notes and Avoid Plagiarism -- |
| -- |
Write Your Paper, Read It, Think About It, and Revise It -- |
| -- |
Refocus Your Issue and Reconsider Your Audience -- |
| -- |
Make an Extended Outline to Guide Your Writing -- |
| -- |
Write the First Draft -- |
| -- |
Break Through Writer's Block -- |
| -- |
Revise the Draft -- |
| -- |
Organize Your Own Process for Reading, Thinking and Writing About Issues -- |
| -- |
Practice Your Process by Writing These Papers -- |
| -- |
The Summary-Response Paper -- |
| -- |
The Summary-Analysis-Response Paper -- |
| -- |
The Exploratory Paper -- |
| -- |
How to Write an Exploratory Paper -- |
| -- |
Submit Your Paper for Peer Review -- |
| -- |
Cloning Nine Lives + One / |
| Statement of responsibility |
Karen Breslau -- |
| Title |
A Lifelong Activist's Last Fight / |
| Statement of responsibility |
Kevin Fedarko -- |
| Title |
The Year That Changed Everything / |
| Statement of responsibility |
Lance Morrow -- |
| Title |
Kids and Chores: All Work and No Pay? / |
| Statement of responsibility |
Jeff D. Opdyke -- |
| Title |
The Controversy Behind Barbie. / |
| Statement of responsibility |
Prisna Virasin -- |
| 505 00 - FORMATTED CONTENTS NOTE |
|---|
| Miscellaneous information |
II. |
| Title |
Understanding the Nature of Argument for Reading and Writing -- |
| Miscellaneous information |
5. |
| Title |
The Essential Parts of an Argument: The Toulmin Model -- |
| -- |
The Outcomes of Argument: Probability versus Certainty -- |
| -- |
The Parts of an Argument according to the Toulmin Model -- |
| -- |
Claim -- |
| -- |
Support -- |
| -- |
Warrants -- |
| -- |
Backing -- |
| -- |
Rebuttal -- |
| -- |
Qualifiers -- |
| -- |
Value of the Toulmin Model for Reading and Writing Argument -- |
| -- |
Sense of Community Advertisement -- |
| -- |
Practice finding the claim, support, and warrants in an advertisement for joining the military -- |
| -- |
What's Happened to Disney Films? / |
| Statement of responsibility |
John Evans -- |
| Title |
Toulmin Analysts of 'What's Happened to Disney Films? / |
| Statement of responsibility |
Beth Brunk -- |
| Title |
American Value Systems / |
| Statement of responsibility |
Richard D. Rieke and Malcolm O. Sillars -- |
| Miscellaneous information |
6. |
| Title |
Types of Claims -- |
| -- |
Getting a Sense of the Purpose and Parts of an Argument -- |
| -- |
Five Types of Claims -- |
| -- |
Claims of Fact -- |
| -- |
Claims of Definition -- |
| -- |
Claims of Cause -- |
| -- |
Claims of Value -- |
| -- |
Claims of Policy -- |
| -- |
Claims and Argument in Real Life -- |
| -- |
Value of the Claims and the Claim Questions for Reading and Writing Argument -- |
| -- |
Debunking the Digital Divide / |
| Statement of responsibility |
Robert Samuelson -- |
| Title |
Zygotes and People Aren't Quite the Same / |
| Statement of responsibility |
Michael S. Gazzaniga -- |
| Title |
Paying the Price of Female Neglect / |
| Statement of responsibility |
Susan Dentzer -- |
| Title |
What's Wrong with Standard Tests? / |
| Statement of responsibility |
Ted Sizer -- |
| Title |
Doctors Call for Fair Competition -- |
| -- |
Let's Stop Scaring Ourselves / |
| Statement of responsibility |
Michael Crichton -- |
| Title |
Unintelligent Design / |
| Statement of responsibility |
Jim Holt -- |
| Title |
When It's All Too Much / |
| Statement of responsibility |
Barry Schwartz -- |
| Title |
Devising New Math to Define Poverty / |
| Statement of responsibility |
Louis Uchitelle -- |
| Title |
No Need to Stew: A Few Tips to Cope with Life's Annoyance. / |
| Statement of responsibility |
Ian Urgina -- |
| Title |
Bringing Up Adultolescents / |
| Statement of responsibility |
Peg Tyre -- |
| Miscellaneous information |
7. |
| Title |
Types of Proof -- |
| -- |
The Traditional Categories of Proof -- |
| -- |
Types of Logical Proof: Logos -- |
| -- |
A Mnemonic Device -- |
| -- |
Argument from Sign -- |
| -- |
Argument from Induction -- |
| -- |
Argument from Cause -- |
| -- |
Argument from Deduction -- |
| -- |
Argument from Historical, Literal, or Figurative Analogy -- |
| -- |
Argument from Definition -- |
| -- |
Argument from Statistics -- |
| -- |
Proof That Builds Credibility: Ethos -- |
| -- |
Argument from Authority -- |
| -- |
Types of Emotional Proof: Pathos -- |
| -- |
Motivational Proofs -- |
| -- |
Value Proofs -- |
| -- |
A Mnemonic Device -- |
| -- |
Logos, Ethos, and Pathos Communicated through Language and Style -- |
| -- |
Language That Appeals to Logic -- |
| -- |
Language That DevelopsEthos -- |
| -- |
Language That Appeals to Emotion -- |
| -- |
Ethics and Morality in Argument -- |
| -- |
Value of the Proofs for Reading and Writing Argument -- |
| -- |
Meet the Philip Morris Generation, Advertisement -- |
| -- |
Evaluate how proofs are used in an advertisement -- |
| -- |
Campus Climate Control / |
| Statement of responsibility |
Katie Roiphe -- |
| Title |
The Good Enough Mother / |
| Statement of responsibility |
Anna Quindlen -- |
| Title |
The Declaration of Independence / |
| Statement of responsibility |
Thomas Jefferson -- |
| Miscellaneous information |
8. |
| Title |
The Fallacies or Pseudoproofs -- |
| -- |
Fallacies in Logic -- |
| -- |
Fallacies That Affect Character or Ethos -- |
| -- |
Emotional Fallacies -- |
| -- |
Vitamin Advertisement -- |
| -- |
Practice finding the fallacies in an advertisement -- |
| -- |
The Latest from the Feminist 'Front" / |
| Statement of responsibility |
Rush Limbaugh -- |
| Title |
Minor Problems? / |
| Statement of responsibility |
Kelly Dickerson -- |
| Title |
Used to plan and write argument papers -- |
| Miscellaneous information |
9. |
| Title |
Rogerian Argument and Common Ground -- |
| -- |
Achieving Common Ground in Rogerian Argument -- |
| -- |
Rogerian Argument as Strategy -- |
| -- |
Writing Rogerian Argument -- |
| -- |
Variations of Rogerian Argument -- |
| -- |
The Advantages and Disadvantages of Rogerian Argument -- |
| -- |
We Won't Let This War Pull Us Apart / |
| Statement of responsibility |
Marykate Morse -- |
| Title |
Human Cloning: Is It a Viable Option? / |
| Statement of responsibility |
Angela A. Boatwright -- |
| Title |
Let Those Who Ride Decide / |
| Statement of responsibility |
Eric Hartman -- |
| Title |
Dear Boss / |
| Statement of responsibility |
Elizabeth Nabhan -- |
| Title |
Appendix To Chapter 9: Review and Synthesis of the Strategies for Reading and Writing Argument -- |
| -- |
Rhetorical Situation for Martin Luther King Jr.'s 'Letter from Birmingham Jail' -- |
| -- |
Reading the Letters and Reporting to the Class -- |
| -- |
Letters for Analysis -- |
| -- |
A Call for Unity: A Letter from Eight White Clergymen -- -- |
| -- |
Letter from Birmingham Jail / |
| Statement of responsibility |
Martin Luther King Jr -- |
| 505 00 - FORMATTED CONTENTS NOTE |
|---|
| Miscellaneous information |
III. |
| Title |
Writing a Research Paper That Presents an Argument -- |
| Miscellaneous information |
10. |
| Title |
The Research Paper: Clarifying Purpose and Understanding the Audience -- |
| -- |
Understanding the Assignment and Getting Started -- |
| -- |
Writing a Claim and Clarifying Your Purpose -- |
| -- |
Questions to Plan Claim and Purpose -- |
| -- |
Some Preliminary Questions to Help You Develop Your Claim -- |
| -- |
Developing a Research Plan -- |
| -- |
Understanding the Audience -- |
| -- |
Analyzing Your Class as Your Audience -- |
| -- |
Constructing an Unfamiliar Audience -- |
| -- |
Using Information about Your Audience -- |
| -- |
New Yorker Cartoon -- |
| Miscellaneous information |
11. |
| Title |
The Research Paper: Research and Invention -- |
| -- |
Get Organized for Research -- |
| -- |
Locating Sources for Research -- |
| -- |
Learn to Use the Library's Online Catalog -- |
| -- |
Learn to Find a Library Book -- |
| -- |
Use Library Subscription Services to Find Articles -- |
| -- |
Learn to Use Research Navigator -- |
| -- |
Learn to Find a Printed Journal or Magazine Article -- |
| -- |
Learn to Find Newspaper Articles -- |
| -- |
Learn to Find Reference Materials and Government Documents -- |
| -- |
Make Appropriate Use of the World Wide Web -- |
| -- |
Evaluate Both Print and Online Sources -- |
| -- |
Analyze the Author's Purpose -- |
| -- |
Analyze the Rhetorical Situation of Your Sources -- |
| -- |
Evaluate the Credibility of Your Sources -- |
| -- |
Create a Bibliography -- |
| -- |
Survey, Skim, and Read Selectively -- |
| -- |
Develop a System for Taking and Organizing Your Notes -- |
| -- |
Two Invention Strategies to Help You Think Creatively about Your Research and Expand Your Own Ideas -- |
| -- |
Use Burke's Pentad to Get the Big Picture and Establish Cause -- |
| -- |
Use Chains of Reasons to Develop Lines of Argument -- |
| -- |
Human Cloning: An Annotated Bibliography. / |
| Statement of responsibility |
Angela A. Boatwright -- |
| Miscellaneous information |
12. |
| Title |
The Research Paper Organizing, Writing, and Revising -- |
| -- |
Classical Organization of Arguments -- |
| -- |
The Six Parts of Classical Organization -- |
| -- |
Classical and Modern Organization -- |
| -- |
Use Organizational Patterns to Help You Think and Organize -- |
| -- |
Claim with Reasons (or Reasons Followed by Claim) -- |
| -- |
Cause and Effect (or Effect and Cause) -- |
| -- |
Applied Criteria -- |
| -- |
Problem-Solution -- |
| -- |
Chronology or Narrative -- |
| -- |
Deduction -- |
| -- |
Induction -- |
| -- |
Comparison and Contrast -- |
| -- |
Incorporate Ideas from Your Exploratory Paper -- |
| -- |
How to Match Patterns and Support to Claims -- |
| -- |
Outline Your Paper and Cross-Reference Your Notes -- |
| -- |
Incorporating Research into Your First Draft -- |
| -- |
Clearly Identify Words and Ideas from Outside Sources to Avoid Plagiarism -- |
| -- |
Document Your Sources -- |
| -- |
Make Revisions and Prepare the Final Copy -- |
| -- |
Appendix To Chapter 12: How To Document Sources Using Mla and Apa Styles -- |
| -- |
MLA: How to Cite Sources in the Body of the Text -- |
| -- |
MLA: How to Cite Sources in the "Works Cited" Page -- |
| -- |
MLA: Student Paper in MLA Style -- |
| -- |
The Big Barbie Controversy / |
| Statement of responsibility |
Prisna Virasin -- |
| Title |
Questions on the Researched Position Paper, MLA Style -- |
| -- |
APA: How to Cite Sources in the Body of the Text -- |
| -- |
APA: How to Cite Soruces in the "References" Page -- |
| -- |
APA: Student Paper in APA Style -- |
| -- |
Alaskan Wolf Management / |
| Statement of responsibility |
Darrell D. Greer -- |
| Title |
Questions on the Researched Position Paper, APA Style -- |
| -- |
Argument and Literature / |
| Statement of responsibility |
IV. Further Applications: Visual and Oral Argument -- |
| Miscellaneous information |
13. |
| Title |
Visual and Oral Argument -- |
| -- |
Recognizing Visual and Oral Arugument -- |
| -- |
Why Visual Argument Is Convincing: Eight Special Features -- |
| -- |
Why Oral Argument Is Convincing: Four Special Features -- |
| -- |
Using Argument Theory to Critique Visual and Oral Argument -- |
| -- |
Sample Analysis of a Visual Argument -- |
| -- |
Add Visual Argument to Support Written and Oral Argument -- |
| -- |
Create Visual Arguments That Stand Alone -- |
| -- |
EduGene Cloning Kit -- |
| -- |
This visual argument expresses a point of view on modern technology -- |
| Miscellaneous information |
I. |
| Title |
Have a Dream ( Martin Luther King Jr. ) -- |
| -- |
Color Portfolio of Visual Arguments and Questions for Discussion and Writing -- |
| -- |
Plate 1: The West Bank Barrier Built by Israel -- |
| -- |
Plate 2: Buzz Aldrin on the Moon -- |
| -- |
Plate 3: Bringing Up Adultolescents -- |
| -- |
Plate 4: The Creation of Adam -- |
| -- |
Plate 5: Play Ball -- |
| -- |
Plate 6: Robot with Grappler Holding a Wounded Palestinian -- |
| -- |
Plate 7: Hands -- |
| -- |
Plate 8: Tree near El Paso, Texas -- |
| -- |
Plate 9: Will the Human Soul Be Next? -- |
| -- |
Plate 10: Art (student example of visual argument) -- |
| Miscellaneous information |
14. |
| Title |
Argument and Literature -- |
| -- |
Finding and Analyzing Arguments in Literature -- |
| -- |
What Is at Issue? What Is the Claim? -- |
| -- |
Characters Making Arguments -- |
| -- |
Writing Arguments about Literature -- |
| -- |
Theme for English B. / |
| Statement of responsibility |
Poem: Langstom Hughes -- |
| Title |
Totally like whatever, you know? / |
| Statement of responsibility |
Taylor Mali -- |
| Title |
Mending Wall / |
| Statement of responsibility |
Poem: Robert Frost -- |
| Title |
The Ones Who Walk Away from Omelas / |
| Statement of responsibility |
Short Story: Ursula K. Le Guin -- |
| Title |
A Modest Proposal for Preventing the Children of Ireland from Being a Burden to Their Parents or Country / |
| Statement of responsibility |
Argument in a Literary Essay: Jonathan Swift -- |
| Title |
TRACE: The Rhetorical Situation -- |
| -- |
The Process: Reading and Writing -- |
| -- |
The Toulmin Model -- |
| -- |
Types of Claims -- |
| -- |
Types of Proof and Tests of Validity -- |
| Miscellaneous information |
V. |
| Title |
The Reader -- |
| -- |
Introduction to 'The Reader': Reading and Writing about Issue Areas -- |
| -- |
Purpose of 'The Reader' -- |
| -- |
How to Use 'The Reader' -- |
| -- |
Questions to Help You Read Critically and Analytically -- |
| -- |
Questions to Help You Read Creatively and Move from Reading to Writing -- |
| -- |
Section I: Issues concerning Families and Personal Relationships -- |
| Miscellaneous information |
A. |
| Title |
What Is the Status of the Traditional American Family? How Far Are We Willing To Go To Establish Alternatives? -- -- |
| -- |
Nostalgia as Ideology / |
| Statement of responsibility |
Stephanie Coontz -- |
| Title |
Arguments Against Same-Sex Marriage / |
| Statement of responsibility |
James C. Dobson -- |
| Title |
Marriage As We See It / |
| Statement of responsibility |
Chris Glaser -- -- |
| Title |
The Childless Revolution / |
| Statement of responsibility |
Madelyn Cain -- |
| Miscellaneous information |
B. |
| Title |
What Causes Personal Relationships To Succeed Or Fail? -- -- |
| -- |
The Mystery of Attraction / |
| Statement of responsibility |
Harville Hendrix -- |
| Title |
Whatever Happened to Teen Romance? / |
| Statement of responsibility |
Benoit Denizet-Lewis -- |
| Title |
The Man Date / |
| Statement of responsibility |
Jennifer Lee -- |
| Title |
State of the Union / |
| Statement of responsibility |
Jay Walljasper -- |
| Title |
The Second Shift / |
| Statement of responsibility |
Sylvia Ann Hewlett -- |
| Title |
Questions to Help You Think and Write about Families and Personal Relationships -- |
| -- |
Section II: Issues concerning Modern Technology -- |
| Miscellaneous information |
A. |
| Title |
How Do Computers and the Internet Affect the People Who Use Them? -- -- |
| -- |
Youths Adopt, Drive Technological Advances / |
| Statement of responsibility |
Martha Irvine -- |
| Title |
What Adolescents Miss When We Let Them Grow Up in Cyberspace / |
| Statement of responsibility |
Brent Staples -- |
| Title |
The Boss in the Machine / |
| Statement of responsibility |
Ellen Ullman -- |
| Miscellaneous information |
B. |
| Title |
What Policies Should Govern the Use of Human Stem Cells in Research and Medicine? -- -- |
| -- |
The Other Stem-Cell Debate. / |
| Statement of responsibility |
Jamie Shreeve -- |
| Title |
Price to Pay: The Misuse of Embryos / |
| Statement of responsibility |
Amy Laura Hall -- |
| Title |
Bioethics Panel Suggests Stem Cell Alternatives / |
| Statement of responsibility |
Nicholas Wade -- |
| Title |
Ethics of a New Science / |
| Statement of responsibility |
Claudia Wallis -- |
| Miscellaneous information |
D. |
| Title |
What Policies Should Govern Genetic Engineering of Humans? -- -- |
| -- |
Reprogenetics: A Glimpse of Things to Come / |
| Statement of responsibility |
Lee M. Silver -- |
| Title |
Ultimate Therapy: Commercial Eugenics in the 21st Century. / |
| Statement of responsibility |
Jeremy Rifkin -- |
| Title |
Better Living through Genetics / |
| Statement of responsibility |
James Wood -- |
| Title |
Questions to Help You Think and Write about Modern Technology -- |
| -- |
Section III: Issues Concerning Crime and the Treatment of Criminals -- |
| Miscellaneous information |
A. |
| Title |
How Should We Treat Convicted Criminals? -- -- |
| -- |
Reflections from a Life Behind Bars: Build Colleges, Not Prisons. / |
| Statement of responsibility |
James Gilligan -- |
| Title |
Uncaptive Minds: What Teaching a College-Level Class at a Maximum Security Correctional Facility Did for the Inmates-And for Me / |
| Statement of responsibility |
Ian Buruma -- |
| Title |
Richard Taylor Getting Tough on Crime -- |
| -- |
A Beaten Path Back to Prison. / |
| Statement of responsibility |
Jennifer Gonnerman -- |
| Miscellaneous information |
B. |
| Title |
What Should Be Done With Young Offenders? -- -- |
| -- |
The Characteristics of Youth / |
| Statement of responsibility |
Aristotle -- |
| Title |
Too Young to Die / |
| Statement of responsibility |
Claudia Wallis -- |
| Title |
A Brain Too Young for Good Judgment / |
| Statement of responsibility |
Daniel R. Weinberger -- |
| Title |
Not So Alone / |
| Statement of responsibility |
Gerand Jones -- |
| Title |
Out of Jail, into Temptation: A Day in a Life / |
| Statement of responsibility |
Alan Feuer -- |
| Title |
Questions to Help You Think and Write about Crime and the Treatment of Criminals -- |
| 505 00 - FORMATTED CONTENTS NOTE |
|---|
| Miscellaneous information |
IV. |
| Title |
Issues concerning Race, Culture, and Identify -- |
| Miscellaneous information |
A. |
| Title |
How Do Race and Culture Contribute To an Individual's Sense of Identity? -- -- |
| -- |
The Matter of Whiteness / |
| Statement of responsibility |
Richard Dyer -- |
| Title |
DNA Test Gives Students Ethnic Shocks / |
| Statement of responsibility |
Emma Daly -- |
| Title |
Documented / Undocumented / |
| Statement of responsibility |
Guillermo Gomez-Pena -- |
| Title |
On Being a Conceptual Anomaly. / |
| Statement of responsibility |
Dorinne K. Kondo -- |
| Title |
A Japanese American describes her conflict in returning to Japan, where she is expected to observe Japanese cultural traditions -- |
| Miscellaneous information |
B. |
| Title |
To What Extent Should Individuals Allow Their Cultural Heritage To Be Assimilated? -- -- |
| -- |
Asian Identity Crisis / |
| Statement of responsibility |
Yahlin Chang -- |
| Title |
Educating Ourselves into Coexistence / |
| Statement of responsibility |
Anouar Majid -- |
| Title |
American Jews and the Problem of Identity / |
| Statement of responsibility |
Edward S. Shapiro -- |
| Title |
Questions to Help You Think and Write about Race, Culture, and Identity -- |
| -- |
Section V: Issues Associated with Civic Responsibility -- |
| Miscellaneous information |
A. |
| Title |
Who Is Responsible for the Welfare of Disadvantaged Individuals: Government Agencies, Non-Governmental Organizations Such As Churches and Charities, Or the Disadvantaged Themselves? -- -- |
| -- |
Between Hammers and Anvils / |
| Statement of responsibility |
Jim Wright -- |
| Title |
Report Finds AmeriCorps Fosters Greater Sense of Civic Responsibility / |
| Statement of responsibility |
David Tarrant -- |
| Title |
For the Health of the Nation: An Evangelical Call to Civic Responsibility / |
| Statement of responsibility |
David Neff -- -- |
| Title |
September 11, 2001: The Case for Universal Service / |
| Statement of responsibility |
Robert E. Litan -- |
| Title |
Becoming a Community Organizer / |
| Statement of responsibility |
Barack Obama -- |
| Miscellaneous information |
B. |
| Title |
To What Extent Is the Individual Citizen Responsible for Contributing To the Larger Society? -- -- |
| -- |
Inaugural Address / |
| Statement of responsibility |
John F. Kennedy -- |
| Title |
The Absurd Effort to Make the World Over / |
| Statement of responsibility |
William Graham Sumner -- |
| Title |
Because We Can, We Do / |
| Statement of responsibility |
Tracy Kidder -- |
| Title |
Love of Country: Patriotism Born of a Grandfather's Inspiration / |
| Statement of responsibility |
Norman Lear -- -- |
| Title |
From Long Walk to Freedom / |
| Statement of responsibility |
Nelson Mandela -- |
| Title |
The Americorps Experience: Two Students' Perspectives / |
| Statement of responsibility |
David Brankey and Dianna Ball -- |
| Title |
Questions to Help You Think and Write about Civic Responsibility -- |
| -- |
Section VI: Issues Associated with Poverty -- |
| Miscellaneous information |
A. |
| Title |
Can World Poverty Be Eliminated? What May Be Effective? -- -- |
| -- |
The End of Poverty / |
| Statement of responsibility |
Jeffrey D. Sachs -- -- |
| Miscellaneous information |
U. |
| Title |
N. Millennium Development Goals (MDG) -- |
| -- |
A Better Way to Fight Poverty -- |
| -- |
Four Billion New Consumers / |
| Statement of responsibility |
C. K. Pranahad and Allen L. Hammond -- |
| Title |
The Progression from Poverty to Profit-for All -- |
| -- |
How Can the Impoverished Many, Who Need a Hand Up, Help the Rich Corporate Few, Who Have Reached a Profit Plateau in the Developed World. / |
| Statement of responsibility |
Andy Goldberg -- |
| Miscellaneous information |
B. |
| Title |
Can Individuals in the United States Work Their Way Out of Poverty If They Want To Do So? -- -- |
| -- |
Poverty: The Forgotten Crusade / |
| Statement of responsibility |
James Patterson and Peter Kim -- |
| Title |
At the Edge of Poverty / |
| Statement of responsibility |
David K. Shipler -- |
| Title |
Fifteen Years on the Bottom Rung / |
| Statement of responsibility |
Anthony DePalma -- |
| Title |
Class and the American Dream -- |
| -- |
Bankruptcy Reform Hits Women Hard / |
| Statement of responsibility |
Marilyn Gardner -- |
| Title |
Questions to Help You Think and Write about Poverty -- |
| -- |
Section VII: Issues concerning War and Peace -- |
| Miscellaneous information |
A. |
| Title |
Is War Inevitable? -- |
| -- |
The Moral Equivalent of War / |
| Statement of responsibility |
William James -- |
| Title |
Warfare: An Invention-Not a Biological Necessity / |
| Statement of responsibility |
Margaret Mead -- |
| Title |
War Is a Force That Gives Us Meaning / |
| Statement of responsibility |
Chris Hedges -- |
| Miscellaneous information |
B. |
| Title |
How Do People Justify War? -- -- |
| -- |
At War with Themselves / |
| Statement of responsibility |
Haim Watzman -- |
| Title |
Why We Fight / |
| Statement of responsibility |
William J. Bennett -- |
| Title |
How Can We Understand Their Hatred? / |
| Statement of responsibility |
Elie Wiesel -- |
| Miscellaneous information |
C. |
| Title |
What Might Help Establish Peace? -- -- |
| -- |
Getting to Peace / |
| Statement of responsibility |
William L. Ury -- |
| Title |
The Atomic Bomb / |
| Statement of responsibility |
Richard Rhodes -- |
| Title |
All You Need Is Love / |
| Statement of responsibility |
Bruce Hoffman. |
| 588 ## - SOURCE OF DESCRIPTION NOTE |
|---|
| Source of description note |
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| General subdivision |
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| 9 (RLIN) |
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| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| 9 (RLIN) |
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| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
College readers |
| 9 (RLIN) |
315637 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Report writing |
| 9 (RLIN) |
323339 |
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