Mirror Images

Read what your colleagues said about Mirror Images in pre-publication reviews!
[The text] “provides one of the most thorough discussions of writing an argument that I've ever seen. The FRP [Focus, Reader, Purpose] is a very useful heuristic for helping students both read and write arguments. I also find the text does a great job of marrying theory and practice . . . . [I]n other words, it draws on classic rhetoric and contemporary argument theory, but presents it in a way that it accessible and relevant for students . . . . Finally, the text does an excellent job of helping students expand their vision of what actually qualifies as an argument - virtually everything. That alone is quite an accomplishment.”
Jeffrey Andelora, Mesa Community College
“I also like that the authors present multiple ways of analyzing argument and they present them . . . as different ways of framing our thinking. This is effective because students then realize that there isn't one 'right' way to approach analysis of argument.”
Patricia Webb, Arizona State University
“This book's main virtue - a clear progression of steps - makes syllabus-design foolproof.”
Phyllis Frus , Hawaii Pacific University
“The 'Potential Problems in Arguments' chapter is a great idea, and I believe that it would be very useful to students and instructors alike. Pointing out these problem areas before they become actual problems in student papers will enable students to understand what not to do before they do it and understand what they have done when they make these errors.”
Diana C. Gingo, Collin County Community College
“Engaging exercises . . . let students 'try out' their understanding of concepts before they may attempt the more challenging task of writing a sophisticated argument.”
Jo Ann Buck, Guilford Technical Community College
“'Your Writing / Reading Process' gently guides the student to consider revision positively.”
Paula Eschliman, Richland College
“By far the best textbook on argumentative writing.”
Kay Heck, Walters State Community College
“I would argue that this is the best explanation I've read of the revision process in a composition textbook in quite some time.”
Sarah Quirk, Waubonsee Community College

List of contents

PART I.  ANALYZING ARGUMENT
 
Ch 1.  A Brief Introduction to Argument
Argument in Action
Argument as a Thought Process
Some of the Many Contexts for Argument
                Argument in a Personal Business Context
                Argument in an Advertising Context
                Argument in a Social Commentary Context
                Argument in an Art Context
What Argument Should Do for Us
Trying to Remain Flexible in Your Thinking
Rogerian Argument
Writing as a Process
Students at Work:  Putting Argument to Use
Discovering Your Own Arguments:  Arguments in Everyday Life
Reflections on the Chapter
 
Ch.2.  Traditional Means of Establishing Context and Discovering Your Argument
The Appeal to Personal Credibility (the Ethical Appeal)
                What Do You Bring to an Argument?
The Appeal to Emotions (the Pathetic Appeal)
The Appeal to Reason (the Logical Appeal)
                Students at Work:  Thinking about Persuasive Appeals
Inductive Reasoning
Seeking a Reliable Induction Conclusion
Deductive Reasoning
Seeking the Valid Deductive Conclusion
The Toulmin System
                Using the Toulmin System to Analyze an Argument
Discovering Your Own Arguments:  Using the Classical Appeals
Reflections on the Chapter
 
Ch.3.  An Argument's Anatomy
The Thinking Behind an Argument
The Rhetorical Triangle and the Argument Concept
The Thinking Within an Argument
The Claim
                Types of Claims
Reasons and Evidence
Concessions and Rebuttals
Students at Work:  Analysis of the Structure of a Student Argument
Discovering Your Own Arguments:  Using the “Parts” of Arguments
Reflections on the Chapter
 
Ch.4.  Using the Argument Concept an Argument's Plan
The Argument Concept
The Argument Concept and How it Can Work for You
The Argument Concept in Both Reading and Writing
How the Topic's Focus Influences an Argument's Design
How the Potential Reader Influences an Argument's Design
                How the Intended Purpose Influences an Argument's Design
Altering Any Part of the Context
Students at Work:  Using the Argument Concept
The Move from Argument Concept to the Argument's Claim
Characteristics of Claims as Sentences
Discovering Your Own Arguments:  Arguments from Refined Argument Concepts
Reflections on the Chapter
 
Ch.5.  The Potential Problems in Arguments
Insufficient Evidence
Atypical Evidence
Citing Improper Authorities
Subjectivism
Appeal to a Majority
Personal Attack on the Opposition
False Cause                            
Begging the Question
Non Sequitor
False Dilemma
                Students at Work:  Re-examining an Argument for Potential Fallacies
Discovering Your Own Arguments:  Keeping an Eye Out for Fallacies
Reflections on the Chapter
 
Ch.6.  Using the Argument Concept to Read the Arguments of Others
An Example of the Need for Critical Reading
                Students at Work:  Pete Asks Critical Questions about His Source
Causes of Superficial, Less Than Critical Reading
“Active” versus “Passive” Reading Practices
“Reversing” the Argument Concept
“There's No Future in Lady Luck,” Linda Chavez
“Traces of Man,” Cedomir Kostovic
“Margaret Fuller Slack,” Edgar Lee Masters
“College Brings Alienation,” John Gonzales
“A Hanging,” George Orwell
Clips from Bowling for Columbine, Michael Moore
“Severing the Human Connection,” H. Bruce Miller
“Hollywood Poison Factory,” Michael Medved
“English Only” (op-ad)
“Erosion,” Terry Tempest Williams
Discovering Your Own Arguments:  An Overall Analysis of Arguments
Reflections on the Chapter
 
PART II.  DEVELOPING ARGUMENTS
 
Ch.7.  Looking in the Mirror and Beyond-Generating Topics
How to Generate a Productive Topic for an Argument
                Topics to Avoid
                Topics to Pursue
Methods to Inspire Writers' Choices
                Clustering
                Free Writing
                Looping
Discovering Your Own Arguments:  Topic Exploration
Reflections on the Chapter
 
Ch.8.  Seeking, Sorting, and Selecting Outside Source Material
Turning to “Outside” Sources for Support
How to Select the Best Outside Sources for Your Argument
Sources Other than Databases
How to Select the Best Sources
“Triangulation”-An Attempt at Validity
Discovering Your Own Arguments:  A Status Report
Reflections on the Chapter
 
Ch.9.  Envisioning the Complete Argument as a Pre-writing Process
The Need for a Plan
An Ineffective Approach:  Pasting Together a “Report”
A Writer's Guide to the Envisioned Plan
                The Envisioning Process
                Considering Your Reader's Potential Knowledge
                Considering Your Reader's Established Values
                Considering Your Reader's Opposition to Your Claim                             
                Deciding What to Include
                Adjusting Your Envisioned Plan
Discovering Your Own Arguments:  Envisioning Your Argument
Professional Sample of Envisioned Plan and Final Argument
Students at Work:  A Student's Plan and Corresponding Argument
Reflections on the Chapter
 
Ch.10.  Refining the Purposes for Your Argument
Arguing for the Quality of a Product, Behavior, or Work of Art
Do Evaluative Arguments Allow for Fairness?
How Evaluative Arguments are Often Organized
Students at Work:  The Primarily Evaluative Purpose
Arguing Solutions to Problems
                Recognizing and Identifying a Problem
Exploring and Evaluating the Possible Solution(s) to a Problem
Do Problem/Solution Arguments Allow for Fairness?
                Selecting and Defending a Solution to a Problem
                Students at Work:  The Primarily Problem/Solution Purpose
Arguing Causes(s) and Effect(s)
                Do Cause/Effect Arguments Allow for Fairness?
                Students at Work:  The Primarily Cause/Effect Purpose
Arguing to Maintain or Change a Policy
                Do Policy Arguments Allow for Fairness?
                Students at Work:  The Primarily Policy Purpose
Discovering Your Own Arguments: Refining Your Envisioned Plan
Reflections on the Chapter
 
Ch.11.  Drafting the Sections of Your Argument - Illustration, Detail, & Outside Sources   
The Need for Support - Getting Your Reader to “Buy In”
The Power of Illustration
                Students at Work:  The Need for Illustration
Students at Work:   Enriching Illustration
                Examples from Personal Experience      
Integrating Outside Source Material with Your Argument
                Using Summary, Paraphrase, and Direct Quotation
                Writing an Accurate and Adequate Summary
                Students at Work: 
                Creating a Paraphrase
                Students at Work: 
                Using Direct Quotations
Guidelines for Integrating Source Material
Discovering Your Own Arguments:  Practice in Integrating Outside Source Material with Your Voice
Discovering Your Own Arguments:  Drafting Your Argument
Reflections on the Chapter
 
PART III.  DOCUMENTING AND POLISHING AN ARGUMENT
 
Ch.12.  Documenting Outside Sources
The Purposes of Documentation
An Important Caution about Documentation
The Basic Processes of Documenting Sources
External Documentation (Bibliographical Information)
                The Three Responsibilities of Documentation
                External Documentation of Electronic Sources
Internal (In-text) Documentation
                Students at Work:  Sample MLA and APA Papers for Examination
Discovering Your Own Arguments:  Reviewing and Revising Your Source Use
Reflections on the Chapter
 
Ch.13.  Revising the Written Argument
Basic Revising Advice
                Revising Focus on Reader and Purpose
Students at Work:  Revision Begins
Students at Work: Second Draft
                Revising the Amount and Quality of Evidence
Students at Work:  Revising the Amount and Quality of Evidence
                Revising Organization
Students at Work:  Revising Organization             
                Top Ten Editing Errors to Avoid
Students at Work:  Revising for Language Correctness
Discovering Your Own Arguments:  Examining Drafts for Language Correctness
Reflections on the Chapter
 
PART IV.  Additional Readings for Analysis
 
Unit 1.  Business Ethics
“The Ethics of Business Schools,” Katherine Mangan
“They Call Their Boss a Hero,” Michael Ryan
“Executive Decisions,” from Multinational Monitor
“Greed Despoils Capitalism,” Barbara Wilder
“The Upside of Downsizing,” Art Buchwald
Unit One Questions to Guide Analysis
 
Unit 2.  Our Body Images
“I am a Barbie Girl,” Kate Epstein
“Wearing Tights,” from Real Boys' Voices
“Fat Girls (Don't) Dance,” Sharleen Jonasson
“Just One Look,” Kim Campbell
“The Muscle Mystique,” Barbara Kingsolver
Unit Two Questions to Guide Analysis
 
Unit 3.  Poverty and Wealth
Nobel Prize Lecture, Jimmy Carter (in text)
“The Fight of Our Lives,”  Bill Moyer
“What is Poverty,”  Jo Goodwin Parker
“Helping Binyam, When His Mother Won't,” Nicholas D. Kristof
“The Singer Solution to World Poverty,” Peter Singer
“Are You Too Rich if Others Are Too Poor,” Marjorie Kelly
Unit Three Questions to Guide Analysis
 
Unit 4.  Visual Rhetoric
“An Argument for the Superiority of Printed Media over Visual Media,” Scott
Aniol
“A Modern Perspective on Graffiti,” Killian Tobin
“Learning to Love PowerPoint,” David Byrne
“PowerPoint is Evil,” Edward Tufte
“Visual Culture and Health Posters:  Anti-Smoking Campaigns,” Profiles in Science
“American Progress,” John Gast
Unit Four Questions to Guide Analysis
 
Unit 5.  Working in America
“All Work, No Play,” Claudia Brinson
“The Work Addict in the Family,” Diane Fassel
“Other Factors More Important in Job Stress,” Melissa C. Stoppler
“A Working Community,” Ellen Goodman
“Goodbye to the Work Ethic,” Barbara Ehrenreich
From Nickel and Dimed, Barbara Ehrenreich
Unit Five Questions to Guide Analysis
 

Summary

Mirror Images is a comprehensive argument rhetoric with readings that explains reading and writing as mirror images of each other and helps students develop skills by intentionally connecting these two processes. 
 
Students learn to analyze written arguments by detecting the writer's audience, purpose, and focus.  Students then mirror this rhetorical thinking as they generate and strengthen their own written arguments.
 
Part One introduces students to the rhetorical concerns of audience, purpose, and context as well as argument strategies such as the Classical Appeals, Toulmin, induction and deduction, and the Rogerian approach.  Part Two emphasizes the writing process in the context of these argumentative purposes and strategies.  Part Three offers concrete instruction for research, writing arguments from sources, and documentation, and Part Four presents five thematic anthology units on business ethics, body image, poverty and wealth, visual rhetoric, and work for students to use as a jumping off place for their own writing.

Product details

• Authors: Anne M. Machin, Anne Marie Machin, Richard Ward, Russ Ward
• Publisher: Pearson Academic
• Languages: English
• Product format: Paperback / Softback
• Released: 01.01.2008
• EAN: 9780205530731
• ISBN: 978-0-205-53073-1
• No. of pages: 480
• Weight: 650 g
• Series: Longman; Longman
• Subjects: Education and learning > Adult education/adult education classes > Adult education class / course materials (language); Guides > Law, job, finance > Training, job, career