Description

Features

• Five writing chapters (Chapters 1-5) take students through a series of “inquiries” designed to deepen their understanding of citizenship, argumentation, research, and community action.  Students can analyze the U.S. Constitution and the Black Panthers’ “Ten Point Plan.”  They can complete part of the U.S. Citizenship and Immigration Services’ naturalization process, create their own advertisements, develop a utopian society, and set up a service-learning project.
• Readings in Chapters 6-11 focus on different “communities” -- the family, college campuses, the virtual, and the religious.  Students see themselves as members of many different communitiesand the range of readings in this text invite them to talk about issues they find meaningful—definitions of marriage and family, spirituality, terrorism, our relationship to the environment, declining civility, political indoctrination on college campuses, the power of the Internet, and more.
• Substantive case studies in Chapters 6-11 invite students to join the “public conversation” about specific social issues.   Readings in these sections offer a dialogue on a specific issue and demonstrate how events become public issues and how citizens converse, or fail to converse, with one another.
• Throughout the book, students are exposed to different genres of academic and public debate, including the academic research essay, newspaper stories, editorials, letters, pamphlets, Web discussion groups, advertisements, posters, and zines. The text provides guides for investigating writing situations, checklists for selecting an appropriate genre, and examples of each genre in the Chapters 6-11.
• Research is taught as practical inquiry. Students learn to ask questions, form formal and informal research plans, and to envision library and field research as conversing thoughtfully with other writers and community members.
• Argument is presented as a process of inquiry. Students are encouraged to consider the values and issues at stake in any contested topic andto learn strategies of argumentation that emphasize dialogue and positive social action.
• Active “Getting Started” exercises get students involved in the chapter’s subject matter immediately. 
• “Stop and Think” boxes prompt students to connect what they are reading to other issues and to their own experience. “Writing Style” boxes discuss the conventions of academic and public writing.

New To This Edition

• Updated case studies that engage contemporary debates. Five of the six case studies in Chapters 6-11 are new to this edition and get students involved in debating issues that are still in progress, such as attitudes toward same-sex marriage, the idea that professors indoctrinate students into their own beliefs, and how blogs are affecting journalism and political action.
• Approximately 32 new readings are included in this edition, including essays by Barbara Ehrenreich, George Lakoff, Seyla Benhabib, Mark Edmundson, Rachel Carson, Bill McKibben, and Pico Iyer; travel writing by Bruce Stockler; memoir by Barrie Jean Borich; editorials by David Brooks and Stanley Fish; song lyrics from Peter Mayer; letters to the editor in response to Benjamin Barber’s “Jihad vs. McWorld”; and pamphlets and posters.
• New “Continuing the Case Study” assignments at the end of Chapters 6-11 encourage students’ active learning.   These assignments draw upon the readings in the case study in each chapter and encourage students to continue researching the issue and developing their own arguments.
• A more flexible introductory unit on citizenship in Chapter 1 continues to offer an interactive series of short inquiries designed to raise larger questions about citizenship and community life.  New questions explore the implications of relocating naturalization services under the Department of Homeland Security and the new Congressional law requiring some schools to teach the U.S. Constitution.

Table of Contents

Preface

1. What Does It Mean to Be a Citizen?

Getting Started: Picturing Citizenship

First Inquiry: Using Mind Maps to Assess What You Know About Citizenship

Continuing the Inquiry: Dictionary definitions

Continuing the Inquiry: Official documents

            U.S. Citizenship and Immigration Services Request for Naturalization requirements

            Excerpts from the U.S. Constitution

Continuing the Inquiry: Visual Messages

Continuing the Inquiry: Narratives of Citizenship

            Eva Paus, “Reflections of a New U.S. Citizen”

            Benjamin Franklin, from Autobiography

            Ralph Ellison, excerpt from "Prologue" to Invisible Man

            Writing Your Own Narratives of Citizenship

Assessing the Progress of Our Inquiries

Projects for Inquiry and Action

2. Critical Literacy: The Skills to Live an Examined Life

Getting Started: Critical Thinking as Examining Life         

First Inquiry: Critical Reading as Active Conversation

            The Declaration of Independence

Second Inquiry: Using a Writer’s Notebook to Connect Thinking, Reading, and Writing

Third Inquiry: Developing Your Writing Process

Conceiving: The Early Stage of Writing

Clarifying: The Middle Stage of Writing

Crafting: The Later Stage of Writing

Continuing the Inquiry: Critical Literacy and Citizenship

Projects for Inquiry and Action

3. Researching: Inquiry as Action

Getting Started: Inquiring in Our Communities

Ursula Le Guin, The Ones Who Walk Away from Omelas”

Second Inquiry: Developing a Research Plan

Third Inquiry: Inquiring Effectively Using Research Methods

            Becoming Information Literate: Researching Electronic, Print, and Broadcast Media

            Researching on the World Wide Web

            Researching in the Library

            Researching with Broadcast Media

            Getting the Lived Experience: Inquiring Through Field Research

Weaving Together Inquiry and Action in Community-based Service Learning

Conclusion: Inquiry as Argument

Projects for Inquiry and Action

4. Arguing: Action as Inquiry

Getting Started: Arguing in Our Communities

First Inquiry: What is Arguing to Inquire?

            Summarizing an Argument

            Analyzing an Argument

            Susan B. Anthony, “Women’s Right to Vote”

            Black Panthers, “Ten Point Plan”

Second Inquiry: Developing an Arguing Mind

Third Inquiry: Arguing Effectively

            Appealing to Evidence

            Appealing to Reason

            Appealing to Character

            Appealing to Emotions

            Appealing to Visual Arguments

Conclusion: Argument as Inquiry

Projects for Inquiry and Action

5. Writing in Communities: Academic Research and Social Action

Getting Started: Critical Literacy and Civic Participation

First Inquiry: Writing in an Academic Community

            Re-seeing the Research Paper

            Forming a Research Question

            Planning the Research Project

            Understanding the Conversation on Your Subject

            Writing the Research Paper

            Citing and Documenting Sources

            Research Process in Action: One Student’s Story

            Holly Van De Venter, “Educating the New America”

Second Inquiry: Writing in Civic Communities

            Student Participation in Public Debate

            The Genres of Public Debate

Projects for Inquiry and Action                            

6. The Family as Community

Getting Started: How Do We See the Family?

Mary Pipher, “Beliefs About Families”

Tony Earley, “Somehow Form a Family"

Gigi Kaeser, “Love Makes a Family” (photograph)

Jeff Riedel, “Inward Christian Soldiers” (photograph)

Margaret Talbot, “A Mighty Fortress”

James McBride, “Black Power”

Fatima Mernissi, “Moonlit Nights of Laughter”

Case Study: A More Perfect Union: Defining Family through the Marriage Protection Amendment

Text of the proposed federal Marriage Protection Amendment 

Rick Santorum, “The Meaning of Family”

Maggie Gallagher, “What Is Marriage For”

Tom Tomorrow, “A Brief History of Marriage in America” (cartoon)

Jonathan Rauch, “What is Marriage For?”

Barrie Jean Borich, “When I Call Her My Husband”

George Lakoff, “What’s in a Word?”

Questions for Inquiry and Action

Continuing the Case Study

7. The Higher Education Community

Getting Started:  Why Are You in College?

Arthur Levine and Jeanette S. Cureton, "Collegiate Life: An Obituary,"       

Mark Edmundson, “On the Uses of a Liberal Education: As Lite Entertainment for Bored College Students”

Roger H. Garrison, “Why Am I in College?”

bell hooks, “Engaged Pedagogy”

Peter Sacks, “The Sandbox Experiment”

Case Study: Free to Teach, Free to Learn: Academic Freedom and the Academic Bill of Rights

David Horowitz, “Why an Academic Bill of Rights is Necessary”

“Is Your Professor Using The Classroom As A Political Soapbox?” (poster)

"What is Academic Freedom?  Is it License for Professors to Engage in Classroom Indoctrination?”  (poster)

Stanley Fish, “'Intellectual Diversity': The Trojan Horse of a Dark Design”  

Questions for Inquiry and Action

Continuing the Case Study

8. Citizens of the World: The Global Community

Getting Started: Becoming a Global Citizen

Peter Mayer, “Earth Town Square”

Pico Iyer, “The Global Village Finally Arrives”

James L. Watson, “China’s Big Mac Attack”

Ngugi wa Thiong’o, “Decolonising the Mind”

Roz Chast, “One Morning, While Getting Dressed” (cartoon) 

Slavenka Drakulic, “On Bad Teeth”

Case Study: “Jihad vs. McWorld”: Seeking a Way of Talking about Civilizations in Conflict

Benjamin R. Barber, “Jihad vs. McWorld”

Letters to the Editor

Samuel P. Huntington, “The Clash of Civilizations?”

David Brooks, “All Cultures Are Not Equal”

Barbara Ehrenreich, “Christian Wahhabists”

Seyla Benhabib, “Unholy Wars”

Questions for Inquiry and Action

Continuing the Case Study

9. Citizens of the Earth: The Planetary Community

Getting Started:  Taking your Ecological Footprint

Regina Austin and Michael Schill, "Activists of Color"

David W. Orr, “Saving Future Generations from Global Warming,”

Bruce Stockler, “Saved by Sequoias”

John Haines, “Snow”

William Wordsworth, “The World is Too Much With Us” 

Muriel Rukeyser, “St. Roach”     

John Clare, “The Badger”

Case Study: Caretakers of the Earth: Comparing Visions of Ecological Responsibility

Rachel Carson, from Silent Spring

Richard Louv, “Don’t Know Much about Natural History: Education as a Barrier to Nature”

Steve Chapple, “Eco-Rednecks”

Frances Moore Lappé, “An Entry Point”

Questions for Inquiry and Action

Continuing the Case Study

10. Communities of Faith

Getting Started: Observing Worship Practices in Faith Communities

Anne Lamott, "Why I Make Sam Go To Church"

Stephen J. Dubner, “Choosing My Religion”

Michael Wolfe, “Islam: The Next American Religion?” 
Wendy Kaminer, “The Last Taboo: Why America needs Atheism”

Bill McKibben, “The Christian Paradox: How a Faithful Nation Gets Jesus Wrong”

Case Study: The Role of Faith Communities in the Civil Rights Movement

Robert M. Franklin, "Another Day's Journey: Faith Communities Renewing American Democracy"

Martin Luther King, Jr., speech at Holt Street Baptist Church, Dec. 5, 1955

Bernice Johnson Reagon, interview excerpt from Eyes on the Prize

James Lawson, “Student Nonviolent Coordinating Committee Statement of Purpose”

Questions for Inquiry and Action

Continuing the Case Study

11. Virtual Communities

Getting Started: Imagining the World Brain

Esther Dyson “Communities”

Jeff Dietrich, “Refusing to Hope in a God of Technology”

Jake Mulholland and Adrienne Martin, “Tune Out”

David Shenk “Technorealism: An Overview”

Case Study: A Hitchhiker’s Guide to the Blogosphere: Blogs and the Standards of Professional Journalism

Lev Grossman "Meet Joe Blog: Why are more and more people getting their news from amateur websites called blogs?  Because they're fast, funny, and totally biased." 

“The Blogger Manifesto (Or, Do Weblogs Make the Internet Better or Worse?”)

Bonnie A. Nardi, Diane J. Schiano, Michelle Gumbrecht, Luke Swartz, “Why We Blog”       

Questions for Inquiry and Action

Continuing the Case Study

Courses

First-Year Composition - Reader  [MORE OPTIONS]   (Composition)
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What Every Student Should Know About Citing Sources with APA Documentation: Updated for APA Sixth Edition, 2/E
Anderson, Carrell & Widdifield
©2010  |  Longman  |  Paper; 80 pp  |  Instock
ISBN-10: 0205795811  |  ISBN-13: 9780205795819
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What Every Student Should Know About Citing Sources with MLA Documentation, Update Edition
Greer
©2010  |  Longman  |  Paper  |  Instock
ISBN-10: 0205715117  |  ISBN-13: 9780205715114
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What Every Student Should Know About Creating Portfolios
Eyman
©2008  |  Longman  |  Paper; 48 pp  |  Instock
ISBN-10: 0205572502  |  ISBN-13: 9780205572502
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What Every Student Should Know About Practicing Peer Review
Trim
©2007  |  Longman  |  Paper  |  Instock
ISBN-10: 0321448480  |  ISBN-13: 9780321448484
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What Every Student Should Know About Preparing Effective Oral Presentations
Cox
©2007  |  Longman  |  Paper; 96 pp  |  Instock
ISBN-10: 0205505457  |  ISBN-13: 9780205505456
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What Every Student Should Know About Procrastination
Hoffman
©2008  |  Longman  |  Paper; 64 pp  |  Instock
ISBN-10: 0205582117  |  ISBN-13: 9780205582112
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What Every Student Should Know About Reading a Novel
Bonilla
©2013  |  Longman  |  Paper  |  Instock
ISBN-10: 020587052X  |  ISBN-13: 9780205870523
Suggested retail price:  $9.40    Buy from myPearsonStoreNet price: $7.05  (What's this?)More Info

What Every Student Should Know About Researching Online
Munger & Campbell
©2007  |  Longman  |  Paper  |  Instock
ISBN-10: 0321445317  |  ISBN-13: 9780321445315
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What Every Student Should Know About Study Skills
Pearson Longman
©2007  |  Longman  |  Paper; 72 pp  |  Instock
ISBN-10: 0321447360  |  ISBN-13: 9780321447364
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What Every Student Should Know About Using a Handbook
Murray
©2009  |  Longman  |  Paper; 80 pp  |  Instock
ISBN-10: 0205563848  |  ISBN-13: 9780205563845
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Pearson Higher Education offers special pricing when you choose to package your text with other student resources. If you're interested in creating a cost-saving package for your students, browse our available packages below, or contact your Pearson Higher Education representative to create your own package.

Package ISBN-10: 020563463X | ISBN-13: 9780205634637
©2007 | Instock
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Package ISBN-10: 0205612997 | ISBN-13: 9780205612994
©2008 | Instock
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This package contains: