内容简介

《英语高级写作:论说文入门》高等教育出版社出版发行。

图书目录

Chpter One Introducing Theories 1．1 Two Theoretical Sources 1．2 Stephen Toulmin’S Theory 1．3 Carl Rogers’Theory． Tasks． Critical thinking activities A．The Pattern of an Argument：Data and Warrants(Excerpts) B．Communication：Its Blocking and Its Facilitation． Chpter Two Basic Concepts． 2．1 Defining Argumentation and Argument 2．2 Argumentation and Communication 2．3 Argumentation and Persuasion 2．4 Argumentation and Explanation 2．5 Work Ethic for Argumentation Tasks， I．Critical thinking activities A．Where Is Argument? B．Argumentation，Speaker and Audience(Excerpts) C．Persusasion(Excerpts) II．Writing tasks． A．Freeway Sparks Development Dilemma B.China Finds Its Shangri．La in Tourism Chpter three Definition (1) 3.1 Defining Definition 3.2 The Need for a Proper Definition in Argumentation 3.3 Functions of Definition Tasks I. Critical thinking activities: A. Choice, Presence, and Presentation B. Persuasive Definition (Excerpts) Ⅱ. Writing tasks: A. Text of Bush's Speech B. On Freedom Chpter Four Definition (2) 4.1 The Basic Structure of a Definition 4.2 First-level Definition 4.3 Common Ways of First-level Defining 4.4 Second-level Elaboration Tasks I. Critical thinking activities: A. Marriage B. Defining Abortion Is a Tricky Business II. Writing tasks: A. Selection from Plato's Phaedra B. "Equal" Does Not Mean "Same". C. Gay Marriage and the Right to Vote Chpter Five Claims 5.1 The Nature of a Claim 5.2 The Function of a Claim 5.3 The Structure of a Claim Tasks I. Critical thinking activities: A. Fact and Value (Excerpts) B. Bush, Kerry Trade Barbs Over Jobs II. Writing tasks: A. Ten Reasons Not to Hit Your Kids B. Stephen Ambrose and the Rights of Passage . C. Should Stephen Ambrose Be Pardoned? Chpter Six Claims of Fact 6.1 Defining a Claim of Fact 6.2 Presenting Facts in a Claim of Fact 6.3 Relativity of Certainty in a Claim of Fact 6.4 Supporting a Claim of Fact 6.5 Challenging a Claim of Fact 6.6 A Case Study Tasks I. Critical thinking activities: A. Truth and Power (Excerpts) B. Leader: Show Us the Proof II. Writing tasks: A. Loving the Little Emperor B. Little Emperors, Little Brats Chpter Seven Claims of Value 7.1 Defining a Claim of Value 7.2 Supporting a Claim of Value 7.3 Challenging a Claim of Value Tasks I. Critical thinking activities: A. Is Ethics a Science? (Excerpts) B. What Is Noble? (Excerpts) II. Writing tasks: A. Assisted Suicide: The Philosophers' Brief B. Last Rights C. In Response to Assisted Suicide: The Philosophers'Brief Chpter Eight Claims of Policy 8.1 Defining a Claim of Policy 8.2 Establishing a Problem 8.3 Matching the Problem with the Course of Action Tasks I. Critical thinking activities: The Analysis of the Problem (Excerpts) II. Writing tasks: A. What We Owe to Parents (Excerpts) B. A Right to Care C. Worst of Both Worlds Nine Chpter Nine Support 9.1 Defining Support 9.2 Evidential Support 9.3 Motivational Support 9.4 Measuring the Strength of Support Tasks I. Critical thinking activities:Field Dependence (Excerpts) II. Writing tasks: A. The Answer to Terrorism? Colonialism B. Freedom in a Time of Terrorism C. John Kerry's Speech to the National Congress of the American Indians Cltpter Ten 10.1 Quoting for a Purpose 10.2 Factors That Constrain Quoting 10.3 Ways of Quoting 10.4 System of Quotation Tasks I. Critical thinking activities: Fullness of Argumentation II. Writing tasks: A. Whatever Happened to the University? B. A Proposal to Abolish Grading Chpter Eleven Warrant 11.1 Defining Warrant 11.2 Types of Warrants Tasks I. Critical thinking activities: A. The Ideological Problem of Social Science (Excerpts) B. The Notion of Formal Validity (Excerpts) II. Writing tasks: A. Teach Them the Real America B. In Defense of Multiculturalism C. Against Multiculturalism D. The Bottom of Multiculturalism's Barrel Chpter Twelve Congluding Remarks. Critical Reading 12.1 Critical Reading 12.2 A Critical Approach A Sample Task for the Final Examination . Worksheet for Argumentation Main References Essential Glossary of Argument Common Fallacies

文摘

I offer this argument as an extension of Alstott's, not as a challenge to it.Whereas her case is founded on the liberal goal of autonomy, I believe thatthe basic moral principle at stake is that caretakers have a right tothis support. I'm not sure this will be viewed as a welcome extension. It is noteworthythat Alstott, Kittay, Fineman, and Becker have not put the case in this way.Alstott's avoidance of rights discourse is especially striking, given her evidentdesire to couch the argument for support of caretakers in terms of liberalvalues. Still, the avoidance of rights arguments is understandable. At leasttwo familiar features of liberal rights, as constructed in our legal culture,suggest a deep inhospitality of rights （and of liberalism） to the needs ofcaretakers, and hence an incompatibility between the logic of rights andcaretaker interests. First, as construed in this country （less so elsewhere） rights have beenalmost uniformly "negative": rights provide a shield against wrongful orexcessive state action, but rarely if ever an entitlement to state action, or amandate that states accept some sort of responsibility for our well-being.Rights delineate what the state may not do; they do not delineate what thestate must do. Thus, for example, we have negative rights against statecensorship, but no positive right to the education, or the material resourcesneeded to provide one; we have rights against various forms of policemisconduct, but no positive right to state protection against private violence.A "doulia right," if it exists, is a quintessentially positive right: the right itprotects is the right to something from the state, not a right to be kept freeof it.

序言

This course book is meant to introduce to the 3rd- and 4th-year studentsor postgraduates of English major some basic notions in argumentative writingas part of the general training of the mental muscles to develop their ability incritical thinking and writing. It is, in a sense, a guide to some prominentargumentation theories and practices in the West, and a practical handbookfor advanced argumentative writing. The main theory used in the book is Stephen Toulmin's, and so thetheoretical framework is recognizably his, but based on my research andteaching experience, I have made some amendments for the Chinese context.Although the theoretical foundation is Toulmin's, I also have taken an unusualstep to introduce into the book Carl Rogers' theory as a check on theaggressive nature of argumentation. As is shown throughout the book, my aimis not merely to enhance the ability to argue in writing but to promote criticalawareness and independent thinking, and in this respect, Rogers' theory, forits stress on fair understanding in the process of interaction, can surely be ofhelp in containing the adversarial nature of argumentation and cultivating ahigh-level sensitivity to others' views.