Writing logically thinking critically 7th edition exercise 6a

Decent book, just not challenging or deep enlugh for college, IMO. Mar 12, Jodi rated it liked it. It's a textbook. What else can be said? I'm not sure where or when or why I got this book but I'm pretty sure I've had it over ten years.

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This title is out of print. Writing Logically, Thinking Critically, 7th Edition. Availability This title is out of print. Overview Features Contents Order Overview. Description This concise, accessible text teaches students how to write logical, cohesive arguments and how to evaluate the arguments of others.

Comprehensive coverage of persuasive writing in a brief format Exercises appear throughout each chapter , often paired with readings for students to write about, giving them necessary practice with key ideas from each chapter.

Extensive visuals throughout the text help students understand important concepts. A convenient list of readings in the front of the book makes it easy for students and instructors to locate selections and highlights the variety of genres covered—poetry, fiction, student essays, editorials, newspaper and magazine columns.

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You can also request one of these extra features:. It is very important to go over the instructions offered in the text in both The Approach and in Audience and Purpose to help students avoid such errors and to be sure they understand the importance of stating the facts given, providing the inferences they draw, and 10 explaining how they arrived at these inferences.

Organizing all this material into a coherent essay can present challenges for some. Lists, outlines, and preliminary drafts can be helpful. If you think your students are having trouble, you may want to intervene at stages during their composing process.

We have received a wide range of successful papers on this topic, some thorough and serious, others inventive and cleverly constructed. We include one here as an example but by no means as a universal standard. In addition to covering the material well and making appropriately tentative inferences, the student has created a fluent, coherent paper with transitions and well-developed sentences, especially appositional structures covered in Chapter 5.

We have printed it on separate pages for easy copying should you decide to use it with your students after they complete their own papers. We encourage you to select successful papers from your own class as well. Applicable not only to our own society but foreign civilizations as well, the latter theory becomes an invaluable tool for evaluating the broader world around us. For example, armed with just a brief list of key linguistic clues that Anthropology Today recently published in its January issue, we can take a relatively unknown society—Olympia—and paint a fairly comprehensive picture of its environment and of its social, cultural, and political traditions.

All this from a simple list of linguistic facts. The midnorthern lower elevations, perhaps, because the Olympian language—though it includes several words designating rain—includes only one for snow. With little snow and probably much rain, we can infer that Olympia boasts considerable lush, green vegetation.

And, as dozens of terms indicating grains exist in the Olympian language, perhaps Olympia also boasts prime farming land. We can further assume that Olympians live well inland, for their language is completely devoid of a word meaning ocean. Light on seafood, the Olympian diet also appears devoid of red meat as a lack of words signifying pork, beef, mutton, or veal indicates.

Since they do have words for the animals themselves—calf, cow, sheep, and pig—it is possible that they use dairy products. Socially, the Olympians seem to highly value the family, the arts, and knowledge. The child, in fact, appears central to the Olympian family tradition.

It is also conceivable, however, that Olympians simply live relatively brief lives, lives that end shortly after childhood. Olympian children after all may be, literally, the leaders running the Olympian government. Or perhaps Olympian leaders simply look to their children for answers, simple, straightforward, noncynical answers found only in the honesty and simplicity of youth.

Highly regarding the child, Olympians also appear to value the arts and knowledge. Or perhaps Olympians, participating in community readings and discussions of literature, experience books in an entirely different manner from that to which we are accustomed. In fact, literature may be as central to Olympian entertainment as the arts and theatre appear to be.

With nine words meaning artist and four words representing the theatre, Olympians are perhaps great supporters of artistic endeavors. In addition, as drama often involves a sense of community, of working together, collectively, of collaborating in a group effort, perhaps then the Olympians are a very community-oriented people.

If not socially, the Olympians are almost certainly politically a communal people.