About the Book

For courses in Argument and Research.

Argument through problem solving

Revel ^TM Writing Arguments: A Rhetoric with Readings has sustained its reputation as a leader in argumentation through 10 editions, and that's no coincidence. Authors Ramage, Bean, and Johnson present argument as a process of inquiry and a means of persuasion - not as a pro/con debate with winners and losers. This, in turn, promotes the essential critical-thinking skills needed for writing effective arguments.

In the 11th Edition, you'll continue to find all the signature strengths - major assignment chapters that focus on one or two stases; discussion prompts and end-of-chapter writing assignments that reinforce concepts; comprehensive coverage of research and documentation; and a logical, yet flexible, approach. But now, you'll also find a book that promises to increase understanding of the value of argument and help negotiate the rhetorical divisiveness in today's world.

Revel is Pearson's newest way of delivering our respected content. Fully digital and highly engaging, Revel replaces the textbook and gives students everything they need for the course. Informed by extensive research on how people read, think, and learn, Revel is an interactive learning environment that enables students to read, practice, and study in one continuous experience - for less than the cost of a traditional textbook.

This product is a part of the Revel Plus One program and includes access to Ramage/Bean/Johnson, Writing Arguments: A Rhetoric with Readings and Faigley, The Writer's Handbook within a single Revel course.

NOTE: This Revel Combo Access pack includes a Revel access code plus a loose-leaf print reference (delivered by mail) to complement your Revel experience. In addition to this access code, you will need a course invite link, provided by your instructor, to register for and use Revel.

About the Author: John Ramage received his BA in philosophy from Whitman College and his PhD in English from Washington State University. He served for over thirty years on the faculties of Montana State University and Arizona State University. In addition to his teaching duties, which included both graduate and undergraduate courses in writing and rhetoric, literary theory and modern literature, Dr. Ramage served as a writing program administrator overseeing writing across the curriculum and composition programs and writing centers. At Arizona State university, he was the founding executive director of the university's Division of Undergraduate Academic Services, responsible for academic support services campus-wide.

In addition to The Allyn & Bacon Guide to Writing, Dr. Ramage was the co-author of the textbooks Form and Surprise in Composition, and Writing Arguments, currently in its 9th edition. He was also the lead author for Argument in Composition, and the sole author of Rhetoric: A User's Guide, and Twentieth Century American Success Rhetoric: How to Construct a Suitable Self. He is currently writing a book about political rhetoric.

John C. Bean is an emeritus professor of English at Seattle University, where he held the title of "Consulting Professor of Writing and Assessment." He has an undergraduate degree from Stanford (1965) and a PhD from the University of Washington (1972). He is the author of an internationally used book on writing across the curriculum - Engaging Ideas: The Professor's Guide to Writing, Critical Thinking, and Active Learning in the Classroom, 2^nd Edition (Jossey-Bass, 2011). He is also the co-author of The Allyn and Bacon Guide to Writing as well as two other influential composition textbooks -- Writing Arguments and Reading Rhetorically. He has published numerous articles on writing and writing-across-the-curriculum as well as on literary subjects including Shakespeare and Spenser.

His current research interests focus on pedagogical strategies for teaching undergraduate research including quantitative literacy, disciplinary methods of inquiry and argument, and the problem of "transfer of learning" as students move through and across a curriculum. A concomitant research interest is the development of institutional assessment strategies that promote productive faculty conversations about teaching and learning. In 2001, he presented a keynote address at the first annual conference of the European Association of Teachers of Academic Writing at the University of Groningen. He has delivered lectures and conducted workshops on writing-across-the-curriculum throughout the United States and Canada as well as for universities in Germany, Bangladesh, Ghana, and Zambia. In 2010 his article "Messy Problems and Lay Audiences: Teaching Critical Thinking within the Finance Curriculum" (co-authored with colleagues from finance and economics) won the 2009 McGraw-Hill - Magna Publications Award for the year's best "scholarly work on teaching and learning."

June Johnson is an associate professor of English, Director of Writing Studies, and Writing Consultant to the Uni"