| Writing Projects |
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xx | |
| Thematic Contents |
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xxi | |
| Preface |
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xxviii | |
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PART 1 A RHETORIC FOR WRITERS |
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1 Posing Problems: The Demands Of College Writing |
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2 | (20) |
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Why Take a Writing Course? |
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3 | (1) |
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Concept 1.1 Subject matter problems are the heart of college writing |
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3 | (4) |
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Shared Problems Unite Writers and Readers |
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3 | (1) |
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Where Do Problems Come From? |
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4 | (3) |
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Concept 1.2 Writers' decisions are shaped by purpose, audience, and genre |
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7 | (7) |
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7 | (1) |
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How Writers Think about Purpose |
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8 | (2) |
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How Writers Think about Audience |
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10 | (2) |
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How Writers Think about Genre |
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12 | (2) |
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Concept 1.3 The rules for "good writing" vary depending on rhetorical context |
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14 | (7) |
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A Thought Exercise: Two Pieces of Good Writing That Follow Different "Rules" |
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14 | (1) |
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David Rockwood, A Letter to the Editor |
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15 | (1) |
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Thomas Merton, A Festival of Rain |
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15 | (2) |
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Distinctions between Closed and Open Forms of Writing |
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17 | (1) |
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Flexibility of "Rules" along the Continuum |
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18 | (1) |
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Where to Place Your Writing along the Continuum |
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19 | (1) |
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20 | (1) |
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Brief Writing Project Two Messages For Different Purposes, Audiences, And Genres |
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21 | (1) |
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2 Exploring Problems, Making Claims |
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22 | (18) |
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Concept 2.1 To determine their thesis, writers must often "wallow in complexity" |
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22 | (10) |
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Learning to Wallow in Complexity |
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23 | (1) |
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Seeing Each Academic Discipline as a Field of Inquiry and Argument |
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24 | (2) |
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Using Exploratory Writing to Help You Wallow in Complexity |
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26 | (4) |
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Believing and Doubting Paul Theroux's Negative View of Sports |
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30 | (2) |
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Concept 2.2 A strong thesis statement surprises readers with something new or challenging |
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32 | (5) |
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Trying to Change Your Reader's View of Your Subject |
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33 | (1) |
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Giving Your Thesis Tension through "Surprising Reversal" |
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34 | (3) |
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Concept 2.3 In closed-form prose, a typical introduction starts with the problem, not the thesis |
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37 | (3) |
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37 | (1) |
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Features of an Effective Introduction |
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38 | (2) |
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40 | (2) |
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Brief Writing Project Playing The Believing And Doubting Game |
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40 | (2) |
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42 | (21) |
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Concept 3.1 Messages persuade through their angle of vision |
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42 | (6) |
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Recognizing the Angle of Vision in a Text |
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43 | (3) |
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Analyzing Angle of Vision |
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46 | (2) |
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Concept 3.2 Messages persuade through appeals to logos, ethos, and pathos |
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48 | (2) |
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Concept 3.3 Messages persuade through writers' choices about style and document design |
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50 | (7) |
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Understanding Factors that Affect Style |
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50 | (6) |
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Making Purposeful Choices about Document Design |
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56 | (1) |
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Concept 3.4 Nonverbal messages persuade through visual strategies that can be analyzed rhetorically |
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57 | (6) |
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57 | (4) |
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The Rhetoric of Clothing and Other Consumer Items |
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61 | (2) |
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63 | (3) |
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Brief Writing Project Two Contrasting Descriptions Of The Same Scene |
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63 | (3) |
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4 Multimodal And Online Communication |
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66 | (12) |
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Concept 4.1 Composers of multimodal texts use words, images, and sounds rhetorically to move an audience |
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67 | (3) |
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Hooking Audiences with Images and "Nutshell" Text |
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67 | (1) |
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Holding Readers through Strong Content |
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68 | (1) |
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Designing Video Narratives that Move Viewers |
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68 | (2) |
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Concept 4.2 Online environments are rhetorically interactive with shifting audiences, purposes, genres, and authorial roles |
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70 | (4) |
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Shifting and Evolving Rhetorical Contexts Online |
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71 | (2) |
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Online Variations in Purposes, Genres, and Authorial Roles |
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73 | (1) |
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Maintaining Appropriate Online Privacy |
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74 | (1) |
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Concept 4.3 Responsible participation in online discourse requires understanding intellectual property rights and an ethical persona |
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74 | (4) |
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Understanding Issues of Copyright, Fair Use, and Creative Commons Licenses |
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75 | (1) |
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Using Images and Sound Ethically in Your Multimodal Projects |
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76 | (1) |
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Creating an Ethical Online Persona |
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77 | (1) |
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78 | (4) |
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Brief Writing Project 1 Description And Reflection On Your Online Communications |
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79 | (1) |
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Brief Writing Project 2 Description And Reflection On Your Creation Of A Multimodal Composition |
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79 | (3) |
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5 Reading Rhetorically: The Writer As Strong Reader |
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82 | (43) |
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Engaging Rhetorical Reading |
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82 | (2) |
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Understanding Rhetorical Reading |
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84 | (4) |
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What Makes College-Level Reading Difficult? |
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84 | (1) |
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Using the Reading Strategies of Experts |
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85 | (1) |
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Reading with the Grain and Against the Grain |
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86 | (2) |
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Understanding Summary Writing |
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88 | (4) |
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88 | (1) |
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The Demands that Summary Writing Makes on Writers |
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88 | (1) |
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89 | (3) |
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Understanding Strong Response Writing |
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92 | (10) |
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Strong Response as Rhetorical Critique |
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92 | (3) |
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Strong Response as Ideas Critique |
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95 | (1) |
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Strong Response as Reflection |
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96 | (2) |
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Strong Response as a Blend |
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98 | (1) |
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Kyle Madsen (student), Can a Green Thumb Save the Planet? A Response to Michael Pollan |
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98 | (4) |
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Writing Project A Summary |
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102 | (4) |
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Generating Ideas: Reading for Structure and Content |
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102 | (2) |
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104 | (1) |
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Questions for Peer Review |
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105 | (1) |
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Writing Project A Summary/Strong Response Essay |
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106 | (7) |
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Exploring Ideas for Your Strong Response |
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106 | (3) |
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Writing a Thesis for a Strong Response Essay |
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109 | (1) |
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110 | (2) |
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112 | (1) |
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Questions for Peer Review |
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112 | (1) |
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Writing Project Multimodal Or Online Option: Book Review |
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113 | (1) |
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Michael Pollan, Why Bother? |
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114 | (6) |
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Thomas L. Friedman, 30 Little Turtles |
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120 | (1) |
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Stephanie Malinowski (student), Questioning Thomas L. Friedman's Optimism in "30 Little Turtles" |
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121 | (4) |
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6 Writing An Autobiographical Narrative |
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125 | (19) |
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Engaging Autobiographical Narrative |
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125 | (2) |
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Understanding Autobiographical Writing |
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127 | (5) |
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Autobiographical Tension: The Opposition of Contraries |
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127 | (1) |
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How Literary Elements Work in Autobiographical Narratives |
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127 | (3) |
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Special Features of Literacy Narratives |
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130 | (2) |
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Writing Project Autobiographical Or Literacy Narrative |
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132 | (4) |
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Generating and Exploring Ideas |
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133 | (1) |
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Shaping and Drafting Your Narrative |
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134 | (1) |
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135 | (1) |
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Questions for Peer Review |
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135 | (1) |
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Writing Project Multimodal Or Online Option: Photo Essay |
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136 | (1) |
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Kris Saknussemm, Phantom Limb Pain |
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137 | (2) |
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Patrick Jose (student), No Cats in America? |
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139 | (2) |
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Stephanie Whipple (student), One Great Book |
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141 | (3) |
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7 Writing An Exploratory Essay Or Annotated Bibliography |
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144 | (24) |
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Engaging Exploratory Writing |
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144 | (2) |
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Understanding Exploratory Writing |
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146 | (2) |
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Writing Project An Exploratory Essay |
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148 | (7) |
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Generating and Exploring Ideas |
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149 | (1) |
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Taking "Double-Entry" Research Notes |
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150 | (1) |
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151 | (3) |
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154 | (1) |
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Questions for Peer Review |
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154 | (1) |
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Writing Project An Annotated Bibliography |
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155 | (4) |
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What Is an Annotated Bibliography? |
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155 | (1) |
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Features of Annotated Bibliography Entries |
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156 | (1) |
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Examples of Annotation Entries |
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156 | (1) |
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Writing a Critical Preface for Your Annotated Bibliography |
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157 | (1) |
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Shaping, Drafting, and Revising |
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157 | (1) |
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Questions for Peer Review |
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158 | (1) |
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Writing Project Multimodal Or Online Option: Speech With Visual Aids |
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159 | (1) |
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Kent Ansen (student), Should the United States Establish Mandatory Public Service for Young Adults? |
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160 | (5) |
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Kent Ansen (student), Should the United States Establish Mandatory Public Service for Young Adults? An Annotated Bibliography |
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165 | (3) |
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8 Writing An Informative (And Surprising) Essay Or Report |
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168 | (23) |
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Engaging Informative (and Surprising) Writing |
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169 | (1) |
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Understanding Informative Writing |
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170 | (4) |
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170 | (2) |
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Informative Essay Using the Surprising-Reversal Strategy |
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172 | (2) |
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Writing Project Informative Report |
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174 | (2) |
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Generating and Exploring Ideas |
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175 | (1) |
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175 | (1) |
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176 | (1) |
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Questions for Peer Review |
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176 | (1) |
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Writing Project Informative Essay Using The Surprising-Reversal Strategy |
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176 | (4) |
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Generating and Exploring Ideas |
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177 | (1) |
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Shaping, Drafting, and Revising |
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178 | (2) |
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Questions for Peer Review |
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180 | (1) |
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Writing Project Multimodal Or Online Options: Poster, Video, And Pechakucha Presentation |
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180 | (2) |
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Theresa Bilbao (student), Spinning Spider Webs from Goat's Milk---The Magic of Genetic Science |
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182 | (3) |
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Kerri Ann Matsumoto (student), How Much Does It Cost to Go Organic? |
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185 | (1) |
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Shannon King (student), How Clean and Green Are Hydrogen Fuel-Cell Cars? |
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186 | (3) |
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NAACP, NAACP Report Reveals Disparate Impact of Coal-Fired Power Plants |
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189 | (2) |
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Writing To Analyze And Synthesize |
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9 Analyzing Field Research Data |
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191 | (36) |
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Engaging the Analysis of Field Research Data |
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191 | (1) |
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Understanding the Analysis of Field Research Data |
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192 | (16) |
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The Structure of an Empirical Research Report |
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192 | (2) |
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How Readers Typically Read a Research Report |
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194 | (1) |
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Posing Your Research Question |
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194 | (3) |
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Collecting Data through Observation, Interviews, or Questionnaires |
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197 | (6) |
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Reporting Your Results in Both Words and Graphics |
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203 | (1) |
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204 | (3) |
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Following Ethical Standards |
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207 | (1) |
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Writing Project Empirical Research Report |
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208 | (3) |
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Generating Ideas for Your Empirical Research Report |
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208 | (1) |
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Designing Your Empirical Study and Drafting the Introduction and Method Sections |
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209 | (1) |
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Doing the Research and Writing the Rest of the Report |
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209 | (1) |
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210 | (1) |
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Questions for Peer Review |
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210 | (1) |
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Writing Project Multimodal Or Online Option: Scientific Poster |
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211 | (1) |
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LeAnne M. Forquer et al., Sleep Patterns of College Students at a Public University |
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212 | (5) |
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Lauren Campbell, Charlie Bourain, and Tyler Nishida (students), A Comparison of Gender Stereotypes in SpongeBob SquarePants and a 1930s Mickey Mouse Cartoon (APA-Style Research Paper) |
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217 | (9) |
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Lauren Campbell, Charlie Bourain, and Tyler Nishida (students), SpongeBob SquarePants Has Fewer Gender Stereotypes than Mickey Mouse (scientific poster) |
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226 | (1) |
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227 | (37) |
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227 | (2) |
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Understanding Image Analysis: Documentary and News Photographs |
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229 | (8) |
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Angle of Vision and Credibility of Photographs |
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231 | (1) |
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How to Analyze a Documentary Photograph |
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231 | (4) |
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Sample Analysis of a Documentary Photograph |
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235 | (2) |
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Understanding Image Analysis: Paintings |
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237 | (4) |
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How to Analyze a Painting |
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238 | (1) |
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Sample Analysis of a Painting |
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239 | (2) |
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Understanding Image Analysis: Advertisements |
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241 | (10) |
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How Advertisers Think about Advertising |
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242 | (2) |
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Mirrors and Windows: The Strategy of an Effective Advertisement |
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244 | (2) |
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How to Analyze an Advertisement |
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246 | (2) |
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Sample Analysis of an Advertisement |
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248 | (3) |
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Writing Project Analysis Of Two Visual Texts |
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251 | (3) |
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Exploring and Generating Ideas for Your Analysis |
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252 | (1) |
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Shaping and Drafting Your Analysis |
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252 | (1) |
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253 | (1) |
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Questions for Peer Review |
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253 | (1) |
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Writing Project Multimodal Or Online Options: Podcast And Lecture Slides |
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254 | (1) |
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Clark Hoyt, Face to Face with Tragedy |
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255 | (2) |
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Manoucheka Celeste, Disturbing Media Images of Haiti Earthquake Aftermath Tell Only Part of the Story |
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257 | (2) |
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Lydia Wheeler (student), Two Photographs Capture Women's Economic Misery |
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259 | (5) |
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11 Analyzing Short Fiction |
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264 | (20) |
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Engaging Literary Analysis |
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264 | (2) |
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Alison Townsend, The Barbie Birthday |
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265 | (1) |
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Understanding Literary Analysis |
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266 | (8) |
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Critical Elements of a Literary Text |
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266 | (1) |
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Historical and Cultural Contexts |
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267 | (1) |
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A Process for Analyzing a Short Story |
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268 | (4) |
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Sample Analysis of "The Barbie Birthday" |
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272 | (2) |
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Writing Project An Analytical Essay About A Short Story |
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274 | (3) |
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Generating and Exploring Ideas |
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275 | (1) |
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Shaping, Drafting, and Revising |
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275 | (1) |
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Questions for Peer Review |
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276 | (1) |
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Writing Project Multimodal Or Online Option: Podcast Reading |
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277 | (7) |
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Jacquelyn Kolosov, Forsythia |
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278 | (2) |
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Michelle Eastman (student), Unconditional Love and the Function of the Rocking Chair in Kolosov's "Forsythia" |
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280 | (2) |
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282 | (2) |
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12 Analyzing And Synthesizing Ideas |
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284 | (25) |
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Engaging Analysis and Synthesis |
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284 | (2) |
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John Miley, Ground Rules for Boomerang Kids |
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285 | (1) |
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Publishers Weekly, Review of The Accordion Family: Boomerang Kids, Anxious Parents, and the Private Toll of Global Competition |
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285 | (1) |
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Understanding Analysis and Synthesis |
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286 | (2) |
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Posing a Significant Synthesis Question |
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287 | (1) |
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Synthesis Writing as an Extension of Summary/Strong Response Writing |
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288 | (1) |
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Writing Project A Synthesis Essay |
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288 | (16) |
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Summarizing Your Texts to Explore Their Ideas |
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290 | (1) |
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Rosie Evans (student), Summary of Robin Marantz Henig's Article |
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290 | (1) |
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Rosie Evans (student), Summary of Scammed Hard!'s Blog Post |
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291 | (1) |
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292 | (1) |
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Rosie Evans (student), Rhetorical Analysis of Henig's Article |
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293 | (1) |
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Rosie Evans (student), Rhetorical Analysis of Scammed Hard!'s Blog Post |
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294 | (1) |
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Analyzing the Main Themes and Similarities and Differences in Your Texts' Ideas |
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294 | (3) |
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Synthesizing Ideas from Your Texts |
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297 | (1) |
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Rosie Evans (student) Exploration of Her Personal Connections to Her Texts and the Synthesis Question |
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298 | (1) |
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Taking Your Position in the Conversation: Your Synthesis |
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298 | (2) |
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300 | (1) |
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Writing a Thesis for a Synthesis Essay |
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301 | (1) |
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Organizing a Synthesis Essay |
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302 | (1) |
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303 | (1) |
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Questions for Peer Review |
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303 | (1) |
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Writing Project Multimodal Or Online Option: Discussion Post |
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304 | (1) |
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Rosie Evans (student), Boomerang Kids: What Are the Causes of Generation Y's Growing Pains? |
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305 | (4) |
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13 Writing A Classical Argument |
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309 | (52) |
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Engaging Classical Argument |
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309 | (1) |
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Understanding Classical Argument |
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310 | (21) |
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310 | (2) |
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Stages of Development: Your Growth as an Arguer |
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312 | (1) |
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Creating an Argument Frame: A Claim with Reasons |
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313 | (1) |
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314 | (1) |
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Articulating Underlying Assumptions |
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315 | (2) |
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Using Evidence Effectively |
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317 | (3) |
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Evaluating Evidence: The STAR Criteria |
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320 | (1) |
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Addressing Objections and Counterarguments |
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321 | (3) |
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Responding to Objections, Counterarguments, and Alternative Views |
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324 | (1) |
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Seeking Audience-Based Reasons |
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325 | (1) |
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Appealing to Ethos and Pathos |
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326 | (3) |
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A Brief Primer on Informal Fallacies |
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329 | (2) |
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Writing Project A Classical Argument |
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331 | (5) |
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Generating and Exploring Ideas |
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332 | (1) |
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333 | (2) |
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Questions for Peer Review |
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335 | (1) |
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Writing Project Multimodal Or Online Options: Video, Advocacy Ad, And Bumper Sticker |
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336 | (1) |
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Ross Taylor (student), Paintball |
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337 | (4) |
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Megan H. MacKenzie, Let Women Fight |
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341 | (7) |
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Mackubin Thomas Owens, Coed Combat Units |
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348 | (6) |
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Gary Varvel, Combat Barbie (editorial cartoon) |
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354 | (1) |
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Claire Giordano (student), Virtual Promise: Why Online Courses Will Not Adequately Prepare Us for the Future |
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355 | (6) |
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361 | (23) |
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Engaging Evaluative Writing |
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361 | (1) |
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Understanding Evaluation Arguments |
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362 | (9) |
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The Criteria-Match Process |
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362 | (2) |
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The Role of Purpose and Context in Determining Criteria |
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364 | (1) |
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Special Problems in Establishing Criteria |
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365 | (1) |
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Distingushing Necessary, Sufficient, and Accidental Criteria |
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366 | (1) |
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Using a Planning Schema to Develop Evaluation Arguments |
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366 | (1) |
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Conducting an Evaluation Argument: An Extended Example |
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367 | (4) |
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Writing Project An Evaluation Argument |
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371 | (4) |
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Generating and Exploring Ideas |
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372 | (1) |
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373 | (1) |
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374 | (1) |
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Questions for Peer Review |
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374 | (1) |
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Writing Project Multimodal Or Online Options: Review Post And Speech With Visual Aids |
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375 | (1) |
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Jackie Wyngaard (student), EMP: Music History or Music Trivia? |
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376 | (2) |
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Gary Gutting, Learning History at the Movies |
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378 | (3) |
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Teresa Filice, Parents: The Anti-Drug |
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381 | (3) |
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384 | (34) |
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Engaging Proposal Writing |
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384 | (1) |
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Understanding Proposal Writing |
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385 | (4) |
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Special Challenges of Proposal Arguments |
|
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386 | (1) |
|
Developing an Effective Justification Section |
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387 | (2) |
|
Multimodal Proposal Arguments |
|
|
389 | (2) |
|
Writing Project A Proposal Argument |
|
|
391 | (4) |
|
Generating and Exploring Ideas |
|
|
391 | (2) |
|
|
|
393 | (1) |
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|
394 | (1) |
|
Questions for Peer Review |
|
|
394 | (1) |
|
Writing Project Multimodal Or Online Options: Advocacy Ad Or Poster And Speech With Visual Aids |
|
|
395 | (1) |
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|
|
|
Lucy Morsen (student), A Proposal to Improve the Campus Learning Environment by Banning Laptops and Cell Phones from Class |
|
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396 | (4) |
|
Jennifer Allen, The Athlete on the Sidelines |
|
|
400 | (2) |
|
Sam Rothchild (student), Reward Work Not Wealth (oral presentation with visual aids) |
|
|
402 | (3) |
|
Kent Ansen (student), Engaging Young Adults to Meet America's Challenges: A Proposal for Mandatory National Service (MLA format research paper) |
|
|
405 | (13) |
|
PART 3 A GUIDETO COMPOSING AND REVISING |
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|
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16 Writing As A Problem-Solving Process |
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418 | (14) |
|
Skill 16.1 Follow the experts' practice of using multiple drafts |
|
|
418 | (3) |
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Why Expert Writers Revise So Extensively |
|
|
419 | (2) |
|
An Expert's Writing Processes Are Recursive |
|
|
421 | (1) |
|
Skill 16.2 Revise globally as well as locally |
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421 | (2) |
|
Skill 16.3 Develop ten expert habits to improve your writing processes |
|
|
423 | (3) |
|
Skill 16.4 Use peer reviews to help you think like an expert |
|
|
426 | (6) |
|
Becoming a Helpful Reader of Classmates' Drafts |
|
|
426 | (1) |
|
Using a Generic Peer Review Guide |
|
|
427 | (3) |
|
Participating in Peer Review Workshops |
|
|
430 | (1) |
|
Responding to Peer Reviews |
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|
431 | (1) |
|
17 Strategies For Writing Closed-Form Prose |
|
|
432 | (43) |
|
Skill 17.1 Satisfy reader expectations by linking new material to old material |
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432 | (4) |
|
The Principle of Old before New |
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433 | (1) |
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How the Principle of Old Before New Creates Unified and Coherent Paragraphs |
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|
434 | (1) |
|
The Explanatory Power of the Principle of Old before New |
|
|
435 | (1) |
|
Skill 17.2 Convert loose structures into problem-thesis-support structures |
|
|
436 | (3) |
|
Avoiding And Then Writing, or Chronological Structure |
|
|
436 | (1) |
|
Avoiding All About Writing, or Encyclopedic Structure |
|
|
437 | (1) |
|
Avoiding Engfish Writing, or Structure that Doesn't Address a Real Problem |
|
|
438 | (1) |
|
Skill 17.3 Nutshell your argument and visualize its structure |
|
|
439 | (5) |
|
Make a List of "Chunks" and a Scratch Outline Early in the Writing Process |
|
|
439 | (1) |
|
To Achieve Focus, "Nutshell" Your Argument and Create a Working Thesis Statement |
|
|
440 | (1) |
|
Visualizing Your Structure |
|
|
441 | (3) |
|
Skill 17.4 Start and end with the "big picture" through effective titles, introductions, and conclusions |
|
|
444 | (7) |
|
What Not to Do: "Topic Title" and the "Funnel Introduction" |
|
|
444 | (1) |
|
Creating Effective Titles |
|
|
444 | (1) |
|
Writing Good Closed-Form Introductions |
|
|
445 | (5) |
|
Writing Effective Conclusions |
|
|
450 | (1) |
|
Skill 17.5 Create effective topic sentences for paragraphs |
|
|
451 | (4) |
|
Placing Topic Sentences at the Beginning of Paragraphs |
|
|
452 | (1) |
|
Revising Paragraphs for Unity |
|
|
453 | (1) |
|
Adding Particulars to Support Points |
|
|
454 | (1) |
|
Skill 17.6 Guide your reader with transitions and other signposts |
|
|
455 | (3) |
|
Using Common Transition Words to Signal Relationships |
|
|
455 | (2) |
|
Writing Major Transitions between Parts |
|
|
457 | (1) |
|
Signaling Major Transitions with Headings |
|
|
458 | (1) |
|
Skill 17.7 Bind sentences together by placing old information before new information |
|
|
458 | (4) |
|
The Old/New Contract in Sentences |
|
|
458 | (2) |
|
How to Make Links to the "Old" |
|
|
460 | (2) |
|
Avoiding Ambiguous Use of "This" to Fulfill the Old/New Contract |
|
|
462 | (1) |
|
Skill 17.8 Learn four expert moves for organizing and developing ideas |
|
|
462 | (5) |
|
|
|
463 | (1) |
|
|
|
464 | (1) |
|
The Division-into-Parallel Parts Move |
|
|
465 | (1) |
|
The Comparison/Contrast Move |
|
|
466 | (1) |
|
Skill 17.9 Use effective tables, graphs, and charts to present numeric data |
|
|
467 | (5) |
|
How Tables Tell Many Stories |
|
|
468 | (1) |
|
Using a Graphic to Tell a Story |
|
|
468 | (3) |
|
Incorporating a Graphic into Your Essay |
|
|
471 | (1) |
|
Skill 17.10 Write effective conclusions |
|
|
472 | (3) |
|
18 Strategies For Writing Open-Form Prose |
|
|
475 | (13) |
|
Skill 18.1 Make your narrative a story, not an and then chronology |
|
|
476 | (3) |
|
Four Criteria for a Story |
|
|
477 | (2) |
|
Skill 18.2 Evoke Images and sensations by writing low on the ladder of abstraction |
|
|
479 | (3) |
|
Concrete Words Evoke Images and Sensations |
|
|
479 | (2) |
|
Using Revelatory Words and Memory-Soaked Words |
|
|
481 | (1) |
|
Skill 18.3 Disrupt your reader's desire for direction and clarity |
|
|
482 | (2) |
|
Disrupting Predictions and Making Odd Juxtapositions |
|
|
483 | (1) |
|
|
|
483 | (1) |
|
Skill 18.4 Tap the power of metaphor and other tropes |
|
|
484 | (2) |
|
Skill 18.5 Expand your repertoire of styles |
|
|
486 | (2) |
|
19 Strategies For Composing Multimodal Texts |
|
|
488 | (20) |
|
Skill 19.1 Consider a range of multimodal options for accomplishing your purpose |
|
|
488 | (2) |
|
Skill 19.2 Design multimodal texts so that each mode contributes its own strengths to the message |
|
|
490 | (5) |
|
This Design Principle at Work In Successful Multimodal Texts |
|
|
490 | (2) |
|
Using This Design Principle to Revise a Jumbled Multimodal Text |
|
|
492 | (3) |
|
Skill 19.3 Design multimodal genres including posters, speeches with visual aids, podcasts, and videos |
|
|
495 | (13) |
|
Informational or Advocacy Posters, Brochures, Flyers, and Ads |
|
|
496 | (1) |
|
|
|
497 | (1) |
|
Speeches with Visual Aids (PowerPoint, Prezi, Pechakucha) |
|
|
498 | (4) |
|
Scripted Speech (Podcasts, Video Voiceovers) |
|
|
502 | (1) |
|
|
|
502 | (6) |
|
PART 4 A RHETORICAL GUIDETO RESEARCH |
|
|
|
20 Asking Questions, Finding Sources |
|
|
508 | (18) |
|
An Overview of Research Writing |
|
|
508 | (1) |
|
Characteristics of a Good Research Paper |
|
|
508 | (1) |
|
An Effective Approach to Research |
|
|
509 | (1) |
|
The Role of Documentation in College Research |
|
|
509 | (1) |
|
Skill 20.1 Argue your own thesis in response to a research question |
|
|
509 | (5) |
|
Topic Focus Versus Question Focus |
|
|
510 | (1) |
|
Formulating a Research Question |
|
|
510 | (1) |
|
Establishing Your Role as a Researcher |
|
|
511 | (1) |
|
A Case Study: Kent Ansen's Research on Mandatory Public Service |
|
|
512 | (2) |
|
Skill 20.2 Understand differences among kinds of sources |
|
|
514 | (5) |
|
Primary and Secondary Sources |
|
|
514 | (1) |
|
Reading Secondary Sources Rhetorically |
|
|
515 | (4) |
|
Skill 20.3 Use purposeful strategies for searching libraries, databases, and Web sites |
|
|
519 | (7) |
|
Checking Your Library's Home Page |
|
|
519 | (1) |
|
Finding Print Articles: Searching a Licensed Database |
|
|
519 | (2) |
|
Illustration of a Database Search |
|
|
521 | (3) |
|
Finding Cyberspace Sources: Searching the World Wide Web |
|
|
524 | (2) |
|
|
|
526 | (17) |
|
Skill 21.1 Read sources rhetorically and take purposeful notes |
|
|
526 | (5) |
|
Reading with Your Own Goals in Mind |
|
|
526 | (1) |
|
Reading Your Sources Rhetorically |
|
|
527 | (2) |
|
|
|
529 | (2) |
|
Skill 21.2 Evaluate sources for reliability, credibility, angle of vision, and degree of advocacy |
|
|
531 | (3) |
|
|
|
531 | (1) |
|
|
|
531 | (1) |
|
Angle of Vision and Political Stance |
|
|
531 | (2) |
|
|
|
533 | (1) |
|
Skill 21.3 Use your rhetorical knowledge to evaluate Web sources |
|
|
534 | (9) |
|
The Web as a Unique Rhetorical Environment |
|
|
534 | (1) |
|
Criteria for Evaluating a Web Source |
|
|
534 | (1) |
|
Analyzing Your Own Purposes for Using a Web Source |
|
|
535 | (8) |
|
22 Incorporating Sources Into Your Own Writing |
|
|
543 | (18) |
|
Skill 22.1 Let your own argument determine your use of sources |
|
|
544 | (2) |
|
Writer 1 An Analysis of Alternative Approaches to Reducing Alcoholism |
|
|
544 | (1) |
|
Writer 2 A Proposal Advocating Vegetarianism |
|
|
544 | (1) |
|
Writer 3 An Evaluation Looking Skeptically at Vegetarianism |
|
|
545 | (1) |
|
Skill 22.2 Know when and how to use summary, paraphrase, and quotation |
|
|
546 | (6) |
|
|
|
547 | (1) |
|
|
|
547 | (2) |
|
|
|
549 | (3) |
|
Skill 22.3 Use attributive tags to distinguish your ideas from a source's |
|
|
552 | (4) |
|
Attributive Tags Mark Where Source Material Starts and Ends |
|
|
553 | (1) |
|
Attributive Tags Avoid Ambiguities that Can Arise with Parenthetical Citations |
|
|
554 | (1) |
|
Attributive Tags Frame the Source Material Rhetorically |
|
|
555 | (1) |
|
Skill 22.4 Avoid plagiarism by following academic conventions for ethical use of sources |
|
|
556 | (5) |
|
Why Some Kinds of Plagiarism May Occur Unwittingly |
|
|
557 | (1) |
|
Strategies for Avoiding Plagiarism |
|
|
558 | (3) |
|
23 Citing And Documenting Sources |
|
|
561 | (25) |
|
Skill 23.1 Know what needs to be cited and what doesn't |
|
|
561 | (1) |
|
Skill 23.2 Understand the connection between in-text citations and the end-of-paper list of cited works |
|
|
562 | (1) |
|
Skill 23.3 Cite and document sources using MLA style |
|
|
563 | (14) |
|
In-Text Citations in MLA Style |
|
|
564 | (2) |
|
Works Cited List in MLA Style |
|
|
566 | (1) |
|
|
|
566 | (10) |
|
MLA Format Research Paper |
|
|
576 | (1) |
|
Skill 23.4 Cite and document sources using APA style |
|
|
577 | (9) |
|
In-Text Citations in APA Style |
|
|
577 | (1) |
|
References List in APA Style |
|
|
578 | (1) |
|
|
|
578 | (5) |
|
Student Example of an APA-Style Research Paper |
|
|
583 | (3) |
|
PART 5 WR1TING FOR ASSESSMENT |
|
|
|
|
|
586 | (11) |
|
How Essay Exams Differ from Other Essays |
|
|
586 | (1) |
|
Preparing for an Exam: Learning Subject Matter |
|
|
587 | (10) |
|
Identifying and Learning Main Ideas |
|
|
587 | (1) |
|
|
|
588 | (1) |
|
|
|
588 | (1) |
|
|
|
588 | (1) |
|
Understanding the Use of Outside Quotations |
|
|
589 | (1) |
|
Recognizing Organizational Cues |
|
|
589 | (1) |
|
|
|
590 | (4) |
|
Producing an "A" Response |
|
|
594 | (3) |
|
25 Portfolios And Reflective Essays |
|
|
597 | |
|
|
|
597 | (2) |
|
|
|
598 | (1) |
|
Selecting Work for Your Portfolio |
|
|
598 | (1) |
|
Understanding Reflective Writing |
|
|
599 | (2) |
|
Why Is Reflective Writing Important? |
|
|
600 | (1) |
|
Reflective Writing Assignments |
|
|
601 | (5) |
|
Single Reflection Assignments |
|
|
601 | (1) |
|
Guidelines for Writing a Single Reflection |
|
|
602 | (1) |
|
Comprehensive Reflection Assignments |
|
|
603 | (1) |
|
Guidelines for Writing a Comprehensive Reflection |
|
|
603 | (2) |
|
Guidelines for Writing a Comprehensive Reflective Letter |
|
|
605 | (1) |
|
|
|
|
Jaime Finger (student), A Single Reflection on an Exploratory Essay |
|
|
606 | (1) |
|
Bruce Urbanik (student), A Comprehensive Reflective Letter |
|
|
607 | |
| Credits |
|
609 | (2) |
| Index |
|
611 | |
|
|
|
|
|
|
2 | (2) |
|
2 Read and View with a Critical Eye |
|
|
4 | (3) |
|
|
|
7 | (4) |
|
4 Revise, Edit, and Proofread |
|
|
11 | (2) |
|
|
|
13 | (7) |
|
6 Write in Academic Genres |
|
|
20 | (8) |
|
7 Write in Online and Multimedia Genres |
|
|
28 | (4) |
|
PART 2 Planning Research and Finding Sources |
|
|
|
Research Map: Conducting Research |
|
|
32 | (2) |
|
|
|
34 | (5) |
|
|
|
39 | (12) |
|
|
|
51 | (3) |
|
|
|
54 | (4) |
|
PART 3 Incorporating and Documenting Sources |
|
|
|
12 Use Sources Effectively |
|
|
58 | |
|
13 Understand and Avoid Plagiarism |
|
|
31 | (37) |
|
|
|
|
|
|
68 | (46) |
|
|
|
68 | (46) |
|
|
|
|
|
|
114 | (22) |
|
|
|
114 | (22) |
|
|
|
136 | (13) |
|
|
|
149 | (7) |
|
PART 4 Effective Style and Language |
|
|
|
|
|
156 | (5) |
|
|
|
161 | (4) |
|
|
|
165 | (6) |
|
|
|
171 | (7) |
|
PART 5 Understanding Grammar |
|
|
|
22 Fragments, Run-ons, and Comma Splices |
|
|
178 | (6) |
|
23 Subject-Verb Agreement |
|
|
184 | (5) |
|
|
|
189 | (5) |
|
|
|
194 | (7) |
|
|
|
201 | (4) |
|
|
|
205 | (7) |
|
28 Grammar for Multilingual Writers |
|
|
212 | (6) |
|
PART 6 Understanding Punctuation and Mechanics |
|
|
|
|
|
218 | (11) |
|
|
|
229 | (4) |
|
31 Dashes and Parentheses |
|
|
233 | (5) |
|
|
|
238 | (3) |
|
|
|
241 | (5) |
|
34 Other Punctuation Marks |
|
|
246 | (4) |
|
35 Capitalization, Italics, Abbreviations, Numbers |
|
|
250 | (5) |
| Glossary of Grammatical Terms and Usage |
|
255 | (10) |
| Index |
|
265 | (15) |
| Credits |
|
280 | (1) |
| Revision Guide |
|
281 | (1) |
| Detailed Contents |
|
282 | |
| Common Errors Guide |
|
