| Writing Projects |
|
xx | |
| Thematic Contents |
|
xxi | |
| Preface |
|
xxviii | |
|
PART 1 A RHETORIC FOR WRITERS |
|
|
|
1 Posing Problems: The Demands Of College Writing |
|
|
2 | (20) |
|
Why Take A Writing Course? |
|
|
3 | (1) |
|
Concept 1.1 Subject Matter Problems Are The Heart Of College Writing |
|
|
3 | (4) |
|
Shared Problems Unite Writers And Readers |
|
|
3 | (1) |
|
Where Do Problems Come From? |
|
|
4 | (3) |
|
Concept 1.2 Writers' Decisions Are Shaped By Purpose, Audience, And Genre |
|
|
7 | (7) |
|
|
|
7 | (1) |
|
How Writers Think About Purpose |
|
|
8 | (2) |
|
How Writers Think About Audience |
|
|
10 | (2) |
|
How Writers Think About Genre |
|
|
12 | (2) |
|
Concept 1.3 The Rules For "Good Writing" Vary Depending On Rhetorical Context |
|
|
14 | (8) |
|
A Thought Exercise: Two Pieces Of Good Writing That Follow Different "Rules" |
|
|
14 | (1) |
|
|
|
15 | (1) |
|
|
|
|
|
15 | (2) |
|
|
|
Distinctions Between Closed And Open Forms Of Writing |
|
|
17 | (1) |
|
Flexibility Of "Rules" Along The Continuum |
|
|
18 | (1) |
|
Where To Place Your Writing Along The Continuum |
|
|
19 | (1) |
|
|
|
20 | (1) |
|
Brief Writing Project Two Messages For Different Purposes, Audiences, And Genres |
|
|
21 | (1) |
|
2 Exploring Problems, Making Claims |
|
|
22 | (20) |
|
Concept 2.1 To Determine Their Thesis, Writers Must Often "Wallow In Complexity" |
|
|
22 | (10) |
|
Learning To Wallow In Complexity |
|
|
23 | (1) |
|
Seeing Each Academic Discipline As A Field Of Inquiry And Argument |
|
|
24 | (2) |
|
Using Exploratory Writing To Help You Wallow In Complexity |
|
|
26 | (4) |
|
Believing And Doubting Paul Theroux's Negative View Of Sports |
|
|
30 | (2) |
|
Concept 2.2 A Strong Thesis Statement Surprises Readers With Something New Or Challenging |
|
|
32 | (5) |
|
Trying To Change Your Reader's View Of Your Subject |
|
|
33 | (1) |
|
Giving Your Thesis Tension Through "Surprising Reversal" |
|
|
34 | (3) |
|
Concept 2.3 In Closed-Form Prose, A Typical Introduction Starts With The Problem, Not The Thesis |
|
|
37 | (5) |
|
|
|
37 | (1) |
|
Features Of An Effective Introduction |
|
|
38 | (2) |
|
|
|
40 | (1) |
|
Brief Writing Project Playing The Believing And Doubting Game |
|
|
40 | (2) |
|
|
|
42 | (24) |
|
Concept 3.1 Messages Persuade Through Their Angle Of Vision |
|
|
42 | (6) |
|
Recognizing The Angle Of Vision In A Text |
|
|
43 | (3) |
|
Analyzing Angle Of Vision |
|
|
46 | (2) |
|
Concept 3.2 Messages Persuade Through Appeals To Logos, Ethos, And Pathos |
|
|
48 | (2) |
|
Concept 3.3 Messages Persuade Through Writers' Choices About Style And Document Design |
|
|
50 | (7) |
|
Understanding Factors That Affect Style |
|
|
50 | (6) |
|
Making Purposeful Choices About Document Design |
|
|
56 | (1) |
|
Concept 3.4 Nonverbal Messages Persuade Through Visual Strategies That Can Be Analyzed Rhetorically |
|
|
57 | (9) |
|
|
|
57 | (4) |
|
The Rhetoric Of Clothing And Other Consumer Items |
|
|
61 | (2) |
|
|
|
63 | (1) |
|
Brief Writing Project Two Contrasting Descriptions Of The Same Scene |
|
|
63 | (3) |
|
4 Multimodal And Online Communication |
|
|
66 | (16) |
|
Concept 4.1 Composers Of Multimodal Texts Use Words, Images, And Sounds Rhetorically To Move An Audience |
|
|
67 | (3) |
|
Hooking Audiences With Images And "Nutshell" Text |
|
|
67 | (1) |
|
Holding Readers Through Strong Content |
|
|
68 | (1) |
|
Designing Video Narratives That Move Viewers |
|
|
68 | (2) |
|
Concept 4.2 Online Environments Are Rhetorically Interactive With Shifting Audiences, Purposes, Genres, And Authorial Roles |
|
|
70 | (4) |
|
Shifting And Evolving Rhetorical Contexts Online |
|
|
71 | (2) |
|
Online Variations In Purposes, Genres, And Authorial Roles |
|
|
73 | (1) |
|
Maintaining Appropriate Online Privacy |
|
|
74 | (1) |
|
Concept 4.3 Responsible Participation In Online Discourse Requires Understanding Intellectual Property Rights And An Ethical Persona |
|
|
74 | (5) |
|
Understanding Issues Of Copyright, Fair Use, And Creative Commons Licenses |
|
|
75 | (1) |
|
Using Images And Sound Ethically In Your Multimodal Projects |
|
|
76 | (1) |
|
Creating An Ethical Online Persona |
|
|
77 | (1) |
|
|
|
78 | (1) |
|
Brief Writing Project 1 Description And Reflection On Your Online Communications |
|
|
79 | (1) |
|
Brief Writing Project 2 Description And Reflection On Your Creation Of A Multimodal Composition |
|
|
79 | (3) |
|
|
|
|
|
|
|
5 Reading Rhetorically: The Writer As Strong Reader |
|
|
82 | (43) |
|
Engaging Rhetorical Reading |
|
|
82 | (2) |
|
Understanding Rhetorical Reading |
|
|
84 | (4) |
|
What Makes College-Level Reading Difficult? |
|
|
84 | (1) |
|
Using The Reading Strategies Of Experts |
|
|
85 | (1) |
|
Reading With The Grain And Against The Grain |
|
|
86 | (2) |
|
Understanding Summary Writing |
|
|
88 | (4) |
|
|
|
88 | (1) |
|
The Demands That Summary Writing Makes On Writers |
|
|
88 | (1) |
|
|
|
89 | (3) |
|
Understanding Strong Response Writing |
|
|
92 | (10) |
|
Strong Response As Rhetorical Critique |
|
|
92 | (3) |
|
Strong Response As Ideas Critique |
|
|
95 | (1) |
|
Strong Response As Reflection |
|
|
96 | (2) |
|
Strong Response As A Blend |
|
|
98 | (1) |
|
Can A Green Thumb Save The Planet? A Response To Michael Pollan |
|
|
98 | (4) |
|
|
|
Writing Project A Summary |
|
|
102 | (4) |
|
Generating Ideas: Reading For Structure And Content |
|
|
102 | (2) |
|
|
|
104 | (1) |
|
Questions For Peer Review |
|
|
105 | (1) |
|
Writing Project A Summary/Strong Response Essay |
|
|
106 | (19) |
|
Exploring Ideas For Your Strong Response |
|
|
106 | (3) |
|
Writing A Thesis For A Strong Response Essay |
|
|
109 | (1) |
|
|
|
110 | (2) |
|
|
|
112 | (1) |
|
Questions For Peer Review |
|
|
112 | (1) |
|
Writing Project Multimodal Or Online Option: Book Review |
|
|
113 | (1) |
|
|
|
|
|
|
114 | (6) |
|
|
|
|
|
120 | (1) |
|
|
|
Questioning Thomas L. Friedman's Optimism In "30 Little Turtles" |
|
|
121 | (4) |
|
|
|
|
|
|
6 Writing An Autobiographical Narrative |
|
|
125 | (19) |
|
Engaging Autobiographical Narrative |
|
|
125 | (2) |
|
Understanding Autobiographical Writing |
|
|
127 | (5) |
|
Autobiographical Tension: The Opposition Of Contraries |
|
|
127 | (1) |
|
How Literary Elements Work In Autobiographical Narratives |
|
|
127 | (3) |
|
Special Features Of Literacy Narratives |
|
|
130 | (2) |
|
Writing Project Autobiographical Or Literacy Narrative |
|
|
132 | (4) |
|
Generating And Exploring Ideas |
|
|
133 | (1) |
|
Shaping And Drafting Your Narrative |
|
|
134 | (1) |
|
|
|
135 | (1) |
|
Questions For Peer Review |
|
|
135 | (1) |
|
Writing Project Multimodal Or Online Option: Photo Essay |
|
|
136 | (8) |
|
|
|
|
|
|
137 | (2) |
|
|
|
|
|
139 | (2) |
|
|
|
|
|
141 | (3) |
|
|
|
|
|
|
7 Writing An Exploratory Essay Or Annotated Bibliography |
|
|
144 | (24) |
|
Engaging Exploratory Writing |
|
|
144 | (2) |
|
Understanding Exploratory Writing |
|
|
146 | (2) |
|
Writing Project An Exploratory Essay |
|
|
148 | (7) |
|
Generating And Exploring Ideas |
|
|
149 | (1) |
|
Taking "Double-Entry" Research Notes |
|
|
150 | (1) |
|
|
|
151 | (3) |
|
|
|
154 | (1) |
|
Questions For Peer Review |
|
|
154 | (1) |
|
Writing Project An Annotated Bibliography |
|
|
155 | (4) |
|
What Is An Annotated Bibliography? |
|
|
155 | (1) |
|
Features Of Annotated Bibliography Entries |
|
|
156 | (1) |
|
Examples Of Annotation Entries |
|
|
156 | (1) |
|
Writing A Critical Preface For Your Annotated Bibliography |
|
|
157 | (1) |
|
Shaping, Drafting, And Revising |
|
|
157 | (1) |
|
Questions For Peer Review |
|
|
158 | (1) |
|
Writing Project Multimodal Or Online Option: Speech With Visual Aids |
|
|
159 | (9) |
|
|
|
|
Should The United States Establish Mandatory Public Service For Young Adults? |
|
|
160 | (5) |
|
|
|
Should The United States Establish Mandatory Public Service For Young Adults? An Annotated Bibliography |
|
|
165 | (3) |
|
|
|
|
|
|
8 Writing An Informative (And Surprising) Essay Or Report |
|
|
168 | (23) |
|
Engaging Informative (And Surprising) Writing |
|
|
169 | (1) |
|
Understanding Informative Writing |
|
|
170 | (4) |
|
|
|
170 | (2) |
|
Informative Essay Using The Surprising-Reversal Strategy |
|
|
172 | (2) |
|
Writing Project Informative Report |
|
|
174 | (2) |
|
Generating And Exploring Ideas |
|
|
175 | (1) |
|
|
|
175 | (1) |
|
|
|
176 | (1) |
|
Questions For Peer Review |
|
|
176 | (1) |
|
Writing Project Informative Essay Using The Surprising-Reversal Strategy |
|
|
176 | (4) |
|
Generating And Exploring Ideas |
|
|
177 | (1) |
|
Shaping, Drafting, And Revising |
|
|
178 | (2) |
|
Questions For Peer Review |
|
|
180 | (1) |
|
Writing Project Multimodal Or Online Options: Poster, Video, And Pechakucha Presentation |
|
|
180 | (11) |
|
|
|
|
Spinning Spider Webs From Goat's Milk---The Magic Of Genetic Science |
|
|
182 | (3) |
|
|
|
How Much Does It Cost To Go Organic? |
|
|
185 | (1) |
|
|
|
How Clean And Green Are Hydrogen Fuel-Cell Cars? |
|
|
186 | (3) |
|
|
|
Naacp, Naacp Report Reveals Disparate Impact Of Coal-Fired Power Plants |
|
|
189 | (2) |
|
Writing To Analyze And Synthesize |
|
|
|
9 Analyzing Field Research Data |
|
|
191 | (36) |
|
Engaging The Analysis Of Field Research Data |
|
|
191 | (1) |
|
Understanding The Analysis Of Field Research Data |
|
|
192 | (16) |
|
The Structure Of An Empirical Research Report |
|
|
192 | (2) |
|
How Readers Typically Read A Research Report |
|
|
194 | (1) |
|
Posing Your Research Question |
|
|
194 | (3) |
|
Collecting Data Through Observation, Interviews, Or Questionnaires |
|
|
197 | (6) |
|
Reporting Your Results In Both Words And Graphics |
|
|
203 | (1) |
|
|
|
204 | (3) |
|
Following Ethical Standards |
|
|
207 | (1) |
|
Writing Project Empirical Research Report |
|
|
208 | (3) |
|
Generating Ideas For Your Empirical Research Report |
|
|
208 | (1) |
|
Designing Your Empirical Study And Drafting The Introduction And Method Sections |
|
|
209 | (1) |
|
Doing The Research And Writing The Rest Of The Report |
|
|
209 | (1) |
|
|
|
210 | (1) |
|
Questions For Peer Review |
|
|
210 | (1) |
|
Writing Project Multimodal Or Online Option: Scientific Poster |
|
|
211 | (16) |
|
|
|
|
Sleep Patterns Of College Students At A Public University |
|
|
212 | |
|
|
|
A Comparison Of Gender Stereotypes In Spongebob Squarepants And A 1930S Mickey Mouse Cartoon (Apa-Style Research Paper) |
|
|
117 | (109) |
|
|
|
|
|
|
|
Spongebob Squarepants Has Fewer Gender Stereotypes Than Mickey Mouse (Scientific Poster) |
|
|
226 | (1) |
|
|
|
|
|
|
|
|
|
227 | (37) |
|
|
|
227 | (2) |
|
Understanding Image Analysis: Documentary And News Photographs |
|
|
229 | (8) |
|
Angle Of Vision And Credibility Of Photographs |
|
|
231 | (1) |
|
How To Analyze A Documentary Photograph |
|
|
231 | (4) |
|
Sample Analysis Of A Documentary Photograph |
|
|
235 | (2) |
|
Understanding Image Analysis: Paintings |
|
|
237 | (4) |
|
How To Analyze A Painting |
|
|
238 | (1) |
|
Sample Analysis Of A Painting |
|
|
239 | (2) |
|
Understanding Image Analysis: Advertisements |
|
|
241 | (10) |
|
How Advertisers Think About Advertising |
|
|
242 | (2) |
|
Mirrors And Windows: The Strategy Of An Effective Advertisement |
|
|
244 | (2) |
|
How To Analyze An Advertisement |
|
|
246 | (2) |
|
Sample Analysis Of An Advertisement |
|
|
248 | (3) |
|
Writing Project Analysis Of Two Visual Texts |
|
|
251 | (3) |
|
Exploring And Generating Ideas For Your Analysis |
|
|
252 | (1) |
|
Shaping And Drafting Your Analysis |
|
|
252 | (1) |
|
|
|
253 | (1) |
|
Questions For Peer Review |
|
|
253 | (1) |
|
Writing Project Multimodal Or Online Options: Podcast And Lecture Slides |
|
|
254 | (10) |
|
|
|
|
Face To Face With Tragedy |
|
|
255 | (2) |
|
|
|
Disturbing Media Images Of Haiti Earthquake Aftermath Tell Only Part Of The Story |
|
|
257 | (2) |
|
|
|
Two Photographs Capture Women's Economic Misery |
|
|
259 | (5) |
|
|
|
11 Analyzing Short Fiction |
|
|
264 | (20) |
|
Engaging Literary Analysis |
|
|
264 | (2) |
|
Alison Townsend, The Barbie Birthday |
|
|
265 | (1) |
|
Understanding Literary Analysis |
|
|
266 | (8) |
|
Critical Elements Of A Literary Text |
|
|
266 | (1) |
|
Historical And Cultural Contexts |
|
|
267 | (1) |
|
A Process For Analyzing A Short Story |
|
|
268 | (4) |
|
Sample Analysis Of "The Barbie Birthday" |
|
|
272 | (2) |
|
Writing Project An Analytical Essay About A Short Story |
|
|
274 | (3) |
|
Generating And Exploring Ideas |
|
|
275 | (1) |
|
Shaping, Drafting, And Revising |
|
|
275 | (1) |
|
Questions For Peer Review |
|
|
276 | (1) |
|
Writing Project Multimodal Or Online Option: Podcast Reading |
|
|
277 | (7) |
|
|
|
|
|
|
278 | (2) |
|
|
|
Unconditional Love And The Function Of The Rocking Chair In Kolosov's "Forsythia" |
|
|
280 | (2) |
|
|
|
|
|
282 | (2) |
|
|
|
12 Analyzing And Synthesizing Ideas |
|
|
284 | (25) |
|
Engaging Analysis And Synthesis |
|
|
284 | (2) |
|
Ground Rules For Boomerang Kids |
|
|
285 | (1) |
|
|
|
Publishers Weekly, Review Of The Accordion Family: Boomerang Kids, Anxious Parents, And The Private Toll Of Global Competition |
|
|
285 | (1) |
|
Understanding Analysis And Synthesis |
|
|
286 | (2) |
|
Posing A Significant Synthesis Question |
|
|
287 | (1) |
|
Synthesis Writing As An Extension Of Summary/Strong Response Writing |
|
|
288 | (1) |
|
Writing Project A Synthesis Essay |
|
|
288 | (16) |
|
Summarizing Your Texts To Explore Their Ideas |
|
|
290 | (1) |
|
Rosie Evans (Student), Summary Of Robin Marantz Henig's Article |
|
|
290 | (1) |
|
Rosie Evans (Student), Summary Of Scammed Hard!'S Blog Post |
|
|
291 | (1) |
|
|
|
292 | (1) |
|
Rosie Evans (Student), Rhetorical Analysis Of Henig's Article |
|
|
293 | (1) |
|
Rosie Evans (Student), Rhetorical Analysis Of Scammed Hard!'S Blog Post |
|
|
294 | (1) |
|
Analyzing The Main Themes And Similarities And Differences In Your Texts' Ideas |
|
|
294 | (3) |
|
Synthesizing Ideas From Your Texts |
|
|
297 | (1) |
|
Rosie Evans (Student) Exploration Of Her Personal Connections To Her Texts And The Synthesis Question |
|
|
298 | (1) |
|
Taking Your Position In The Conversation: Your Synthesis |
|
|
298 | (2) |
|
|
|
300 | (1) |
|
Writing A Thesis For A Synthesis Essay |
|
|
301 | (1) |
|
Organizing A Synthesis Essay |
|
|
302 | (1) |
|
|
|
303 | (1) |
|
Questions For Peer Review |
|
|
303 | (1) |
|
Writing Project Multimodal Or Online Option: Discussion Post |
|
|
304 | (5) |
|
|
|
|
Rosie Evans (Student), Boomerang Kids: What Are The Causes Of Generation Y'S Growing Pains? |
|
|
305 | (4) |
|
|
|
|
13 Writing A Classical Argument |
|
|
309 | (52) |
|
Engaging Classical Argument |
|
|
309 | (1) |
|
Understanding Classical Argument |
|
|
310 | (21) |
|
|
|
310 | (2) |
|
Stages Of Development: Your Growth As An Arguer |
|
|
312 | (1) |
|
Creating An Argument Frame: A Claim With Reasons |
|
|
313 | (1) |
|
|
|
314 | (1) |
|
Articulating Underlying Assumptions |
|
|
315 | (2) |
|
Using Evidence Effectively |
|
|
317 | (3) |
|
Evaluating Evidence: The Star Criteria |
|
|
320 | (1) |
|
Addressing Objections And Counterarguments |
|
|
321 | (3) |
|
Responding To Objections, Counterarguments, And Alternative Views |
|
|
324 | (1) |
|
Seeking Audience-Based Reasons |
|
|
325 | (1) |
|
Appealing To Ethos And Pathos |
|
|
326 | (3) |
|
A Brief Primer On Informal Fallacies |
|
|
329 | (2) |
|
Writing Project A Classical Argument |
|
|
331 | (5) |
|
Generating And Exploring Ideas |
|
|
332 | (1) |
|
|
|
333 | (2) |
|
Questions For Peer Review |
|
|
335 | (1) |
|
Writing Project Multimodal Or Online Options: Video, Advocacy Ad, And Bumper Sticker |
|
|
336 | (25) |
|
|
|
|
Ross Taylor (Student), Paintball |
|
|
337 | (4) |
|
|
|
341 | (7) |
|
|
|
|
|
348 | (6) |
|
|
|
Combat Barbie (Editorial Cartoon) |
|
|
354 | (1) |
|
|
|
Claire Giordano (Student), Virtual Promise: Why Online Courses Will Not Adequately Prepare Us For The Future |
|
|
355 | (6) |
|
|
|
361 | (23) |
|
Engaging Evaluative Writing |
|
|
361 | (1) |
|
Understanding Evaluation Arguments |
|
|
362 | (9) |
|
The Criteria-Match Process |
|
|
362 | (2) |
|
The Role Of Purpose And Context In Determining Criteria |
|
|
364 | (1) |
|
Special Problems In Establishing Criteria |
|
|
365 | (1) |
|
Distingushing Necessary, Sufficient, And Accidental Criteria |
|
|
366 | (1) |
|
Using A Planning Schema To Develop Evaluation Arguments |
|
|
366 | (1) |
|
Conducting An Evaluation Argument: An Extended Example |
|
|
367 | (4) |
|
Writing Project An Evaluation Argument |
|
|
371 | (4) |
|
Generating And Exploring Ideas |
|
|
372 | (1) |
|
|
|
373 | (1) |
|
|
|
374 | (1) |
|
Questions For Peer Review |
|
|
374 | (1) |
|
Writing Project Multimodal Or Online Options: Review Post And Speech With Visual Aids |
|
|
375 | (9) |
|
|
|
|
Jackie Wyngaard (Student), Emp: Music History Or Music Trivia? |
|
|
376 | (2) |
|
Gary Gutting, Learning History At The Movies |
|
|
378 | (3) |
|
Teresa Filice, Parents: The Anti-Drug |
|
|
381 | (3) |
|
|
|
384 | (34) |
|
Engaging Proposal Writing |
|
|
384 | (1) |
|
Understanding Proposal Writing |
|
|
385 | (4) |
|
Special Challenges Of Proposal Arguments |
|
|
386 | (1) |
|
Developing An Effective Justification Section |
|
|
387 | (2) |
|
Multimodal Proposal Arguments |
|
|
389 | (2) |
|
Writing Project A Proposal Argument |
|
|
391 | (4) |
|
Generating And Exploring Ideas |
|
|
391 | (2) |
|
|
|
393 | (1) |
|
|
|
394 | (1) |
|
Questions For Peer Review |
|
|
394 | (1) |
|
Writing Project Multimodal Or Online Options: Advocacy Ad Or Poster And Speech With Visual Aids |
|
|
395 | (23) |
|
|
|
|
Lucy Morsen (Student), A Proposal To Improve The Campus Learning Environment By Banning Laptops And Cell Phones From Class |
|
|
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 GUIDE TO COMPOSING AND REVISING |
|
|
|
16 Writing As A Problem-Solving Process |
|
|
418 | (14) |
|
Skill 16.1 Follow The Experts' Practice Of Using Multiple Drafts |
|
|
418 | (3) |
|
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 |
|
|
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 |
|
|
431 | (1) |
|
17 Strategies For Writing Closed-Form Prose |
|
|
432 | (43) |
|
Skill 17.1 Satisfy Reader Expectations By Linking New Material To Old Material |
|
|
432 | (4) |
|
The Principle Of Old Before New |
|
|
433 | (1) |
|
How The Principle Of Old Before New Creates Unified And Coherent Paragraphs |
|
|
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 WRITING FOR ASSESSMENT |
|
|
|
|
|
586 | (11) |
|
How Essay Exams Differ From Other Essays |
|
|
586 | (1) |
|
Preparing For An Exam: Learning Subject Matter |
|
|
587 | (1) |
|
Identifying And Learning Main Ideas |
|
|
587 | (1) |
|
|
|
588 | (1) |
|
|
|
588 | (1) |
|
|
|
588 | (1) |
|
Understanding The Use Of Outside Quotations |
|
|
589 | (8) |
|
Recognizing Organizational Cues |
|
|
589 | (1) |
|
|
|
590 | (4) |
|
Producing An "A" Response |
|
|
594 | (3) |
|
25 Portfolios And Reflective Essays |
|
|
597 | (12) |
|
|
|
597 | (2) |
|
|
|
598 | (1) |
|
Selecting Work For Your Portfolio |
|
|
598 | (1) |
|
Understanding Reflective Writing |
|
|
599 | (10) |
|
Why Is Reflective Writing Important? |
|
|
600 | (1) |
|
Reflective Writing Assignments |
|
|
601 | (1) |
|
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 | (2) |
| Credits |
|
609 | (2) |
| Index |
|
611 | |
