| Preface |
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v | |
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1 | (13) |
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Understanding the Rhetorical Situation |
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2 | (1) |
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Reflecting on Your Own Literacy |
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3 | (1) |
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Composing Your Own Literacy Narrative |
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4 | (2) |
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Apply the rhetorical framework: who? what? when? where? how? and why? |
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4 | (1) |
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5 | (1) |
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6 | (8) |
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Beyond the Microwave, or How I Learned to Cook with a French Accent |
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6 | (2) |
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8 | (9) |
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| Part 1 Writing Activities |
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14 | (35) |
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17 | (17) |
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Analyzing Remembered Event Essays |
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17 | (4) |
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Determine the writer's purpose and audience. |
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17 | (1) |
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Assess the genre's basic features. |
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18 | (3) |
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21 | (13) |
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21 | (1) |
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From An American Childhood |
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25 | (1) |
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30 | (1) |
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34 | (15) |
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34 | (2) |
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Starting Points: Remembering an Event |
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34 | (2) |
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Writing a Draft: Invention, Research, Planning, and Composing |
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36 | (7) |
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Choose an event to write about. |
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36 | (1) |
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Test Your Topic: Considering Your Purpose and Audience |
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37 | (1) |
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Give your story a dramatic arc. |
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37 | (2) |
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Test Your Story: Facing an Audience |
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39 | (1) |
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Use tenses to clarify the sequence of actions. |
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39 | (1) |
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Describe key people and places vividly, and show their significance. |
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40 | (1) |
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Use dialogue to portray people and dramatize relationships. |
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41 | (1) |
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Clarify your story's significance. |
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41 | (2) |
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Write the opening sentences. |
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43 | (1) |
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43 | (1) |
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Evaluating the Draft: Using Peer Review |
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43 | (2) |
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44 | (1) |
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Improving the Draft: Revising, Editing, and Proofreading |
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45 | (3) |
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45 | (1) |
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45 | (2) |
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Edit and proofread your final draft. |
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47 | (1) |
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Reflecting on Reading and Writing about Remembered Events |
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48 | (1) |
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49 | (45) |
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Practicing The Genre: Conducting an Interview |
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50 | (1) |
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51 | (22) |
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51 | (3) |
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Determine the writer's purpose and audience. |
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51 | (1) |
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Assess the genre's basic features. |
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51 | (3) |
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54 | (19) |
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54 | (1) |
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Dumpster Dinners: An Ethnography of Freeganism |
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61 | (1) |
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A Gringo in the Lettuce Fields |
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67 | (1) |
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73 | (21) |
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73 | (1) |
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Starting Points: Writing a Profile |
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73 | (1) |
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Writing a Draft: Invention, Research, Planning, and Composing |
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74 | (13) |
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Choose a subject to profile. |
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75 | (1) |
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Test Your Choice: Considering Your Purpose and Audience |
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75 | (1) |
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Conduct your field research. |
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76 | (4) |
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Use quotations that provide information and reveal character. |
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80 | (1) |
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Consider adding visual or audio elements. |
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81 | (1) |
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Create an outline that will organize your profile effectively for your readers. |
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81 | (1) |
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Determine your role in the profile. |
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82 | (1) |
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Develop your perspective on the subject. |
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83 | (2) |
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Clarify the dominant impression. |
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85 | (1) |
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Write the opening sentences. |
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86 | (1) |
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86 | (1) |
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Evaluating the Draft: Using Peer Review |
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87 | (1) |
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87 | (1) |
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Improving the Draft: Revising, Editing, and Proofreading |
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88 | (4) |
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88 | (1) |
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89 | (3) |
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Edit and proofread your final draft. |
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92 | (1) |
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Reflecting on Reading and Writing a Profile |
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92 | (2) |
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94 | (42) |
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Practicing The Genre: Explaining an Academic Concept |
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95 | (1) |
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96 | (21) |
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Analyzing Concept Explanations |
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96 | (3) |
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Determine the writer's purpose and audience. |
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96 | (1) |
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Assess the genre's basic features. |
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96 | (3) |
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99 | (18) |
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The Meme-ing of Trigger Warnings |
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99 | (1) |
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Love: The Right Chemistry |
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106 | (1) |
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Persuasive Play: Designing Games That Change Players |
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111 | (1) |
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117 | (19) |
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117 | (2) |
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Starting Points: Explaining a Concept |
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117 | (2) |
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Writing a Draft: Invention, Research, Planning, and Composing |
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119 | (9) |
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Choose a concept to write about. |
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119 | (1) |
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Test Your Choice: Considering Your Purpose and Audience |
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120 | (1) |
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Conduct initial research on the concept. |
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120 | (1) |
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Focus your explanation of the concept. |
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121 | (1) |
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Test Your Choice: Evaluating Your Focus |
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122 | (1) |
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Conduct further research on your focused concept. |
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122 | (1) |
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Draft your working thesis. |
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122 | (1) |
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Create an outline that will organize your concept explanation effectively for your readers. |
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123 | (1) |
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Design your writing project. |
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123 | (1) |
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Consider the explanatory strategies you should use. |
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123 | (2) |
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Use summaries, paraphrases, and quotations from sources to support your points. |
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125 | (1) |
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Use visuals or multimedia illustrations. |
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125 | (1) |
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Use appositives to integrate sources. |
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126 | (1) |
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Use descriptive verbs in signal phrases to introduce information from sources. |
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127 | (1) |
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Write the opening sentences. |
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127 | (1) |
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128 | (1) |
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Evaluating the Draft: Using Peer Review |
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128 | (2) |
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129 | (1) |
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Improving the Draft: Revising, Editing, and Proofreading |
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130 | (5) |
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130 | (1) |
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131 | (3) |
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Edit and proofread your final draft. |
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134 | (1) |
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Reflecting on Reading and Writing a Concept Analysis |
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135 | (1) |
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5 Analyzing and Synthesizing Opposing Arguments |
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136 | (35) |
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Practicing The Genre: Analyzing Opposing Arguments |
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137 | (1) |
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138 | (16) |
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Analyzing Opposing Arguments |
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138 | (3) |
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Determine the writer's purpose and audience. |
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138 | (1) |
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Assess the genre's basic features. |
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138 | (3) |
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141 | (13) |
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Freedom of or from Speech |
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142 | (1) |
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Should Kidney Donors Be Compensated? |
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147 | (1) |
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154 | (17) |
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154 | (1) |
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Starting Points: Analyzing and Synthesizing Opposing Arguments |
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154 | (1) |
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Writing a Draft: Invention, Research, Planning, and Composing |
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155 | (11) |
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Choose a controversial issue to write about. |
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156 | (1) |
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Test Your Choice: Selecting a Topic |
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156 | (1) |
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156 | (1) |
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Create an annotated working bibliography. |
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157 | (2) |
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159 | (1) |
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Choose opposing arguments to analyze. |
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160 | (1) |
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Analyze and synthesize the opposing arguments. |
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160 | (1) |
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Test Your Choice: Evaluating Your Analysis |
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161 | (1) |
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162 | (1) |
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Create an outline to plan or assess your organization. |
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162 | (1) |
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163 | (2) |
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Draft the opening sentences. |
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165 | (1) |
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Draft your comparative analysis. |
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165 | (1) |
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Evaluating the Draft: Using Peer Review |
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166 | (1) |
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166 | (1) |
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Improving the Draft: Revising, Editing, and Proofreading |
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167 | (3) |
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167 | (1) |
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168 | (1) |
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Edit and proofread your final draft. |
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169 | (1) |
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Reflecting on Reading and Writing a Comparative Analysis Essay |
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170 | (1) |
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171 | (43) |
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Practicing The Genre: Debating a Position |
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172 | (1) |
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173 | (24) |
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Analyzing Position Arguments |
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173 | (5) |
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Determine the writer's purpose and audience. |
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173 | (1) |
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Assess the genre's basic features. |
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173 | (5) |
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178 | (19) |
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Children Need to Play, Not Compete |
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178 | (1) |
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The Case for Restricting Hate Speech |
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185 | (1) |
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Why Privacy Matters Even If You Have "Nothing to Hide" |
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189 | (1) |
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197 | (17) |
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197 | (2) |
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Starting Points: Arguing a Position |
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197 | (2) |
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Writing a Draft: Invention, Research, Planning, and Composing |
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199 | (10) |
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Choose a controversial issue on which to take a position. |
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199 | (1) |
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Test Your Choice: Choosing an Issue |
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200 | (1) |
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Frame the issue for your readers. |
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201 | (1) |
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Test Your Choice: Frame Your Issue |
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202 | (1) |
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Formulate a working thesis stating your position. |
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202 | (1) |
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Develop the reasons supporting your position. |
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203 | (1) |
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204 | (1) |
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Use sources to reinforce your credibility. |
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204 | (1) |
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Identify and respond to your readers' likely reasons and objections. |
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205 | (2) |
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Create an outline that will organize your argument effectively for your readers. |
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207 | (1) |
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Consider document design. |
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208 | (1) |
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Write the opening sentences. |
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208 | (1) |
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Draft your position argument. |
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208 | (1) |
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Evaluating the Draft: Using Peer Review |
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209 | (1) |
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209 | (1) |
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Improving the Draft: Revising, Editing, and Proofreading |
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210 | (3) |
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211 | (1) |
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211 | (1) |
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Edit and proofread your final draft. |
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212 | (1) |
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Reflecting on Reading and Writing a Position Argument |
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213 | (1) |
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214 | (40) |
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Practicing The Genre: Arguing That a Solution Is Feasible |
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215 | (1) |
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216 | (22) |
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216 | (4) |
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Determine the writer's purpose and audience. |
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216 | (1) |
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Assess the genre's basic features. |
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216 | (4) |
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220 | (18) |
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More Testing, More Learning |
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220 | (1) |
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Starting High School Later |
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227 | (1) |
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Getting to "E Pluribus Unum" |
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232 | (1) |
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238 | (16) |
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238 | (2) |
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Starting Points: Proposing a Solution |
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238 | (2) |
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Writing a Draft: Invention, Research, Planning, and Composing |
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240 | (9) |
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Choose a problem for which you can propose a solution. |
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240 | (1) |
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Frame the problem for your readers. |
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241 | (2) |
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Test Your Choice: Defining the Problem |
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243 | (1) |
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Assess how the problem has been framed, and reframe it for your readers. |
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243 | (1) |
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Develop a possible solution. |
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244 | (1) |
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245 | (1) |
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246 | (1) |
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Develop a response to objections or alternative solutions. |
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246 | (1) |
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Create an outline that will organize your proposal effectively for your readers. |
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247 | (1) |
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Write the opening sentences. |
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248 | (1) |
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248 | (1) |
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Evaluating the Draft: Using Peer Review |
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249 | (1) |
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249 | (1) |
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Improving the Draft: Revising, Editing, and Proofreading |
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250 | (3) |
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251 | (1) |
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251 | (1) |
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Edit and proofread your final draft. |
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252 | (1) |
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Reflecting on Reading and Writing Proposals |
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253 | (1) |
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8 Justifying an Evaluation |
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254 | (40) |
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Practicing The Genre: Choosing Appropriate Criteria |
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255 | (1) |
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256 | (20) |
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256 | (4) |
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Determine the writer's purpose and audience. |
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256 | (1) |
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Assess the genre's basic features. |
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256 | (4) |
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260 | (16) |
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Scott Pilgrim vs. the World: A Hell of a Ride |
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260 | (1) |
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Moana: The Perfect Disney Movie |
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265 | (1) |
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Why Pokemon Go Became an Instant Phenomenon |
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270 | (1) |
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276 | (18) |
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276 | (1) |
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Starting Points: Justifying an Evaluation |
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276 | (1) |
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Writing a Draft: Invention, Research, Planning, and Composing |
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277 | (9) |
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Choose a subject to evaluate. |
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277 | (1) |
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Test Your Choice: Choosing a Subject |
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278 | (1) |
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Assess your subject, and consider how to present it to your readers. |
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278 | (2) |
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Formulate a working thesis stating your overall judgment. |
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280 | (1) |
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Develop the reasons and evidence supporting your judgment. |
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280 | (1) |
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Research your evaluation. |
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281 | (1) |
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Respond to a likely objection or alternative judgment. |
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282 | (1) |
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Organize your evaluation to appeal to your readers. |
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283 | (1) |
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Consider document design. |
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284 | (1) |
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Write the opening sentences. |
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285 | (1) |
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286 | (1) |
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Evaluating the Draft: Using Peer Review |
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286 | (2) |
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286 | (2) |
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Improving the Draft: Revising, Editing, and Proofreading |
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288 | (3) |
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288 | (1) |
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288 | (2) |
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Edit and proofread your final draft. |
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290 | (1) |
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Reflecting on Reading and Writing an Evaluation |
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291 | (3) |
| Part 2 Critical Thinking and Writing Strategies |
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9 A Catalog of Invention and Inquiry Strategies |
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294 | (12) |
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294 | (6) |
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Create a cluster diagram to reveal relationships among ideas. |
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295 | (1) |
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Make a list to generate a plan quickly. |
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296 | (1) |
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Create an outline to invent and organize. |
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296 | (4) |
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300 | (6) |
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Use cubing to explore a topic from six perspectives. |
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300 | (1) |
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Construct a dialogue to explore an experience or an alternative view. |
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301 | (1) |
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Use dramatizing to analyze behavior. |
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301 | (1) |
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Freewrite to generate ideas freely and creatively. |
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302 | (1) |
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Use looping to explore aspects of a topic. |
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302 | (1) |
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303 | (1) |
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Ask questions to explore a subject systematically. |
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304 | (2) |
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10 A Catalog of Reading Strategies |
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306 | (23) |
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307 | (7) |
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An Annotated Sample from "Letter from Birmingham Jail" |
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307 | (17) |
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314 | (1) |
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314 | (2) |
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316 | (1) |
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317 | (2) |
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319 | (1) |
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320 | (1) |
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Exploring the Significance of Figurative Language |
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321 | (1) |
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Looking for Patterns of Opposition |
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322 | (1) |
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Reflecting on Challenges to Your Beliefs and Values |
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323 | (1) |
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Evaluating the Logic of an Argument |
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324 | (3) |
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Test for appropriateness. |
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324 | (1) |
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325 | (1) |
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Test for consistency and completeness. |
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326 | (1) |
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Recognizing Emotional Manipulation |
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327 | (1) |
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Judging the Writer's Credibility |
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327 | (2) |
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327 | (1) |
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328 | (1) |
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328 | (1) |
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329 | (14) |
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329 | (2) |
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Use thesis statements to announce the main idea. |
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329 | (1) |
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Use forecasting statements to preview topics. |
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330 | (1) |
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331 | (4) |
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Paragraph indents signal related ideas. |
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331 | (1) |
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Topic sentences announce the paragraph's focus. |
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332 | (3) |
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335 | (3) |
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Pronouns connect phrases or sentences. |
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335 | (1) |
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Word repetition aids cohesion. |
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335 | (1) |
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336 | (1) |
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Repetition of sentence structure emphasizes connections. |
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337 | (1) |
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Collocation creates networks of meaning. |
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337 | (1) |
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338 | (3) |
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Transitions emphasize logical relationships. |
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338 | (1) |
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Transitions can indicate a sequence in time. |
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339 | (1) |
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Transitions can indicate relationships in space. |
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340 | (1) |
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341 | (2) |
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Headings indicate sections and levels. |
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341 | (1) |
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Headings are not common in all genres. |
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342 | (1) |
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At least two headings are needed at each level. |
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342 | (1) |
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343 | (13) |
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343 | (3) |
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Make arguable assertions. |
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344 | (1) |
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Use clear and precise wording. |
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344 | (1) |
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Qualify the thesis appropriately. |
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345 | (1) |
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Giving Reasons and Support |
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346 | (6) |
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Use representative examples for support. |
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346 | (1) |
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Use up-to-date, relevant, and accurate statistics. |
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347 | (1) |
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Cite reputable authorities on relevant topics. |
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348 | (1) |
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Use vivid, relevant anecdotes. |
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349 | (2) |
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Use relevant textual evidence. |
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351 | (1) |
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Responding to Objections and Alternatives |
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352 | (3) |
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Acknowledge readers' concerns. |
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352 | (1) |
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Concede readers' concerns. |
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353 | (1) |
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Refute readers' objections. |
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354 | (1) |
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Identifying Logical Fallacies |
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355 | (1) |
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13 Analyzing and Composing Multimodal Texts |
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356 | (18) |
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Understanding Multimodality |
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356 | (1) |
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Analyzing Multimodal Texts |
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357 | (4) |
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Composing Multimodal Texts |
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361 | (7) |
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Reimagine your writing in a new genre or medium. |
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361 | (1) |
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Design a multimodal text. |
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362 | (5) |
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Embed visuals and media in texts. |
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367 | (1) |
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Creating a Multimodal Presentation |
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368 | (6) |
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Assess your rhetorical situation. |
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368 | (1) |
|
Determine how much information you can present in the allotted time. |
|
|
369 | (1) |
|
Use cues to orient audience members. |
|
|
369 | (1) |
|
Design your presentation effectively. |
|
|
370 | (4) |
| Part 3 Research Strategies |
|
|
14 Planning and Conducting Research |
|
|
374 | (15) |
|
Analyzing Your Rhetorical Situation and Setting a Schedule |
|
|
374 | (1) |
|
Choosing a Topic and Getting an Overview |
|
|
375 | (1) |
|
Focusing Your Topic and Drafting Research Questions |
|
|
376 | (1) |
|
Establishing a Research Log |
|
|
376 | (1) |
|
Develop a list of search terms. |
|
|
376 | (1) |
|
Create a working bibliography. |
|
|
377 | (1) |
|
Annotating Your Working Bibliography |
|
|
377 | (1) |
|
Taking Notes on Your Sources |
|
|
378 | (1) |
|
|
|
379 | (6) |
|
Search library catalogs and databases. |
|
|
379 | (1) |
|
Find books (and other sources). |
|
|
380 | (2) |
|
Find articles in periodicals. |
|
|
382 | (1) |
|
Find government documents and statistical information. |
|
|
383 | (1) |
|
Find websites and interactive sources. |
|
|
383 | (2) |
|
Conducting Field Research |
|
|
385 | (4) |
|
Conduct observational studies. |
|
|
385 | (1) |
|
|
|
386 | (1) |
|
|
|
387 | (2) |
|
15 Selecting and Evaluating Sources |
|
|
389 | (7) |
|
Selecting Relevant Sources |
|
|
389 | (2) |
|
|
|
391 | (5) |
|
|
|
391 | (1) |
|
How recently was it published? |
|
|
391 | (1) |
|
Is the source scholarly, popular, or for a trade group? |
|
|
392 | (1) |
|
|
|
393 | (2) |
|
How is the source written? |
|
|
395 | (1) |
|
What does the source say? |
|
|
395 | (1) |
|
16 Using Sources to Support Your Ideas |
|
|
396 | (12) |
|
|
|
396 | (1) |
|
Acknowledging Sources and Avoiding Plagiarism |
|
|
397 | (2) |
|
What does and does not need to be acknowledged? |
|
|
397 | (1) |
|
Avoid plagiarism by acknowledging sources and quoting, paraphrasing, and summarizing carefully. |
|
|
398 | (1) |
|
Using Information from Sources to Support Your Claims |
|
|
399 | (9) |
|
Decide whether to quote, paraphrase, or summarize. |
|
|
400 | (1) |
|
Copy quotations exactly, or use italics, ellipses, and brackets to indicate changes. |
|
|
400 | (3) |
|
Use in-text or block quotations. |
|
|
403 | (1) |
|
Use punctuation to integrate quotations into your writing. |
|
|
404 | (1) |
|
Paraphrase sources carefully. |
|
|
405 | (1) |
|
Write summaries that present the source's main ideas in a balanced and readable way. |
|
|
406 | (2) |
|
17 Citing and Documenting Sources in MLA Style |
|
|
408 | (30) |
|
Citing Sources in the Text |
|
|
408 | (5) |
|
Directory to In-Text Citation Models |
|
|
409 | (4) |
|
Creating a List of Works Cited |
|
|
413 | (15) |
|
To cite a source without a model, use a similar model, or devise your own using the general principles. |
|
|
414 | (1) |
|
Format your list of works cited. |
|
|
415 | (1) |
|
Directory to Works-Cited List Models |
|
|
415 | (13) |
|
Student Research Project in MLA Style |
|
|
428 | (10) |
|
18 Citing and Documenting Sources in APA Style |
|
|
438 | |
|
Citing Sources in the Text |
|
|
438 | (2) |
|
Directory to In-Text Citation Models |
|
|
439 | (1) |
|
Creating a List of References |
|
|
440 | (7) |
|
Directory to Reference List Models |
|
|
440 | (7) |
|
A Sample Reference List in APA Style |
|
|
447 | |
| Acknowledgments |
|
A-1 | |
| Index |
|
I-1 | |
| A Guide to Editing and Proofreading |
|
