Preface |
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iii | |
Introduction: Is Everyone an Author? |
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xxv | |
Part I The Need for Rhetoric and Writing |
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1 | (74) |
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5 | (13) |
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8 | (1) |
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Hear What Others Are Saying-and Think about Why |
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9 | (1) |
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What Do You Think-and Why? |
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10 | (1) |
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11 | (1) |
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12 | (1) |
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13 | (2) |
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15 | (3) |
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18 | (7) |
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20 | (1) |
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21 | (1) |
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22 | (1) |
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23 | (1) |
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23 | (1) |
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24 | (1) |
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25 | (15) |
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27 | (6) |
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33 | (5) |
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38 | (1) |
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Across Academic Disciplines |
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38 | (2) |
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4 Meeting the Demands of Academic Writing |
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40 | (13) |
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So Just What Is Academic Writing? |
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41 | (1) |
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Joining U.S. Academic Conversations |
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41 | (3) |
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44 | (9) |
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Use standard edited English |
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Use clear patterns of organization |
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Mark logical relationships between ideas |
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State claims explicitly and provide appropriate support |
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Present your ideas as a response to others |
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Express ideas clearly and directly |
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Be aware of how genres and conventions vary across disciplines |
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Document sources using appropriate citation style |
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5 Writing and Rhetoric as a Field of Study |
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53 | (5) |
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What Will You Learn by Studying Writing and Rhetoric? |
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54 | (2) |
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What Jobs Will Studying Rhetoric Prepare You For? |
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56 | (2) |
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6 Writing and Rhetoric in the Workplace |
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58 | (17) |
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Consider Your Rhetorical Situation |
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60 | (1) |
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61 | (1) |
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61 | (5) |
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66 | (4) |
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70 | (1) |
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70 | (1) |
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71 | (1) |
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72 | (3) |
Part II Writing Processes |
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75 | (30) |
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7 Managing the Writing Process |
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79 | (11) |
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81 | (7) |
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Approach Your Writing Pragmatically |
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88 | (2) |
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8 The Need for Collaboration/"Here Comes Everybody!" |
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90 | (8) |
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What Collaboration Means for Authors-and Audiences |
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92 | (1) |
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What Collaboration Means for You as a Student |
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93 | (1) |
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94 | (2) |
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Some Tips for Collaborating Effectively |
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96 | (2) |
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9 Taking Advantage of the Writing Center |
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98 | (7) |
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What Writing Centers Offer |
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98 | (2) |
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Preparing for a Tutoring Session |
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100 | (1) |
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Making the Most of a Tutoring Session |
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100 | (1) |
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What If English Is Not Your Primary Language? |
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101 | (1) |
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Visiting an Online Writing Center |
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102 | (1) |
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What about Becoming a Writing Tutor? |
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103 | (2) |
Part III Genres of Writing |
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105 | (268) |
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109 | (7) |
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What You Need to Know about Genres of Writing |
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110 | (2) |
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Deciding Which Genres to Use |
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112 | (4) |
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11 Arguing a Position/"This Is Where I Stand" |
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116 | (43) |
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Across Academic Disciplines |
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120 | (18) |
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A response to what others have said or done |
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Appropriate background information |
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An indication of why the topic matters |
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Good reasons and evidence |
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Attention to more than one point of view |
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An appeal to readers' values |
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138 | |
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136 | (10) |
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In The Minimum Wage Debate, Both Sides Make Valid Points |
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146 | (4) |
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150 | (9) |
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12 Writing a Narrative/"Here's What Happened" |
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159 | (42) |
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Across Academic Disciplines |
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164 | (15) |
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A clearly identified event |
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A clearly described setting |
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Vivid, descriptive details |
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A consistent point of view |
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179 | (6) |
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An indication of the narrative's significance |
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185 | |
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175 | (5) |
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180 | (10) |
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190 | (6) |
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196 | (5) |
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13 Writing Analytically/"Let's Take a Closer Look" |
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201 | (51) |
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Across Academic Disciplines |
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206 | (19) |
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A question that prompts a closer look |
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Some description of the subject |
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Evidence drawn from close examination of the subject |
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Insight gained from your analysis |
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225 | (6) |
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A description of the visual |
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Some contextual information |
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Close analysis of the message |
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Insight into what the visual "says" |
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231 | |
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Why Pharrell's "Happy" Has Grabbed The Nation |
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221 | (7) |
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Why Is Everyone Focused On Zuckerberg's Hoodie? |
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228 | (12) |
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Calvin And Hobbes: The Voire Of The Lonely Child |
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240 | (6) |
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246 | (6) |
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14 Reporting Information/"Just the Facts, Ma'am" |
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252 | (45) |
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Across Academic Disciplines |
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257 | (13) |
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A topic carefully focused for a specific audience |
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Appropriate organization and design |
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A confident, informative tone |
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270 | (10) |
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Detailed information about the subject |
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280 | |
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267 | (6) |
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Heart And Sole: Detroiter Walks 21 Miles To Work |
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273 | (14) |
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287 | (6) |
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The Right To Preach On A College Campus |
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293 | (4) |
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15 Writing a Review/"Two Thumbs Up" |
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297 | (43) |
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Across Academic Disciplines |
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302 | (15) |
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Relevant information about the subject |
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Criteria for the evaluation |
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A well-supported evaluation |
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Attention to the audience's needs and expectations |
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Awareness of the ethics of reviewing |
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317 | (8) |
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A survey of relevant research on a carefully focused topic |
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An objective summary of the literature |
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An evaluation of the literature |
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An appropriate organization |
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Careful, accurate documentation |
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325 | |
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Monopoly: The Scandal Behind The Game |
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314 | (5) |
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The Effects Of Mindfulness Meditation On Memory |
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319 | (12) |
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Ode To Joy (And Sadness, And Anger) |
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331 | (5) |
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Serial: a Captivating New Podcast |
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336 | (4) |
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16 Making a Proposal/"Here's What I Recommend" |
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340 | (33) |
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Across Academic Disciplines |
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343 | (13) |
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A precise description of the problem |
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A clear and compelling solution |
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Evidence that your solution will address the problem |
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Acknowledgment of other possible solutions |
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A statement of what your proposal will accomplish |
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356 | (5) |
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An indication of your topic and focus |
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An explanation of why you're interested in the topic |
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361 | |
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A New Start For Newark Schools |
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352 | (5) |
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The Economic Impact Of Investing In Sports Franchises |
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357 | (9) |
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366 | (4) |
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Let's Start An Education Revolution |
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370 | (3) |
Part IV The Centrality of Argument |
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373 | (70) |
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17 Analyzing and Constructing Arguments |
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379 | (40) |
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Where's the Argument Coming From? |
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381 | (2) |
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383 | (4) |
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387 | (2) |
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Means of Persuasion: Emotional, Ethical, and Logical Appeals |
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389 | (13) |
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What about Other Perspectives? |
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402 | (3) |
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Ways of Structuring Arguments |
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405 | (11) |
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416 | (3) |
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18 Strategies for Supporting an Argument |
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419 | (24) |
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419 | (2) |
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421 | (2) |
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423 | (2) |
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425 | (3) |
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428 | (2) |
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430 | (2) |
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432 | (2) |
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434 | (2) |
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436 | (1) |
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437 | (2) |
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439 | (4) |
Part V Research |
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443 | (194) |
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19 Starting Your Research/Joining the Conversation |
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445 | (10) |
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Find a Topic That Fascinates You |
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446 | (1) |
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Consider Your Rhetorical Situation |
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447 | (1) |
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448 | (2) |
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Do Some Background Research |
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450 | (1) |
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Articulate a Question Your Research Will Answer |
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450 | (2) |
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Plot Out a Working Thesis |
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452 | (1) |
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453 | (2) |
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20 Finding Sources/Online, at the Library, in the Field |
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455 | (30) |
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Starting with Wikipedia -or Facebook |
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456 | (1) |
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What Kind of Sources Do You Need? |
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457 | (2) |
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Determining If a Source Is Scholarly |
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459 | (3) |
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Types of Sources-And Where to Find Them |
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462 | (3) |
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Research Sites: On the Internet, in the Library |
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465 | (7) |
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472 | (3) |
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Conducting Field Research |
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475 | (10) |
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21 Keeping Track/Managing Information Overload |
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485 | (6) |
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Keep Track of Your Sources |
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485 | (2) |
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487 | (1) |
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Maintain a Working Bibliography |
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488 | (3) |
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491 | (9) |
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Is the Source Worth Your Attention? |
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493 | (4) |
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Reading Sources with a Critical Eye |
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497 | (3) |
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23 Annotating a Bibliography |
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500 | (5) |
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500 | (2) |
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Complete bibliographic information |
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A brief summary or description of each work |
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Some indication of how each source will inform your research |
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A consistent and concise presentation |
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Renewable and Sustainable Energy in Rural India |
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502 | (3) |
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24 Synthesizing Ideas/Moving from What Your Sources Say to What You Say |
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505 | (7) |
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Synthesizing the Ideas in Your Sources |
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506 | (2) |
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Moving from What Your Sources Say to What You Say |
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508 | (2) |
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Entering the Conversation You've Been Researching |
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510 | (2) |
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25 Quoting, Paraphrasing, Summarizing |
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512 | (15) |
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Deciding Whether to Quote, Paraphrase, or Summarize |
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513 | (1) |
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514 | (4) |
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518 | (2) |
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520 | (2) |
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Incorporating Source Material |
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522 | (2) |
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Incorporating Visual and Audio Sources |
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524 | (3) |
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26 Giving Credit, Avoiding Plagiarism |
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527 | (8) |
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Know What You Must Acknowledge |
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528 | (1) |
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Fair Use and the Internet |
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529 | (1) |
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530 | (4) |
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534 | (1) |
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535 | (56) |
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535 | (3) |
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538 | (6) |
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544 | (1) |
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544 | (27) |
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Formatting a Research Essay |
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571 | (3) |
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Holding Up the Hollywood Stagecoach |
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574 | (17) |
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591 | (46) |
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591 | (3) |
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594 | (4) |
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598 | (1) |
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599 | (18) |
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Formatting a Research Essay |
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617 | (3) |
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A Study of One Child's Word Productions |
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620 | (17) |
Part VI Style |
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637 | (102) |
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641 | (11) |
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Appropriateness and Correctness |
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642 | (3) |
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645 | (1) |
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646 | (3) |
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Thinking about Your Own Style |
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649 | (3) |
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30 Tweets to Reports/On Social Media and Academic Writing |
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652 | (16) |
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Participating in Conversations |
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653 | (3) |
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656 | (1) |
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Representing Yourself in Your Writing |
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657 | (2) |
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Establishing an Appropriate Tone |
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659 | (1) |
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660 | (2) |
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662 | (1) |
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Organizing What You Write |
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663 | (1) |
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664 | (1) |
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665 | (3) |
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31 How to Write Good Sentences |
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668 | (19) |
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Four Common Sentence Patterns |
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669 | (6) |
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Ways of Emphasizing the Main Idea in a Sentence |
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675 | (3) |
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678 | (3) |
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681 | (2) |
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683 | (4) |
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32 Checking for Common Mistakes |
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687 | (52) |
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688 | (2) |
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690 | (10) |
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Comma Splices, Fused Sentences |
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700 | (2) |
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702 | (2) |
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704 | (8) |
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712 | (4) |
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716 | (4) |
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720 | (8) |
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728 | (11) |
Part VII Design and Delivery |
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739 | (75) |
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33 Designing What You Write |
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743 | (19) |
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Thinking Rhetorically about Design |
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744 | (2) |
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746 | (1) |
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746 | (1) |
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747 | (2) |
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749 | (8) |
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757 | (2) |
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Getting Response to Your Design |
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759 | (3) |
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34 Writing in Multiple Modes |
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762 | (18) |
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Defining Multimodal Writing |
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762 | (2) |
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Considering Your Rhetorical Situation |
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764 | (1) |
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765 | (2) |
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767 | (3) |
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770 | (2) |
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772 | (2) |
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774 | (2) |
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776 | (2) |
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Managing a Multimodal Project |
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778 | (2) |
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780 | (13) |
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The Rise of Female Heroes in Shoujo Manga |
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782 | (6) |
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788 | (5) |
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36 Assembling a Portfolio |
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793 | (9) |
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What to Include in a Writing Portfolio |
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794 | (1) |
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795 | (1) |
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Reflecting on Your Writing |
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796 | (3) |
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799 | (3) |
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37 Publishing Your Writing |
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802 | (12) |
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But Two Negatives Equal a Positive |
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809 | (5) |
Credits |
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814 | (6) |
About the Authors |
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820 | (2) |
About the Alphabet |
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822 | (3) |
Submitting Papers |
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825 | (2) |
Author/Title Index |
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827 | (10) |
Glossary/Index |
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837 | (29) |
MLA and APA Directories |
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866 | |