| Preface |
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vii | |
| Introduction: Is Everyone an Author? |
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xxix | |
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PART I The Need for Rhetoric and Writing |
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1 | (56) |
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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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8 | (1) |
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What Do You Think-and Why? |
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9 | (1) |
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10 | (2) |
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12 | (1) |
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13 | (1) |
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14 | (4) |
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18 | (6) |
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Think about Your Own Rhetorical Situation |
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20 | (4) |
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24 | (5) |
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25 | (3) |
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Approach Your Writing Pragmatically |
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28 | (1) |
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4 The Need for Collaboration/Here Comes Everybody! |
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29 | (7) |
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What Collaboration Means for Authors-and Audiences |
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30 | (2) |
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What Does Collaboration Mean for You as a Student? |
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32 | (1) |
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32 | (2) |
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Some Tips for Collaborating Effectively |
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34 | (2) |
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5 Writing and Rhetoric as a Field of Study |
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36 | (5) |
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What Will You Learn by Studying Writing and Rhetoric? |
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37 | (2) |
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What Jobs Will Writing and Rhetoric Prepare You For? |
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39 | (2) |
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6 Writing and Rhetoric in the Workplace |
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41 | (16) |
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Consider Your Rhetorical Situation |
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43 | (1) |
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44 | (1) |
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44 | (5) |
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49 | (4) |
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53 | (1) |
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53 | (1) |
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54 | (1) |
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54 | (3) |
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PART II Genres of Writing |
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57 | (212) |
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7 Arguing a Position/"This Is Where I Stand" |
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Across Fields /Media / Cultures and Communities / Genres |
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61 | (5) |
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66 | (1) |
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A response to what others have said or done |
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67 | (3) |
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Appropriate background information |
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70 | (2) |
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A clear indication of why the topic matters |
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72 | (2) |
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Good reasons and evidence |
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74 | (2) |
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Attention to more than one point of view |
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76 | (1) |
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77 | (1) |
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An appeal to readers' values |
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78 | (3) |
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Choose a topic that matters-to you, and to others |
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81 | (1) |
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Consider your rhetorical situation |
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81 | (3) |
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84 | (1) |
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Formulate an explicit position |
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85 | (1) |
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Organize and start writing |
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86 | (1) |
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Look critically at your draft, get response-and revise |
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87 | |
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79 | (10) |
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Our Schools Must Do Better |
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89 | (3) |
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92 | (9) |
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8 Writing a Narrative/"Here's What Happened" |
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Across Fields/Media/Cultures and Communities/Genres |
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101 | (7) |
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A clearly identified event: what happened? who was involved? |
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108 | (1) |
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A clearly described setting: when and where did it happen? |
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109 | (2) |
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Vivid, descriptive details: what makes the story come alive? |
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111 | (2) |
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A consistent point of view: who's telling the story? |
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113 | (3) |
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A clear point: why does the story matter? |
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116 | (6) |
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Choose a topic that matters-to you, and to others |
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122 | (1) |
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Consider your rhetorical situation |
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122 | (2) |
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Explore your topic and do any necessary research |
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124 | (1) |
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Decide on a point of view |
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125 | (1) |
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Organize and start writing |
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125 | (1) |
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Look critically at your draft, get response-and revise |
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126 | |
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118 | (10) |
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128 | (4) |
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132 | (5) |
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9 Writing Analytically/"Let's Take a Closer Look" |
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Across Fields/Media/Cultures and Communities/Genres |
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137 | (5) |
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A question that prompts you to take a closer look |
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142 | (1) |
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Some description of the subject you are analyzing |
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143 | (1) |
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Evidence drawn from close examination of the subject |
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144 | (8) |
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Insight gained from your analysis |
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152 | (1) |
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153 | (7) |
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Choose a topic that matters-to you, and to others |
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160 | (1) |
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Consider your rhetorical situation |
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161 | (2) |
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163 | (3) |
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Determine what your analysis shows |
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166 | (1) |
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Organize and start writing |
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167 | (1) |
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Look critically at your draft, get response-and revise |
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168 | |
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How Do You Get a Skunk Out of a Bottle? |
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155 | (15) |
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Mad Men: Stillbirth of the American Dream |
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170 | (6) |
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176 | (6) |
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10 Reporting Information/"Just the Facts, Ma'am" |
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Across Fields/Media / Cultures and Communities/Genres |
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182 | (6) |
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A topic carefully focused for a specific audience |
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188 | (3) |
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191 | (2) |
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193 | (2) |
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Appropriate organization and design |
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195 | (2) |
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A confident, informative tone |
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197 | (3) |
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200 | (1) |
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Detailed information about the subject |
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200 | (1) |
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200 | (5) |
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Choose a topic that matters-to you, and to others |
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205 | (1) |
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Consider your rhetorical situation |
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205 | (3) |
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208 | (1) |
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Organize and start writing |
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209 | (1) |
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Look critically at your draft, get response-and revise |
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210 | |
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198 | (3) |
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Hard Work, High Energy Means a Ticket Home |
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201 | (12) |
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213 | (6) |
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The Future of Food Production |
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219 | (10) |
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11 Writing a Review/"Two Thumbs Up" |
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Across Fields /Media / Cultures and Communities / Genres |
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229 | (5) |
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Relevant information about the subject |
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234 | (3) |
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Criteria for the evaluation |
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237 | (2) |
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A well-supported evaluation |
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239 | (2) |
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Attention to the audience's needs and expectations |
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241 | (2) |
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243 | (2) |
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Awareness of the ethics of reviewing |
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245 | (5) |
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Choose something to review and find and interesting angle |
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250 | (1) |
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Consider your rhetorical situation |
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250 | (2) |
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252 | (1) |
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Organize and start writing |
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253 | (1) |
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Look critically at your draft, get response-and revise |
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254 | |
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246 | (10) |
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Out of the West: Clint Eastwood's Shifting Landscape |
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256 | (4) |
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Undocumented Lives: Migrant Latinos in America |
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260 | (3) |
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263 | (6) |
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What You Need to Know about Genres of Writing |
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264 | (2) |
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Deciding Which Genres to Use |
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266 | (3) |
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PART III The Role of Argument |
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269 | (56) |
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13 Analyzing Arguments/Those You Read, and Those You Write |
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275 | (30) |
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Who's Arguing---and Where Are They Coming From? |
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277 | (2) |
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279 | (2) |
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281 | (3) |
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Emotional, Ethical, and Logical Appeals |
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284 | (13) |
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What about Other Perspectives? |
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297 | (4) |
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301 | (2) |
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303 | (2) |
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14 Strategies for Arguing |
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305 | (20) |
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305 | (2) |
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307 | (1) |
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308 | (3) |
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311 | (2) |
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313 | (2) |
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315 | (2) |
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317 | (4) |
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321 | |
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319 | (3) |
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322 | (3) |
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325 | (186) |
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15 Starting Your Research/Joining the Conversation |
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329 | (8) |
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Find a Topic That Fascinates You |
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330 | (1) |
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Analyze Your Rhetorical Situation |
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331 | (1) |
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332 | (1) |
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Do Some Background Research |
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333 | (1) |
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Articulate a Question Your Research Will Answer |
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334 | (1) |
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Plot Out a Working Thesis |
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335 | (1) |
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335 | (2) |
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16 Finding Sources, Considering Research Methods |
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337 | (25) |
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Considering What Kinds of Sources You'll Need |
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337 | (3) |
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Using Keywords and Advanced Search Functions |
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340 | (4) |
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Searching on the Internet |
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344 | (3) |
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347 | (7) |
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Conducting Field Research |
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354 | (8) |
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17 Keeping Track / Managing Information Overload |
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362 | (5) |
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Keep Track of Your Sources |
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362 | (2) |
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364 | (1) |
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Maintain a Working Bibliography |
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365 | (2) |
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367 | (5) |
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Is the Source Worth Your Attention? |
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369 | (1) |
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Reading Sources with a Critical Eye |
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369 | (3) |
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19 Writing a Project Proposal |
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372 | (5) |
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A discussion of the topic |
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373 | (1) |
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An indication of your specific focus |
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373 | (1) |
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An explanation of why you're interested in the topic |
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373 | (1) |
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373 | (1) |
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373 | (4) |
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Investing Public Funds in Professional Sports Franchises |
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374 | (3) |
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20 Annotating a Bibliography |
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377 | (4) |
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Complete bibliographic information |
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378 | (1) |
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A brief summary or description of the work |
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378 | (1) |
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378 | (1) |
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Some indication of how the source will inform your research |
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378 | (1) |
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378 | (1) |
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Renewable and Sustainable Energy in Rural India |
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379 | (2) |
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21 Synthesizing Ideas / Moving from What Your Sources Say to What You Say |
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381 | (7) |
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Synthesizing the Ideas in Your Sources |
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382 | (1) |
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Moving from What Your Sources Say to What You Say |
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383 | (2) |
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Entering the Conversation You've Been Researching |
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385 | (1) |
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War, Cartoons, and Society |
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386 | (2) |
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22 Quoting, Paraphrasing, Summarizing |
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388 | (13) |
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Deciding Whether to Quote, Paraphrase, or Summarize |
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389 | (1) |
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390 | (4) |
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394 | (2) |
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396 | (1) |
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Incorporating Source Material |
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396 | (3) |
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Incorporating Visual and Audio Source Materials |
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399 | (2) |
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23 Giving Credit, Avoiding Plagiarism |
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401 | (6) |
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Knowing What You Must Acknowledge |
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402 | (1) |
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Fair Use and the Internet |
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403 | (1) |
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404 | (2) |
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406 | (1) |
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407 | (56) |
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407 | (3) |
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410 | (6) |
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416 | (1) |
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416 | (27) |
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443 | (3) |
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Holding Up the Hollywood Stagecoach |
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446 | (17) |
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463 | (48) |
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463 | (3) |
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466 | (4) |
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470 | (1) |
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471 | (19) |
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490 | (3) |
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The Perception of Risk in Medical Decision Making |
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493 | (18) |
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511 | (168) |
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515 | (11) |
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Appropriateness and Correctness |
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516 | (3) |
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519 | (1) |
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520 | (3) |
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Thinking about Your Own Use of Style |
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523 | (3) |
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27 Tweets to Reports / Moving from Social Media to Academic Writing |
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526 | (12) |
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Representing Yourself in Writing |
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528 | (1) |
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529 | (1) |
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530 | (1) |
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Organizing What You Write |
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531 | (1) |
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532 | (1) |
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533 | (1) |
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534 | (2) |
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Establishing an Appropriate Tone |
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536 | (2) |
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28 Meeting the Demands of Academic Writing / "It's Like Learning a New Language" |
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538 | (13) |
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So Just What Is Academic Writing? |
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539 | (1) |
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Joining U.S. Academic Conversations |
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539 | (4) |
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Use standard edited English |
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543 | (1) |
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Use clear and recognizable patterns of organization |
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544 | (1) |
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Mark logical relationships between ideas |
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545 | (1) |
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State claims explicitly and provide appropriate support |
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546 | (1) |
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Present your ideas as a response to others |
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547 | (1) |
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Express your ideas clearly and directly |
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547 | (1) |
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Be aware of how writing varies across disciplines |
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548 | (1) |
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Document sources using appropriate citation style |
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549 | (1) |
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What Else Do You Need to Learn about Academic Writing? |
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550 | (1) |
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29 How to Write Good Sentences |
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551 | (19) |
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Four Common Sentence Patterns |
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552 | (6) |
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Ways of Emphasizing the Main Idea in a Sentence |
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558 | (3) |
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561 | (3) |
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564 | (2) |
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566 | (4) |
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30 Designing What You Write |
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570 | (21) |
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Thinking Rhetorically about Design |
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571 | (1) |
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572 | (2) |
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574 | (2) |
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576 | (8) |
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584 | (7) |
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31 Checking for Common Mistakes |
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591 | (54) |
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592 | (2) |
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594 | (10) |
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Comma Splices, Fused Sentences |
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604 | (2) |
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606 | (2) |
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608 | (8) |
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616 | (4) |
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620 | (4) |
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624 | (8) |
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632 | (11) |
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643 | (2) |
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32 Assembling a Portfolio |
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645 | (8) |
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What to Include in a Writing Portfolio |
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646 | (1) |
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647 | (1) |
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Reflecting on Your Writing |
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647 | (2) |
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A Sample Portfolio Statement |
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649 | (2) |
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651 | (2) |
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33 Taking Advantage of the Writing Center |
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653 | (6) |
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What Writing Centers Offer |
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653 | (2) |
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Preparing for a Tutoring Session |
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655 | (1) |
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What If English Is Not Your Primary Language? |
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655 | (1) |
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Visiting an Online Writing Center |
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656 | (1) |
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Making the Most of a Tutoring Session |
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657 | (1) |
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What about Becoming a Writing Tutor? |
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658 | (1) |
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34 Joining a Writing Group |
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659 | (5) |
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660 | (1) |
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660 | (1) |
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Making a Writing Group Successful |
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661 | (2) |
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663 | (1) |
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664 | (15) |
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But Two Negatives Equal a Positive |
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671 | (8) |
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| Credits |
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679 | (6) |
| Author/Title Index |
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685 | (8) |
| Glossary/Index |
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693 | (33) |
| About the Authors |
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726 | (2) |
| About the Alphabet |
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728 | |
| MLA and APA Directories |
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