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Everyone's an Author Third Edition [Multiple-component retail product]

(The Ohio State University), (Portland State University), (Oregon State University), , (Stanford University), (Hofstra University)
  • Formaat: Multiple-component retail product, 912 pages, kõrgus x laius x paksus: 211x142x28 mm, kaal: 957 g, Contains 1 Paperback / softback and 1 Digital product license key
  • Ilmumisaeg: 14-Jul-2020
  • Kirjastus: WW Norton & Co
  • ISBN-10: 0393420817
  • ISBN-13: 9780393420814
Teised raamatud teemal:
  • Formaat: Multiple-component retail product, 912 pages, kõrgus x laius x paksus: 211x142x28 mm, kaal: 957 g, Contains 1 Paperback / softback and 1 Digital product license key
  • Ilmumisaeg: 14-Jul-2020
  • Kirjastus: WW Norton & Co
  • ISBN-10: 0393420817
  • ISBN-13: 9780393420814
Teised raamatud teemal:
Help students realize their power as authors

Students today are writing more than ever. Everyone’s an Author bridges the gap between the writing students already do—online, at home, in their communities—and the writing they’ll do in college and beyond. It builds student confidence by showing that they already know how to think rhetorically and offers advice for applying those skills as students, professionals, and citizens. Because students are also reading more than ever, the third edition includes new advice for reading critically, engaging respectfully with others, and distinguishing facts from misinformation.Also available in a version with readings.

Muu info

with Everyone's an Author Third Edition Ebook, The Little Seagull Handbook Third Edition Ebook, and InQuizitive for Writers
Preface v
Introduction: Is Everyone an Author? xxix
PART I The Need for Rhetoric and Writing
1(41)
1 Thinking Rhetorically
5(13)
First, Listen
8(1)
Hear What Others Are Saying--and Think about Why
9(1)
What Do You Think-and Why?
10(1)
Do Your Homework
11(2)
Give Credit
13(1)
Be Imaginative
13(2)
Put In Your Oar
15(3)
2 Engaging Respectfully with Others
18(10)
Get to Know People Different from You
19(2)
Practice Empathy
21(2)
Demonstrate Respect
23(1)
Search for Common Ground
24(2)
Invite Response
26(1)
Join the Conversation
27(1)
3 Rhetorical Situations
28(7)
Genre
30(1)
Audience
31(1)
Purpose
32(1)
Stance
33(1)
Context
33(1)
Medium and Design
34(1)
4 Meeting the Expectations of Academic Writing
35(7)
Habits of Mind for Academic Success
36(2)
So Just What Is Edited Academic Writing?
38(1)
Joining US Academic Conversations
39(3)
CHARACTERISTIC FEATURES
42(23)
Use edited academic English
Use clear patterns of organization
Mark logical relationships between ideas
State claims explicitly and provide appropriate support
Present your ideas as a response to others
Express ideas clearly and directly
Be aware of how genres and conventions vary across disciplines
Document sources using appropriate citation style
5 Writing and Rhetoric in the Workplace
50(15)
Consider Your Rhetorical Situation
52(1)
Be Professional
53(1)
Job Letters
53(5)
Resumes
58(2)
References
60(1)
Writing Samples
60(1)
Job Interviews
61(1)
Writing on the Job
62(3)
PART II Reading Processes
65(44)
6 Reading Rhetorically
67(12)
Thinking about Your Rhetorical Situation
69(1)
Becoming an Active, Engaged Reader
69(1)
Fast--and Slow--Reading
70(2)
Unfamiliar or Difficult Texts
72(1)
On-Screen and Off
72(4)
Across Genres
76(1)
Across Academic Disciplines
77(2)
7 Annotating, Summarizing, Responding
79(19)
Annotating
80(6)
Summarizing
86(2)
Responding
88(2)
Summary/Response Essays
90(3)
Yuliya Vayner, The Higher Price of Buying Local
93(5)
8 Distinguishing Facts from Misinformation
98(11)
Defining Facts and Misinformation
98(2)
Think about Your Own Beliefs
100(1)
Read Defensively and Find the Good Stuff
101(4)
Fact-Check Photos and Videos
105(4)
PART III Writing Processes
109(24)
9 Managing the Writing Process
113(10)
A Roadmap
115(7)
Approach Your Writing Pragmatically
122(1)
10 The Need for Collaboration/"Here Comes Everybody!"
123(10)
What Collaboration Means for Authors--and Audiences
125(2)
What Collaboration Means for You as a Student
127(1)
Collaboration with a Writing Tutor
127(1)
Collaboration at Work
128(2)
Some Tips for Collaborating Effectively
130(3)
PART IV Genres of Writing
133(14)
11 Choosing Genres
137(6)
What You Need to Know about Genres of Writing
138(2)
Deciding Which Genres to Use
140(3)
12 Arguing a Position/"This Is Where I Stand"
143(4)
Across Academic Disciplines
Media
Cultures and Communities
Genres
CHARACTERISTIC FEATURES
147(45)
An explicit position
A response to what others have said or done
Appropriate background information
A clear indication of why the topic matters
Good reasons and evidence
Attention to more than one point of view
An authoritative tone
An appeal to readers' values
A Roadmap
164
Readings
Russel Honore, Work Is a Blessing
162(10)
Jaron Lanier, Delete Your Social Media Accounts Right Now
172(5)
Katherine Spriggs, On Buying Local
177(9)
13 Writing a Narrative/"Here's What Happened"
186(6)
Across Academic Disciplines
Media
Cultures and Communities
Genres
CHARACTERISTIC FEATURES
192(10)
A clearly identified event
A clearly described setting
Vivid, descriptive details
A consistent point of view
A clear point
Literacy Narratives
208(6)
A well-told story
A firsthand account
An indication of the narrative's significance
A Roadmap
214
READINGS
Raya Elfadel Kheirbek, Healing the Doctor-Patient Relationship
202(7)
Melanie Luken, Literacy: A Lineage
209(10)
Connor Coyne, Bathtime
219(5)
Larry Lehna, The Look
224(5)
14 Writing Analytically
"Let's Take a Closer Look"
229(5)
Across Academic Disciplines /Media
Cultures and Communities
Genres
CHARACTERISTIC Features
234(22)
A question that prompts a closer look
Some description of the subject
Evidence drawn from close examination of the subject
Insight gained from your analysis
Clear, precise language
VISUAL ANALYSIS
256(32)
A description of the visual
Some contextual information
Attention to any words
Close analysis of the message
Insight into what the visual "says"
Precise language
A Roadmap
262
Readings
Eamonn forde, Why Pharrell's "Happy"Has Grabbed the Nation
252(7)
Somini sengupta, Why Is Everyone Focused on Zuckerberg's Hoodie?
259(13)
Johna paolino, Google Home vs Alexa
272(4)
Melissa rubin, Advertisements R Us
276(6)
15 Reporting Information
"Just the Facts"
282(6)
Across Academic Disciplines
Media
Cultures and Communities
Genres
CHARACTERISTIC Features
288(13)
A topic carefully focused for a specific audience
Definitions of key terms
Trustworthy information
Appropriate organization and design
A confident, informative tone
PROFILES
301(32)
A firsthand account
Detailed information about the subject
An interesting angle
A Roadmap
311
Readings
Wikipedia, Gender
298(6)
Bill Laitner, Heart and Sole: Detroiter Walks 21 Miles to Work
304(14)
Barry Estabrook, Selling the Farm
318(6)
Ryan Ioy, The Right to Preach on a College Campus
324(4)
16 Writing a Review
"Two Thumbs Up"
328(5)
Across Academic Disciplines
Media
Cultures and Communities
Genres
CHARACTERISTIC FEATURES
333(196)
Relevant information about the subject
Criteria for the evaluation
A well-supported evaluation
Attention to the audience's needs and expectations
An authoritative tone
Awareness of the ethics of reviewing
Research Sites: On the Internet, in the Library
497(6)
Running Searches
503(3)
Conducting Field Research
506(9)
22 Keeping Track
Managing Information Overload
515(1)
Keep Track of Your Sources
515(1)
Take Notes
516(2)
Maintain a Working Bibliography
518(2)
23 Evaluating Sources
520(9)
Is the Source Worth Your Attention?
521(5)
Reading Sources with a Critical Eye
526(3)
24 Annotating a Bibliography
529(1)
CHARACTERISTIC FEATURES
529(134)
Complete bibliographic information
A brief summary or description of each work
Evaluative comments
Some indication of how each source will inform your research
A consistent and concise presentation saurabh vaish, Renewable and Sustainable Energy in Rural India
531(3)
25 Synthesizing Ideas
534(7)
Synthesizing the Ideas in Your Sources
535(2)
Moving from What Your Sources Say to What You Say
537(2)
Entering the Conversation You've Been Researching
539(2)
26 Quoting, Paraphrasing, Summarizing
541(14)
Deciding Whether to Quote, Paraphrase, or Summarize
542(1)
Quoting
543(4)
Paraphrasing
547(2)
Summarizing
549(2)
Incorporating Source Material
551(2)
Incorporating Visual and Audio Sources
553(2)
27 Giving Credit, Avoiding Plagiarism
555(8)
Knowing What You Must Acknowledge
556(1)
Fair Use and the Internet
557(1)
Avoiding Plagiarism
558(4)
Documenting Sources
562(1)
28 MLA Style
563(55)
A Directory to MLA Style
563(2)
In-Text Documentation
565(6)
Notes
571(1)
List of Works Cited
572(26)
Formatting a Research Paper
598(3)
Walter przybylowski, Holding Up the Hollywood Stagecoach
601(17)
29 APA Style
618(45)
A Directory to APA Style
618(2)
In-Text Documentation
620(5)
Notes
625(1)
Reference List
625(19)
Formatting a Research Essay
644(3)
Katryn Sheppard, A Study of One Child's Word Productions
647(16)
PART VII Style
663(89)
30 What's Your Style?
667(16)
Appropriateness and Correctness
668(3)
Connecting with Audiences
671(2)
Level of Formality
673(1)
Stance
674(2)
Tone
676(1)
Across Media
677(2)
Across Disciplines
679(1)
Thinking about Your Own Style
680(3)
31 Mixing Languages and Dialects
683(11)
Using Edited Academic English and Other Dialects
685(1)
Connecting with Audiences
686(1)
Providing Translation
687(2)
Illustrating a Point
689(2)
Drawing Attention
691(1)
Quoting People Directly and Respectfully
691(1)
Evoking a Particular Person, Place, or Community
692(2)
32 How to Craft Good Sentences
694(19)
Four Common Sentence Patterns
695(6)
Ways of Emphasizing the Main Idea in a Sentence
701(3)
Opening Sentences
704(3)
Closing Sentences
707(2)
Varying Your Sentences
709(4)
33 Editing the Errors That Matter
713(39)
Sentences
714(11)
Pronouns
725(9)
Verbs
734(6)
Quotations
740(6)
Commas
746(4)
Words That Are Often Confused
750(2)
PART VIII Design and Delivery
752(69)
34 Designing What You Write
757(19)
Thinking Rhetorically about Design
758(2)
Choosing Fonts
760(1)
Adding Headings
760(1)
Using Color
761(2)
Using Visuals
763(8)
Putting It All Together
771(2)
Getting Response to Your Design
773(3)
35 Writing in Multiple Modes
776(18)
Defining Multimodal Writing
776(2)
Considering Your Rhetorical Situation
778(1)
Illustrated Essays
779(2)
Blogs
781(3)
Wikis
784(2)
Audio Essays
786(2)
Video Essays
788(2)
Posters
790(2)
Managing a Multimodal Project
792(2)
36 Making Presentations
794(15)
Halle Edwards, The Rise of Female Heroes in Shoujo Manga
797(6)
A Roadmap
803(6)
37 Assembling a Portfolio
809(9)
What to Include in a Writing Portfolio
810(1)
Collecting Your Work
811(1)
Reflecting on Your Writing
812(3)
Organizing a Portfolio
815(3)
38 Publishing Your Writing
818(3)
Credits 821(5)
About the Authors 826(2)
About the Alphabet 828(3)
Submitting Papers 831(2)
Author /Title Index 833(12)
Glossary/Index 845(33)
MLA and APA Directories 878
Andrea Lunsford is Emerita Professor of English at Stanford University and is on the faculty at the Bread Loaf School of English. Her scholarly interests include contemporary rhetorical theory, women and the history of rhetoric, collaboration, style, and technologies of writing. Shes received the Braddock and Shaughnessy Awards, and in 1994 she received the CCCC Exemplar Award. She is currently at work on The Norton Anthology of Rhetoric and Writing. Michal Brody is a linguist, independent scholar, and lecturer. She was a founding faculty member of the Universidad de Oriente in Yucatán, Mexico. She has taught language-related courses in the Departments of English, Communication Studies, and MATESOL at San Francisco State University and Sonoma State University. Her scholarly work centers on language pedagogy and politics in the United States and Mexico. Shes the author (with Keith Walters) of Whats Language Got to Do with It? and coauthor (with Richard Bullock and Francine Weinberg) of The Little Seagull Handbook, and has been a contributor to LetsTalkLibrary, Everyones an Author Tumblr site and They Say / I Blog. Lisa Ede is Emerita Professor of English at Oregon State University, where she directed the Center for Writing and Learning and taught courses in composition, rhetoric, and literacy studies. Shes received the Braddock and Shaughnessy Awards for her research on audience and classical rhetoric. Her recent books include Situating Composition: Composition Studies and the Politics of Location and (with Andrea Lunsford) Writing Together: Essays on Collaboration in Theory and Practice. Beverly Moss is Associate Professor of English at The Ohio State University, where she teaches in the Rhetoric, Composition, and Literacy program, and is on the faculty at the Bread Loaf School of English. Her research and teaching interests focus on community literacy, composition theory and pedagogy, and writing center theories and practices. Her books include Literacy across Communities and A Community Text Arises: A Literate Text and a Literacy Tradition in African American Churches. Carole Clark Papper recently retired from the Department of Writing Studies and Composition at Hofstra University, where she directed the University Writing Center. Previously, she served for many years as the Director of the Ball State University Writing Program (winner of the CCCC Certificate of Excellence for 2006-2007). Her scholarly interests include visual literacy, composition theory and pedagogy, and writing center theories and practices. Keith Walters is Professor of Applied Linguistics at Portland State University, where he teaches sociolinguistics and discourse analysis. Previously, he taught in the Linguistics Department at the University of Texas at Austin and in the English Department at The Ohio State University. Much of his research has focused on issues of language and identity in Tunisia, where he served as a Peace Corps volunteer, and in the Arab world more broadly. Hes the coauthor of two other textbooks, Everythings an Argument with Readings and Whats Language Got to Do with It?