| Preface for Instructors |
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| Contents By Theme and Discipline |
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xxxiii | |
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How (And Why) to Use This Book |
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1 | (1) |
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1 | (2) |
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The Methods of Development |
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3 | (1) |
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3 | (2) |
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Overviews of reading, writing, and research |
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Reading questions and writing prompts |
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5 | (2) |
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PART ONE ACADEMIC READING AND WRITING |
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7 | (58) |
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1 Critical Reading: Learning from Other Writers |
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9 | (18) |
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10 | (2) |
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Nancy Mairs Disability (annotated essay) |
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12 | (3) |
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Developing an Understanding |
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15 | (2) |
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Checklist for critical reading |
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17 | (1) |
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18 | (1) |
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Questions for analyzing a written work |
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19 | (3) |
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22 | (1) |
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Questions for examining an image |
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23 | (4) |
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Visual Image: Man Fishing by a Power Plant, photograph |
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2 The Writing Process: Discovery and Drafting |
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27 | (14) |
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Assessing the Writing Situation |
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28 | (2) |
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30 | (3) |
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Exploring the methods of development |
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33 | (5) |
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Shaping the introduction and conclusion |
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A Student Essay-In-Progress |
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38 | (3) |
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3 The Writing Process: Reviewing and Revising |
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41 | (14) |
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41 | (1) |
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42 | (1) |
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Questions for peer review and revision |
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42 | (3) |
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45 | (5) |
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Summarizing, paraphrasing, and quoting |
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A Student Essay-in-Progress |
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50 | (5) |
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Peer responses to first draft |
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Journal notes on peer review |
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4 The Writing Process: Editing |
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55 | (10) |
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55 | (1) |
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56 | (1) |
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Crafting Clear and Engaging Sentences |
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57 | (2) |
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59 | (2) |
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Run-on sentences and comma splices |
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Misplaced and dangling modifiers |
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A Student Essay-in-Progress |
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61 | (1) |
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Rosie Anaya Mental Illness on Television {annotated student essay) |
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62 | (3) |
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65 | (354) |
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5 Narration: Telling a Story |
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67 | (30) |
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Visual Image: Proposal, drawing |
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68 | (1) |
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68 | (3) |
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The narrator in the story |
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71 | (2) |
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How to organize a narrative |
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73 | (1) |
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Checklist for reviewing and revising a narrative |
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74 | (1) |
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Paired Selection Embarrassment |
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75 | (1) |
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75 | (4) |
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79 | (4) |
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Naomi Shihab Nye on Writing |
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83 | (2) |
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Jonathan Bethards Code Three (student essay) |
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85 | (4) |
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Mayaangelou Champion of the World |
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89 | (4) |
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93 | (2) |
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Additional Writing Topics |
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95 | (2) |
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6 Description: Writing with Your Senses |
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97 | (36) |
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Visual Image: Under the Passaic Falls, photograph |
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98 | (1) |
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99 | (2) |
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Dominant impression and thesis |
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How to organize a description |
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101 | (1) |
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Focus on specific and concrete language |
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102 | (1) |
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Checklist for reviewing and revising a description |
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103 | (1) |
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104 | (1) |
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Brad Manning Arm Wrestling with My Father (student essay) |
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104 | (6) |
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110 | (2) |
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Scaachi Koul Impatiently Waiting for the Horror of Death |
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112 | (5) |
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117 | (2) |
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Shonda Rhimes My Summer of Scooping Ice Cream |
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119 | (4) |
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N. Scott Momaday The Way to Rainy Mountain |
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123 | (8) |
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Additional Writing Topics |
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131 | (2) |
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7 Example: Pointing to Instances |
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133 | (32) |
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Visual Image: Costumes to Scare Millennials, cartoon |
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134 | (1) |
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135 | (1) |
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The generalization and the thesis |
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Focus on sentence variety |
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136 | (2) |
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138 | (1) |
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Checklist for reviewing and revising an example essay |
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138 | (1) |
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Paired Selection Misperceptions |
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139 | (1) |
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Brent Staples Black Men and Public Space |
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139 | (4) |
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143 | (3) |
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146 | (5) |
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151 | (3) |
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154 | (2) |
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Zane Rassler Looking Back (student essay) |
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156 | (5) |
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161 | (1) |
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Additional Writing Topics |
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162 | (3) |
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8 Comparison and Contrast: Setting Things Side by Side |
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165 | (36) |
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Visual Image: Excerpt from Fun Home, graphic memoir |
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166 | (1) |
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Uses of comparison and contrast |
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167 | (3) |
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Basis for comparison and thesis |
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How to organize a comparison-and-contrast essay |
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170 | (1) |
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Checklist for reviewing and revising a comparison-and-contrast essay |
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171 | (1) |
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172 | (1) |
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Paired Selection Endangered Species |
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173 | (1) |
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Jourdan Imani Keith At Risk |
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173 | (4) |
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Jourdan Imani Keith on Writing |
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177 | (1) |
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Ted Chiang The Great Silence |
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178 | (7) |
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Caitlin Mcdougall So Enid and Dorothy from West Covina Can Hear You (student essay) |
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185 | (4) |
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Caitlin McDougall on Writing |
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189 | (2) |
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David Sedaris Remembering My Childhood on the Continent of Africa |
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191 | (7) |
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Additional Writing Topics |
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198 | (3) |
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9 Process Analysis: Explaining Step by Step |
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201 | (38) |
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Visual Image: Workers Making Dolls, photograph |
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202 | (1) |
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203 | (2) |
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How to organize a process analysis |
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205 | (1) |
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Checklist for reviewing and revising a process analysis |
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206 | (1) |
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207 | (1) |
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208 | (1) |
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Anne Lamott Shitty First Drafts |
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208 | (6) |
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Koji Frahm How to Write an A Paper (student essay) |
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214 | (5) |
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219 | (2) |
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Firoozeh Dumas Sweet, Sour, and Resentful |
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221 | (4) |
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Firoozeh Dumas on Writing |
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225 | (2) |
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Jessica Mitford Behind the Formaldehyde Curtain |
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227 | (10) |
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Additional Writing Topics |
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237 | (2) |
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10 Division or Analysis: Slicing into Parts |
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239 | (32) |
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Visual Image: Deconstructing Lunch, cartoon |
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240 | (1) |
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Kinds of division or analysis |
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Analysis and critical thinking |
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241 | (2) |
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Principle of analysis and thesis |
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How to organize a division or analysis essay |
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243 | (1) |
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Focus on paragraph coherence |
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244 | (1) |
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Checklist for reviewing and revising a division or analysis essay |
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245 | (1) |
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Paired Selection Sports and Leisure |
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246 | (1) |
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Paultheroux Football Matters |
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246 | (6) |
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252 | (1) |
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Zadie Smith Find Your Beach |
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253 | (7) |
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Visual Image: Find Your Beach, advertisement by Corona |
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260 | (1) |
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The Capricious Camera (documented student essay) |
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261 | (8) |
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Visual Image: Mounted Nazi Troops on the Lookout for Likely Polish Children, photograph |
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Additional Writing Topics |
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269 | (2) |
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11 Classification: Sorting into Kinds |
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271 | (34) |
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Visual Image: How the Poor, the Middle Class, and the Rich Spend Their Money, table by National Public Radio |
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272 | (1) |
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Subjects and reasons for classification |
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273 | (1) |
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Focus on paragraph development |
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274 | (2) |
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How to organize a classification |
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276 | (1) |
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Checklist for reviewing and revising a classification |
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277 | (1) |
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Leobraudy Where Our Monsters Come From |
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278 | (5) |
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Paired Selection Failures to Communicate |
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283 | (1) |
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283 | (8) |
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Deborah Tannen on Writing |
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291 | (2) |
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293 | (8) |
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301 | (2) |
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Additional Writing Topics |
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303 | (2) |
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12 Cause and Effect: Asking Why |
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305 | (36) |
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Visual Image: Wild Weather, bar graph by National Geographic |
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306 | (1) |
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307 | (2) |
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How to organize a cause-and-effect analysis |
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309 | (2) |
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Focus on clarity and conciseness |
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311 | (1) |
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Checklist for reviewing and revising a cause-and-effect essay |
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312 | (1) |
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313 | (4) |
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317 | (10) |
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Visual Image: Raymond Loewy, illustration by Mark Weaver, with photographs by Bernard Hoffman, Jack Garofalo, and Sherman Oaks Antique Mall |
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Paired Selection Globalization |
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327 | (1) |
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327 | (4) |
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Chitra Divakaruni on Writing |
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331 | (1) |
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Plata o Plomo: Silver or Lead (documented student essay) |
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332 | (5) |
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337 | (2) |
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Additional Writing Topics |
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339 | (2) |
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13 Definition: Tracing Boundaries |
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341 | (30) |
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Visual Image: This Expedition Called Life, advertisement by Outward Bound |
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342 | (1) |
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343 | (2) |
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How to organize a definition |
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345 | (2) |
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347 | (1) |
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Checklist for reviewing and revising a definition |
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348 | (1) |
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Paired Selection Privilege |
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349 | (1) |
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Checking My Privilege (student essay) |
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349 | (5) |
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354 | (2) |
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356 | (5) |
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361 | (1) |
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Augusten Burroughs How to Identify Love by Knowing What It's Not |
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362 | (7) |
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Additional Writing Topics |
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369 | (2) |
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14 Argument and Persuasion: Stating Opinions and Proposals |
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371 | (48) |
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Visual Image: Corporate America Flag, image from Adbusters Media Foundation |
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372 | (4) |
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Audience and common ground |
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376 | (5) |
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381 | (1) |
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How to organize an argument |
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382 | (1) |
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Checklist for reviewing and revising an argument |
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383 | (2) |
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Supporting Family Values (annotated essay) |
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385 | (4) |
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389 | (2) |
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Paired Selection IS CAPITAL PUNISHMENT MORALLY DEFENSIBLE? |
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391 | (1) |
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How the Death Penalty Saves Lives |
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391 | (4) |
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What I Learned from Executing Two |
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395 | (5) |
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Should Colleges Offer Safe Spaces for Students? |
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400 | (1) |
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400 | (4) |
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Dawn Lundy Martin on Writing |
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404 | (1) |
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405 | (3) |
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Thomas Chatterton Williams |
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Thomas Chatterton Williams on Writing |
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408 | (2) |
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What Happened to Free Speech on College Campuses? (documented student essay) |
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410 | (6) |
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Sarah Hemphill on Writing |
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416 | (2) |
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Additional Writing Topics |
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418 | (1) |
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PART THREE MIXING THE METHODS |
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419 | (90) |
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Earthquakes (annotated essay) |
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421 | (5) |
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426 | (2) |
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428 | (8) |
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Visual Images: from Division Street, photographs |
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Paired Selection Transcendentalism |
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436 | (1) |
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436 | (8) |
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Henry David Thoreau on Writing |
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444 | (3) |
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Luis Alberto Urrea Barrio Walden |
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447 | (6) |
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Luis Alberto Urrea on Writing |
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453 | (2) |
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455 | (8) |
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Appendix: Research and Documentation |
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463 | (1) |
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464 | (1) |
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Preparing an annotated bibliography Questions for evaluating sources |
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465 | (3) |
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468 | (4) |
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Integrating source material |
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Synthesizing multiple sources |
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Source Citation Using Mla Style |
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472 | (15) |
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MLA parenthetical citations |
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A sample research paper in MLA style |
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Eating Green (annotated student essay) |
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487 | (6) |
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Source Citation Using Apa Style |
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493 | (10) |
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APA parenthetical citations |
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A sample research paper in APA style |
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The Brain That Changes (annotated student essay) |
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503 | (6) |
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| Glossary of Useful Terms |
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509 | (15) |
| Directory to the Writers on Writing |
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524 | (11) |
| Index |
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535 | |
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Creating APA-style in-text citations |
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1 | (7) |
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Directory to APA in-text citation models |
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1 | (7) |
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Creating APA-style reference list entries |
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8 | (25) |
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Elements of APA reference list entries |
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8 | (5) |
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Directory to APA reference list models |
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13 | (1) |
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General guidelines for listing authors |
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14 | (4) |
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Articles and other parts of larger works |
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18 | (4) |
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Books and other stand-alone works |
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22 | (4) |
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26 | (5) |
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31 | (2) |
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33 | (1) |
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Formatting student papers in APA style |
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33 | (2) |
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Additional sections for professional papers |
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35 | (1) |
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Preparing the reference list |
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36 | (2) |
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Excerpts from a sample student paper in APA style |
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38 | |
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38 | (1) |
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39 | (4) |
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43 | |
