Thematic Table of Contents |
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xvii | |
Preface |
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xxiii | |
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PART ONE From Reading to Writing |
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1 | (162) |
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3 | (9) |
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3 | (9) |
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Steps to Critical Reading |
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5 | (7) |
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2 Rhetoric: The Art of Persuasion |
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12 | (39) |
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12 | (1) |
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12 | (1) |
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The Importance of Good Grammar |
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12 | (2) |
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Letting The Habits of Literate Writers Be The Final Referee |
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14 | (1) |
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The Importance of Rhetoric |
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15 | (22) |
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16 | (1) |
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The Internal Reader/Editor |
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16 | (1) |
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17 | (1) |
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18 | (1) |
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18 | (1) |
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18 | (2) |
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20 | (1) |
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Writing about Visual Images |
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21 | (1) |
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21 | (2) |
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Writing about News Photographs |
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23 | (2) |
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25 | (2) |
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Writing about Advertisements |
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27 | (2) |
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Writing on the Social Networks |
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29 | (8) |
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37 | (3) |
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What---and How---to Write When You Have No Time to Write |
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37 | (3) |
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40 | (8) |
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40 | (5) |
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45 | (3) |
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Real-Life Student Writing |
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48 | (3) |
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48 | (3) |
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3 Synthesis: Incorporating Outside Sources |
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51 | (21) |
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51 | (4) |
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51 | (1) |
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52 | (1) |
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53 | (1) |
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54 | (1) |
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Guidelines for Effectively Synthesizing Outside Sources |
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55 | (2) |
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First, allow space for your thoughts |
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55 | (1) |
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Second, initiate a dialogue with the material |
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55 | (1) |
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Third, think, revise, rewrite |
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55 | (1) |
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55 | (1) |
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Guidelines for Improving Your Use of Outside Sources |
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56 | (1) |
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Always keep your argument in the foreground |
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56 | (1) |
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Weave the sources into your argument |
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56 | (1) |
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Consider form as well as function |
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56 | (1) |
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Writers at Work: Strategies for Incorporating Outside Sources |
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57 | (15) |
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Writers at Work: Using Paraphrase and Summary |
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57 | (1) |
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Writers at Work: Using Quotation |
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58 | (4) |
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62 | (1) |
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The Death of Horatio Alger |
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62 | (2) |
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64 | (2) |
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Long Live the American Dream |
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66 | (6) |
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72 | (19) |
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Road Map to Writer's Voice |
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72 | (5) |
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Why Did the Chicken Cross the Road? |
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73 | (1) |
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74 | (1) |
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75 | (1) |
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75 | (2) |
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77 | (5) |
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Tone: The Writer's Voice in the Reader's Mind |
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77 | (5) |
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82 | (8) |
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82 | (4) |
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Parkinson's Disease and the Dream Bear |
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86 | (4) |
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Real-Life Student Writing |
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90 | (1) |
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A Thank-You Note to an Aunt |
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90 | (1) |
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91 | (30) |
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91 | (10) |
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91 | (2) |
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93 | (1) |
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Characteristics of a Good Thesis |
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93 | (1) |
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93 | (1) |
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94 | (1) |
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95 | (1) |
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Nine Errors to Avoid in Composing a Thesis |
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96 | (2) |
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The Explicit versus the Implicit Thesis |
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98 | (3) |
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101 | (3) |
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101 | (3) |
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104 | (16) |
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Remarks on the Life of Sacco and on His Own Life and Execution |
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104 | (2) |
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A Good Man Is Hard To Find |
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106 | (14) |
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Real-Life Student Writing |
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120 | (1) |
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A Eulogy to a Friend Killed in a Car Wreck |
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120 | (1) |
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121 | (20) |
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121 | (10) |
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Organizing the Short Essay |
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121 | (1) |
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121 | (1) |
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Sketch out Your Paragraphs |
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122 | (1) |
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122 | (1) |
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Organizing the Long Essay |
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123 | (1) |
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Planning by Listing Supporting Materials |
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124 | (1) |
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Organizing with a Formal Outline |
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125 | (1) |
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Temperatures and Mountain Climbers |
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125 | (1) |
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126 | (1) |
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127 | (1) |
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Outlining by Topic/Outlining by Sentence |
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127 | (1) |
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127 | (1) |
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The Future of Our Cities Thesis |
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128 | (3) |
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131 | (3) |
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131 | (3) |
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134 | (5) |
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134 | (3) |
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That Time of Year (Sonnet 73) |
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137 | (2) |
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Real-Life Student Writing |
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139 | (2) |
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Note from a Graduate Student to a Department Secretary |
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139 | (2) |
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7 Developing Good Paragraphs |
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141 | (22) |
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141 | (13) |
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142 | (1) |
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142 | (1) |
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143 | (1) |
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143 | (1) |
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Paragraphs with a Final Summing-up Sentence |
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144 | (1) |
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Topic Sentence Developed over More Than One Paragraph |
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145 | (1) |
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Position of the Topic Sentence |
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145 | (1) |
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146 | (1) |
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Characteristics of a Well-Designed Paragraph |
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147 | (1) |
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147 | (1) |
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147 | (2) |
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149 | (1) |
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Writing Your Own Paragraphs |
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150 | (4) |
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154 | (3) |
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Writing Successful Paragraphs |
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154 | (3) |
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157 | (4) |
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Paragraph with the Topic Sentence at the Beginning |
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157 | (1) |
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From the Lessons of the Past |
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157 | (1) |
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Paragraph with the Topic Sentence at the End |
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158 | (1) |
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158 | (3) |
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Real-Life Student Writing |
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161 | (2) |
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Letter of Application to an Honors Program |
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161 | (2) |
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PART TWO Patterns of Development |
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163 | (256) |
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167 | (23) |
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167 | (4) |
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167 | (1) |
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167 | (1) |
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167 | (1) |
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167 | (1) |
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168 | (1) |
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Tell the Story from a Consistent Point of View |
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168 | (2) |
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Insert Appropriate Details |
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170 | (1) |
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Warming Up to Write a Narrative |
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170 | (1) |
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171 | (9) |
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171 | (5) |
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176 | (4) |
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Image Gallery for Critical Thinking and Debate: Terrorism |
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180 | (5) |
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Punctuation Workshop: The Period (.) |
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185 | (1) |
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186 | (2) |
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Terrorism: America in Pear |
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186 | (2) |
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188 | (1) |
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188 | (1) |
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188 | (1) |
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Chapter Writing Assignments |
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189 | (1) |
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Writing Assignments for a Specific Audience |
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189 | (1) |
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Pointer from a Pro: Be Concise |
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189 | (1) |
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190 | (26) |
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190 | (4) |
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190 | (1) |
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191 | (1) |
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How to Write a Description |
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191 | (1) |
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Focus on a Dominant Impression |
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191 | (1) |
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Use Images in Your Descriptions |
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192 | (1) |
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Appeal to All of Your Readers Senses |
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193 | (1) |
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Warming Up to Write a Description |
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193 | (1) |
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194 | (9) |
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194 | (5) |
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199 | (4) |
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Image Gallery for Critical Thinking and Debate: Self-image |
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203 | (5) |
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Punctuation Workshop: The Comma (,) |
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208 | (1) |
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209 | (5) |
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Body Modification: Think about It! |
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209 | (5) |
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214 | (1) |
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214 | (1) |
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214 | (1) |
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Chapter Writing Assignments |
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215 | (1) |
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Writing Assignments for a Specific Audience |
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215 | (1) |
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Pointer from a Pro: Write about the Familiar |
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215 | (1) |
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216 | (24) |
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Road Map to Process Analysis |
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216 | (3) |
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What Process Analysis Does |
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216 | (1) |
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When to Use Process Analysis |
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217 | (1) |
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How to Write a Process Analysis |
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217 | (1) |
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State Your Purpose in a Clear Thesis |
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217 | (1) |
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Organize the Sequence of Steps Logically |
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217 | (1) |
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218 | (1) |
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Warming Up to Write a Process Analysis |
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218 | (1) |
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219 | (10) |
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219 | (6) |
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Hunting Octopus in the Gilbert Islands |
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225 | (4) |
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Image Gallery for Critical Thinking and Debate: Bullying |
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229 | (5) |
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Punctuation Workshop: The Semicolon (;) |
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234 | (1) |
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235 | (3) |
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235 | (2) |
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237 | (1) |
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238 | (1) |
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238 | (1) |
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Chapter Writing Assignments |
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238 | (1) |
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Writing Assignments for a Specific Audience |
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238 | (1) |
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Pointer from a Pro: Be Sincere |
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239 | (1) |
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11 Illustration/Exemplification |
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240 | (24) |
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Road Map to Illustration/Exemplification |
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240 | (5) |
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What Illustration/Exemplification Does |
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240 | (1) |
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241 | (1) |
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242 | (2) |
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Warming Up to Write an Illustration |
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244 | (1) |
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245 | (9) |
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The Myth of the Latin Woman: I Just Met a Girl Named Maria |
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245 | (6) |
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"Mirror, Mirror, on the Wall ..." |
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251 | (3) |
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Image Gallery for Critical Thinking and Debate: Drugs and Society |
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254 | (5) |
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Punctuation Workshop: The Dash (---) |
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259 | (1) |
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260 | (2) |
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Solving the Drug Problem in the United States |
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260 | (2) |
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262 | (1) |
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262 | (1) |
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262 | (1) |
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Chapter Writing Assignments |
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262 | (1) |
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Writing Assignments for a Specific Audience |
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263 | (1) |
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Pointer from a Pro: Be Clear |
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263 | (1) |
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264 | (24) |
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264 | (5) |
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264 | (1) |
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264 | (1) |
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265 | (2) |
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Warming Up to Write a Definition |
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267 | (2) |
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269 | (9) |
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269 | (4) |
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273 | (5) |
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Image Gallery for Critical Thinking and Debate: Immigration |
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278 | (5) |
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Punctuation Workshop: The Apostrophe (') |
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283 | (1) |
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284 | (2) |
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284 | (2) |
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286 | (1) |
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286 | (1) |
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286 | (1) |
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Chapter Writing Assignments |
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287 | (1) |
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Writing Assignments for a Specific Audience |
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287 | (1) |
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Pointer from a Pro: Let Your Writing Percolate |
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287 | (1) |
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288 | (28) |
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Road Map to Comparison/Contrast |
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288 | (7) |
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What Comparison/Contrast Does |
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288 | (1) |
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When to Use Comparison/Contrast |
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289 | (1) |
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How to Use Comparison/Contrast |
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289 | (5) |
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Warming Up to Write a Comparison/Contrast |
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294 | (1) |
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295 | (9) |
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295 | (5) |
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Grant and Lee: A Study in Contrasts |
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300 | (4) |
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Image Gallery for Critical Thinking and Debate: Online Dating |
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304 | (5) |
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Punctuation Workshop: The Question Mark (?) |
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309 | (1) |
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310 | (3) |
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"OMGILY2!!" Online Dating Is at Your Own Risk |
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310 | (3) |
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313 | (1) |
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313 | (1) |
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313 | (1) |
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Chapter Writing Assignments |
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314 | (1) |
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Writing Assignments for a Specific Audience |
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314 | (1) |
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Pointer from a Pro: Conquer Writer's Block |
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315 | (1) |
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14 Division/Classification |
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316 | (22) |
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Road Map to Division/Classification |
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316 | (4) |
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What Division/Classification Does |
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316 | (1) |
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When to Use Division/Classification |
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317 | (1) |
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How to Use Division/Classification |
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317 | (2) |
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Warming Up to Write a Division/Classification |
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319 | (1) |
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320 | (7) |
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320 | (4) |
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324 | (3) |
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Image Gallery for Critical Thinking and Debate: Racism |
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327 | (5) |
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Punctuation Workshop: The Colon (:) |
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332 | (1) |
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333 | (3) |
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Color of Their Skin AND Content of Their Character |
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333 | (3) |
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336 | (1) |
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336 | (1) |
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336 | (1) |
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Chapter Writing Assignments |
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337 | (1) |
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Writing Assignments for a Specific Audience |
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337 | (1) |
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Pointer from a Pro: Use Definite, Specific, Concrete Language |
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337 | (1) |
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338 | (26) |
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Road Map to Causal Analysis |
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338 | (4) |
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What Causal Analysis Does |
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338 | (1) |
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When to Use Causal Analysis |
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339 | (1) |
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How to Use Causal Analysis |
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339 | (1) |
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Know the Differences among Necessary, Sufficient, and Contributory Cause |
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339 | (1) |
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340 | (1) |
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Be Modest in Your Choice of Subject |
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340 | (1) |
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Concentrate on Immediate Rather Than Remote Cause |
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340 | (1) |
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Don't Be Dogmatic about Cause |
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340 | (1) |
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Use Common Sense in Asserting Cause |
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341 | (1) |
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Warming Up to Write a Causal Analysis |
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342 | (1) |
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342 | (11) |
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A Peaceful Woman Explains Why She Carries a Gun |
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342 | (5) |
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347 | (6) |
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Image Gallery for Critical Thinking and Debate: The Status of Women |
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353 | (6) |
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Punctuation Workshop: The Exclamation Point (!) |
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359 | (1) |
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360 | (2) |
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360 | (2) |
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362 | (1) |
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362 | (1) |
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362 | (1) |
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Chapter Writing Assignments |
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363 | (1) |
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Writing Assignments for a Specific Audience |
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363 | (1) |
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Pointer from a Pro: Scrap Adverbs and Adjectives |
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363 | (1) |
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16 Argumentation and Persuasion |
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364 | (31) |
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Road Map to Argumentation and Persuasion |
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364 | (7) |
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What Argumentation and Persuasion Do |
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364 | (1) |
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When to Use Argumentation and Persuasion |
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364 | (1) |
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How to Use Argumentation and Persuasion |
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365 | (5) |
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Warming Up to Write an Argument |
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370 | (1) |
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371 | (13) |
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371 | (6) |
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377 | (7) |
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Image Gallery for Critical Thinking and Debate: Homelessness |
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384 | (5) |
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Punctuation Workshop: Quotation Marks ("") |
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389 | (1) |
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390 | (3) |
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390 | (2) |
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392 | (1) |
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393 | (1) |
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393 | (1) |
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Chapter Writing Assignments |
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393 | (1) |
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393 | (1) |
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Writing Assignments for a Specific Audience |
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394 | (1) |
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Pointer from a Pro: Read Well, Write Well |
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394 | (1) |
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395 | (24) |
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395 | (3) |
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What Combining the Modes Does |
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395 | (1) |
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When to Combine the Modes |
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396 | (1) |
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How to Use Combined Modes |
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396 | (2) |
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398 | (10) |
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Shrew---The Littlest Mammal |
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398 | (4) |
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402 | (6) |
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Image Gallery for Critical Thinking and Debate: The New Technology |
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408 | (6) |
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Punctuation Workshop: Using Other Punctuation with Quotation Marks |
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414 | (1) |
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415 | (2) |
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Thoughts about the Internet / Charlie Sorensen |
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415 | (1) |
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416 | (1) |
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417 | (1) |
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417 | (1) |
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Chapter Writing Assignments |
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417 | (1) |
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Writing Assignments for a Specific Audience |
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417 | (1) |
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Pointer from a Pro: Avoid Noun Clusters (NOUN+NOUN+NOUN) |
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418 | (1) |
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PART THREE Rewriting Your Writing |
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419 | (22) |
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419 | (1) |
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420 | (2) |
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The Exploitation of Endangered Wildlife |
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422 | (1) |
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423 | (11) |
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Rule 1 Make Your Title Descriptive |
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423 | (1) |
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Rule 2 Begin with a Simple Sentence |
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423 | (1) |
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424 | (3) |
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Rule 4 Do Not Overexplain |
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427 | (1) |
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427 | (1) |
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Rule 6 Avoid Trite Expressions |
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428 | (1) |
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Rule 7 Use the Active Voice |
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428 | (1) |
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Rule 8 Make Your Statements Positive |
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429 | (1) |
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430 | (1) |
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Rule 10 Place Key Words at the Beginning or End of a Sentence |
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430 | (1) |
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Rule 11 Prune Multiple Ofs |
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430 | (1) |
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Rule 12 Break Up Noun Clusters |
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431 | (1) |
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Rule 13 Use Exclamation Points Sparingly |
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431 | (1) |
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Rule 14 Vary Your Sentences |
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432 | (1) |
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Rule 15 Keep Your Point of View Consistent |
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432 | (1) |
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Rule 16 Use Standard Words |
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433 | (1) |
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433 | (1) |
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434 | (7) |
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PART FOUR Special Writing Projects |
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441 | (70) |
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Why English Instructors Assign Research Papers |
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441 | (1) |
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441 | (1) |
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How to Narrow Your Subject |
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442 | (1) |
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The Process of Writing the Paper |
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443 | (5) |
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Preparing "Works Cited" or "References" |
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448 | (1) |
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449 | (2) |
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Annotated Student Research Paper: Modern Language Association (MLA) Style |
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451 | (22) |
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A Victory for Readers? Copyright Law and Google Book Search |
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457 | (16) |
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Annotated Student Research Paper: American Psychological Association (APA) Style |
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473 | (38) |
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Development of a Scale to Detect Sexual Harassers: The Potential Harasser Scale (PHS) |
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475 | (31) |
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Exercises to help you learn how to synthesize someone else's work into your own writing |
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506 | (1) |
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507 | (4) |
Glossary |
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511 | (6) |
Index |
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517 | |