The Bedford Guide for College Writers with Reader, Research Manual, and Handbook
, by Kennedy, X. J.; Kennedy, Dorothy M.; Muth, Marcia F.
- ISBN: 9780312601539 | 0312601530
- Cover: Hardcover
- Copyright: 1/6/2011
With its process-oriented rhetoric, provocative thematic reader, up-to-date research manual, and comprehensive handbook,The Bedford Guide for College Writersgives your students the tools they need to succeed as writers -- all in one book. Each of the book's four main components has been carefully developed to provide an engaging, well-coordinated guide for student writers. This edition's new, more open design and sharper focus on active learning do even more to help students develop transferable skills.The Bedford Guide for College Writersprepares students to be the confident, resourceful, and independent writers they will need to be.
X.J. KENNEDY is an acclaimed poet, children's author, college teacher, and textbook author. He has taught freshman composition at the University of Michigan, the University of North Carolina, Greensboro, and Tufts University. Since 1966, more than 2 million students have treasured his introductory literature texts and The Bedford Reader, coedited with Dorothy M. Kennedy and Jane E. Aaron, now in its Ninth Edition. DOROTHY M. KENNEDY is a writer and editor whose articles and reviews have appeared in both professional and academic journals. She has taught composition at the University of Michigan and Ohio University and, with X.J. Kennedy, is the recipient of the NCTE Teacher's Choice Award for Knock at a Star: A Child's Introduction to Poetry.
MARCIA F. MUTH is a teacher, writer, and editor. She has taught first-year composition at The Ohio State University and now offers writing workshops through the School of Education at the University of Colorado at Denver and Health Sciences Center. She is the author or co-author of several composition textbooks and ancillaries, including Getting the Picture, Researching and Writing, and Writing and Revising, all published by Bedford/St. Martin's. She also co-authored Harold D. Lasswell: An Annotated Bibliography.
MARCIA F. MUTH is a teacher, writer, and editor. She has taught first-year composition at The Ohio State University and now offers writing workshops through the School of Education at the University of Colorado at Denver and Health Sciences Center. She is the author or co-author of several composition textbooks and ancillaries, including Getting the Picture, Researching and Writing, and Writing and Revising, all published by Bedford/St. Martin's. She also co-authored Harold D. Lasswell: An Annotated Bibliography.
PART ONE: A College Writer's Process 1. Writing Processes
Writing, Reading, and Critical Thinking
A Process of Writing
Getting Started
Generating Ideas
*Learning by Doing: Reflecting on Ideas
Planning, Drafting, and Developing
*Learning by Doing: Reflecting on Drafts
Revising and Editing
*Learning by Doing: Reflecting on Finishing
Purpose and Audience
Writing for a Reason
*Learning by Doing: Considering Purpose
Writing for Your Audience
*Learning by Doing: Considering Audience
Targeting a College Audience
*Learning by Doing: Considering a College Audience
What Matters Most
Additional Writing Activities 2. Reading Processes
A Process of Critical Reading
*Learning by Doing: Describing Your Reading Strategies
Getting Started
Preparing to Read
*Learning by Doing: Preparing to Read
Responding to Reading
*Learning by Doing: Annotating a Passage
*Learning by Doing: Responding in a Reading Journal
*Learning from Another Writer: Olof Eriksson, The Problems with Masculinity (Student Reading Summary and Response)
Reading on Literal and Analytical Levels
*Learning by Doing: Reading Analytically
Generating Ideas from Reading
*Learning from Another Writer: Stephanie Switzer, A Response to “Free the Children” (Student Reading Summary, Critique, and Application)
*Learning by Doing: Reading Critically
Jeffrey M. Leving and Glenn Sacks, Women Don't Want Men? Ha!
*Reading Online and Multimodal Texts
*Learning by Doing: Reading a Web Site
Additional Writing Activities 3. Critical Thinking Processes
A Process of Critical Thinking
*Learning by Doing: Thinking Critically to Solve a Campus Problem
Getting Started
*Learning by Doing: Thinking Critically to Explore an Issue
Applying Critical Thinking to Academic Problems
*Learning by Doing: Thinking Critically to Respond to an Academic Problem
Supporting Critical Thinking with Evidence
Types of Evidence
*Learning by Doing: Looking for Evidence
Testing Evidence
Using Evidence to Appeal to Your Audience
Logical Appeal (Logos)
Emotional Appeal (Pathos)
Ethical Appeal (Ethos)
*Learning by Doing: Identifying Types of Appeals
*Learning from Another Writer: Richard Anson, Young Americans and Media News (Student Rhetorical Analysis)
Presenting Your Critical Thinking
*Learning by Doing: Testing Logical Patterns
Avoiding Faulty Thinking
*Learning by Doing: Analyzing Reasoning
Al Knight: Perhaps We Should Move to Save Dogs from Their Owners
Letter from an Irate Dog Owner
Additional Writing Activities PART TWO: A Writer's Situations 4. Recalling an Experience
*Why Recalling an Experience Matters
Learning from Other Writers
Russell Baker, The Art of Eating Spaghetti
Robert G. Schreiner, What Is a Hunter? (Student Essay)
Learning by Writing
The Assignment: Recalling a Personal Experience
Facing the Challenge: Writing from Recall
Generating Ideas
*Learning by Doing: Creating Your Writing Space
Planning, Drafting, and Developing
*Learning by Doing: Stating the Importance of Your Experience
*Learning by Doing: Selecting and Arranging Events
Revising and Editing
*Learning by Doing: Appealing to the Senses
Additional Writing Assignments 5. Observing a Scene
*Why Observing a Scene Matters
Learning from Other Writers
Eric Liu, The Chinatown Idea
Michael Coil, Communications (Student Essay)
Learning by Writing
The Assignment: Observing a Scene
Facing the Challenge: Observing a Scene
Generating Ideas
*Learning by Doing: Enriching Sensory Detail
Planning, Drafting, and Developing
*Learning by Doing: Experimenting with Organization
Revising and Editing
*Learning by Doing: Strengthening Your Main Impression
Additional Writing Assignments 6. Interviewing a Subject
*Why Interviewing a Subject Matters
Learning from Other Writers
*Paul Solotaroff, The Surfing Savant
*Lorena A. Ryan-Hines, Looking Backwards, Moving Forward (Student Essay)
Learning by Writing
The Assignment: Interviewing
Generating Ideas
*Learning by Doing: Transcribing Your Interview Notes
Planning, Drafting, and Developing
*Learning by Doing: Stating a Dominant Impression
Revising and Editing
*Learning by Doing: Screening Your Details
Additional Writing Assignments 7. Comparing and Contrasting
*Why Comparing and Contrasting Matters
Learning from Other Writers
Suzanne Britt, Neat People vs. Sloppy People
Tim Chabot, Take Me Out to the Ballgame, but Which One? (Student Essay)
Learning by Writing
The Assignment: Comparing and Contrasting
Generating Ideas
Facing the Challenge: Comparing and Contrasting
*Learning by Doing: Making a Comparison-and-Contrast Table
Planning, Drafting, and Developing
*Learning by Doing: Pinpointing Your Purpose
*Learning by Doing: Building Cohesion with Transitions
Revising and Editing
Additional Writing Assignments 8. Explaining Causes and Effects
*Why Explaining Causes and Effects Matters
Learning from Other Writers
*Jeffrey Pfeffer, Lay Off the Layoffs
Yun Yung Choi, Invisible Women (Student Essay)
Learning by Writing
The Assignment: Explaining Causes and Effects
Generating Ideas
Facing the Challenge: Causes and Effects
*Learning by Doing: Visualizing the Situation
*Learning by Doing: Making a Cause-and-Effect Table
Planning, Drafting, and Developing
*Learning by Doing: Focusing Your Introduction
Revising and Editing
Additional Writing Assignments 9. Taking a Stand
*Why Taking a Stand Matters
Learning from Other Writers
Suzan Shown Harjo, Last Rites for Indian Dead
*Marjorie Lee Garrettson, More Pros than Cons in a Meat-free Life (Student Essay)
Learning by Writing
The Assignment: Taking a Stand
Generating Ideas
Facing the Challenge: Taking a Stand
*Learning by Doing: Asking Your Question
*Learning by Doing: Supporting a Claim
Planning, Drafting, and Developing
*Learning by Doing: Refining Your Plans
*Learning by Doing: Making Columns of Appeals
Revising and Editing
*Take Action: Strengthening Support for a Stand
Additional Writing Assignments 10. Proposing a Solution
*Why Proposing a Solution Matters
Learning from Other Writers
Wilbert Rideau, Why Prisons Don't Work
*Lacey Taylor, It's Not Just a Bike (Student Essay)
Learning by Writing
The Assignment: Proposing a Solution
Generating Ideas
Facing the Challenge: Proposing a Solution
*Learning by Doing: Describing Your Audience
Planning, Drafting, and Developing
*Learning by Doing: Making Problem-Solution Columns
Revising and Editing
Additional Writing Assignments 11. Evaluating and Reviewing
*Why Evaluating and Reviewing Matters
Learning from Other Writers
*Seth Stevenson, Soft Sell
Dennis O'Neil, Katrina Documentary Gives Voice to Survivors (Student Essay)
Learning by Writing
The Assignment: Writing an Evaluation
Generating Ideas
Facing the Challenge: Evaluating and Reviewing
*Learning by Doing: Developing Criteria
Planning, Drafting, and Developing
*Learning by Doing: Stating Your Overall Judgment
*Learning by Doing: Supporting Your Judgments
Revising and Editing
Additional Writing Assignments 12. Supporting a Position with Sources
*Why Supporting a Position with Sources Matters
Learning from Other Writers
*Jake Halpern, The Popular Crowd
Melissa Lamberth, Overworked! (Student Essay)
Learning by Writing
The Assignment: Supporting a Position with Sources
Generating Ideas
Facing the Challenge: Finding Your Voice
*Learning by Doing: Selecting Reliable Sources
Planning, Drafting, and Developing
*Learning by Doing: Connecting Evidence and Thesis
Revising and Editing
*Learning by Doing: Launching Your Sources
*Learning by Doing: Checking Your Presentation of Sources
*Take Action: Integrating Source Information Effectively
Additional Writing Assignments PART THREE: Special Writing Situations 13. Responding to Literature
Literary Analysis
Learning from Other Writers
Shirley Jackson, The Lottery
Jonathan Burns, The Hidden Truth: An Analysis of Shirley Jackson's “The Lottery” (Student Literary Analysis)
A Glossary of Terms for Literary Analysis
Learning by Writing: Literary Analysis
Learning by Doing: Developing Your Literary Analysis
Strategies for Writing about Literature
Learning from Another Writer: Synopsis
Jonathan Burns, A Synopsis of “The Lottery” (Student Synopsis)
Learning by Writing: Synopsis
Kate Chopin, The Story of an Hour
Learning from Another Writer: Paraphrase
*Jonathan Burns, A Paraphrase from “The Lottery” (Student Paraphrase)
Learning by Writing: Paraphrase
Additional Writing Assignments 14. Responding to Visual Representations
Using Strategies for Visual Analysis
Level One: Seeing the Big Picture
Purpose and Audience
Prominent Element
Focal Point
*Learning by Doing: Seeing the Big Picture
Level Two: Observing the Characteristics of an Image
Cast of Characters
Story of the Image
Design and Arrangement
Artistic Choices
*Learning by Doing: Observing Characteristics
Level Three: Interpreting the Meaning of an Image
General Feeling or Mood
Sociological, Political, Economic, or Cultural Attitudes
Language
Signs and Symbols
Themes
*Learning by Doing: Interpreting Meaning
*Learning from Another Writer: Visual Analysis
*Rachel Steinhaus, “Life, Liberty, and the Pursuit” (Student Analysis of an Advertisement)
*Learning by Writing
Learning from Another Writer: Visual Essay
*Josh Birnbaum, Uphill Battle (Student Photo Essay)
Additional Writing Assignments *15. Writing Online
Getting Started with Campus and Course Basics
Learning by Doing: Identifying Online Writing Expectations
Class Courtesy
Online Ethics
Learning by Doing: Making Personal Rules
Common Online Writing Situations
Messages to Your Instructor
Learning by Doing: Finding a College Voice
Learning from Other Writers: Messages to Your Instructor
Heather Church, Subject: Reading Response (Student Question about an Assignment)
Arthur Wasilewski, Subject: Comments on Last Paper (Student Question about Comments on a Draft)
Learning by Doing: Contacting Your Instructor
Online Profile
Learning from Other Writers: Online Profile
LaTanya Nash, My Profile as a Future Nurse (Student Online Profile)
Learning by Doing: Posting a Personal Profile
Lainie Costas, Interview of Tomas (Student Classmate Interview)
Learning by Doing: Introducing a Classmate
Online Threaded Discussions or Responses
Learning from Other Writers: Threaded Discussion
Instructor Kathleen Beauchene and Students Cristina Berrios, Joshua Tefft, Leah Threats, Arthur Wasilewski, and Joel Torres, Discussion of Writing Processes (Student Online Threaded Discussion)
Learning by Doing: Joining a Threaded Discussion
Course Management Systems (CMS) and Other Online Tools
Course Management Systems
Learning by Doing: Exploring Your CMS
Other Online Tools
File Management
Learning by Doing: Preparing a Template
Learning by Doing: Organizing Your Files
Online Assessment
Choosing Future Class Formats
Learning by Doing: Choosing Future Class Formats
Additional Writing Assignments 16. Writing and Presenting Under Pressure
Essay Examinations
Preparing for the Exam
Learning from Another Writer: Essay Exam
David Ian Cohn, Response to Psychology Question (Student Essay Exam Response)
Generating Ideas
Planning for Typical Exam Questions
*Learning by Doing: Asking Questions
Drafting: The Only Version
Revising: Rereading and Proofing
Short-Answer Examinations
Timed Writings
*Learning by Doing: Thinking Fast
Writing for Portfolio Assessment
Understanding Portfolio Assessment
Tips for Keeping a Portfolio
Oral Presentations
*Learning from Other Writers: Visuals for Oral Presentations
*Andrew Dillon Bustin and Crystal Chadwick, Traditional Urban Design (Student Face-to-Face Class Presentation)
*Michelle Sausen, Parental Involvement (Student Future Conference Presentation)
Additional Writing Assignments 17. Writing in the Workplace
Guidelines for Writing in the Workplace
Know Your Purpose
Keep Your Audience in Mind
Use an Appropriate Tone
Present Information Carefully
Résumés and Application Letters
Résumés
Application Letters
*Learning by Doing: Planning a Job Application
Business Letters
Format for Business Letters
Memoranda
Format for Memoranda
E-Mail
Format for E-mail
Brochures and Presentation Visuals
Format for Brochures
Format for Presentation Visuals
Additional Writing Assignments PART FOUR: A Writer's Strategies *18. Strategies: A Case Study
Generating Ideas
Planning, Drafting, and Developing
Rough Draft with Peer and Instructor Responses
Learning by Doing: Responding as a Peer
Revising and Editing
Revised and Edited Draft
Final Draft for Submission
Erin Schmitt, Mr. Hertli (Student Essay)
Reflecting as a Writer
Reflective Portfolio Letter
Learning by Doing: Writing a Reflective Letter 19. Strategies for Generating Ideas
Finding Ideas
Building from Your Assignment
*Learning by Doing: Building from Your Assignment
Brainstorming
*Learning by Doing: Brainstorming
Freewriting
*Learning by Doing: Freewriting
Doodling or Sketching
*Learning by Doing: Doodling or Sketching
Mapping
*Learning by Doing: Mapping
Imagining
*Learning by Doing: Imagining
Asking a Reporter's Questions
*Learning by Doing: Asking a Reporter's Questions
Seeking Motives
*Learning by Doing: Seeking Motives
Keeping a Journal
*Learning by Doing: Keeping a Journal
Getting Ready
Setting Up Circumstances
Preparing Your Mind 20. Strategies for Stating a Thesis and Planning
Shaping Your Topic for Your Purpose and Your Audience
*Learning by Doing: Considering Purpose and Audience
Stating and Using a Thesis
*Learning by Doing: Identifying Theses
How to Discover a Working Thesis
*Learning by Doing: Discovering a Thesis
How to State a Thesis
*Learning by Doing: Examining Thesis Statements
How to Improve a Thesis
*Take Action: Building a Stronger Thesis
How to Use a Thesis to Organize
*Learning by Doing: Using a Thesis to Preview Organization
Organizing Your Ideas
Grouping Your Ideas
Outlining
*Learning by Doing: Moving from Outline to Thesis
*Learning by Doing: Responding to an Outline
*Learning by Doing: Outlining 21. Strategies for Drafting
Making a Start Enjoyable
Restarting
Paragraphing
Using Topic Sentences
Writing an Opening
Writing a Conclusion
*Learning by Doing: Openings and Conclusions
Adding Cues and Connections
*Learning by Doing: Identifying Transitions 22. Strategies for Developing
Giving Examples
*Learning by Doing: Giving Examples
Providing Details
*Learning by Doing: Providing Details
Defining
*Learning by Doing: Developing an
Extended Definition
Reasoning Inductively and Deductively
*Learning by Doing: Reasoning Inductively and Deductively
Analyzing a Subject
*Learning by Doing: Analyzing a Subject
Analyzing a Process
*Learning by Doing: Analyzing a Process
Dividing and Classifying
*Learning by Doing: Dividing and Classifying
Comparing and Contrasting
*Learning by Doing: Comparing and Contrasting
Identifying Causes and Effects
*Learning by Doing: Identifying Causes and Effects 23. Strategies for Revising and Editing
Re-viewing and Revising
Revising for Purpose and Thesis
Revising for Audience
Revising for Structure and Support
*Learning by Doing: Tackling Macro Revision
Working with a Peer Editor
Meeting with Your Instructor
Decoding Your Instructor's Comments
Revising for Emphasis, Conciseness, and Clarity
Stressing What Counts
Cutting and Whittling
Keeping It Clear
*Learning by Doing: Tackling Micro Revision
Editing and Proofreading
Editing
Proofreading
*Learning by Doing: Editing and Proofreading *24. Strategies for Future Writing
Transferring Knowledge
Learning by Doing: Transferring Learning
What Do They Want?
Analyzing Expectations
Connecting Expectations and Assessments
Learning by Doing: Decoding an Assignment
What Is It?
Uncovering Assumptions
Analyzing Genre Models
Learning by Doing: Analyzing a Genre Model
How Do I Write It?
Learning by Doing: Reflecting on New Assignments
Learning from Another Writer: A Multi-Genre History Assignment
Shari O'Malley, Recognition [selections] (Student Essay) A WRITERS READER 25. Families
Christy De'on Miller, Give Me Five More Minutes
Anjula Razdan, What's Love Got to Do with It?
* Judith Warner, Helicopter Parenting Turns Deadly
* Alfie Kohn, When a Parent's “I Love You” Means “Do as I Say”
Danzy Senna, The Color of Love
PAIRED ESSAYS:
Amy Tan, Mother Tongue
Richard Rodriguez, Public and Private Language 26. Men and Women
Robert Jensen, The High Cost of Manliness
Brent Staples, Black Men and Public Space
Dave Barry, From Now On, Let Women Kill Their Own Spiders
Judy Brady, I Want a Wife
*Cheryl Mendelson, My Secret Life
PAIRED ESSAYS:
*Linda Babcock and Sara Laschever, Low Goals and Safe Targets
*Michael Gurian, Disappearing Act: Where Have the Men Gone? No Place Good 27. Popular Culture
Stephen King, Why We Crave Horror Movies
*Sarah Seltzer, The (Girl) Geek Stands Alone
Ruth LaFerla, Latino Style is Cool. Oh, All Right: It's Hot.
*Frank Deford, NFL: Dodging the Concussion Discussion?
PAIRED ESSAYS:
* Kate Dailey and Abby Ellin, America's War on the Overweight
* Michael Pollan, Out of the Kitchen, Onto the Couch 28. E-Technology
*Clive Thompson, New Literacy
David Gelernter, Computers Cannot Teach Children Basic Skills
*Joseph Turow, Have They Got a Deal for You
*Emily Yoffe, Seeking
PAIRED ESSAYS:
Sherry Turkle, How Computers Change the Way We Think
*Michael Agger, Lazy Eyes *29. Explorations on Living Well
*Sarah Adams, Be Cool to the Pizza Dude
*William F. Buckley, Jr., Why Don't We Complain?
William Zinsser, The Right to Fail
*Harold Taw, Finding Prosperity by Feeding Monkeys
*Eric Weiner, The Geography of Bliss
PAIRED ESSAYS:
*Juliet Schor, The Creation of Discontent
* Llewellyn H. Rockwell, In Defense of Consumerism A WRITER'S RESEARCH MANUAL 30. Planning and Managing Your Research Project
Beginning Your Inquiry
The Assignment: Writing from Sources
Generating Ideas and Asking a Research Question
Exploring Your Territory
Taking an Overview
Turning a Topic into a Question
Surveying Your Resources
Using Keywords and Links
*Learning by Doing: Proposing Your Project
Managing Your Project
Creating a Schedule
Recording Information
Starting a Research Archive 31. Working with Sources
Drawing the Details from Your Sources
Starting a Working Bibliography
Source Navigator: Article in a Magazine
Source Navigator: Article in a Scholarly Journal from a Database
Source Navigator: Book
Source Navigator: Page from a Web Site
Source Navigator: Notes for a Field Source
Capturing Information in Source Notes by Quoting, Paraphrasing, and Summarizing
Quoting
Paraphrasing
Summarizing
*Learning by Doing: Capturing Information from Sources
Developing an Annotated Bibliography
32. Finding Sources in the Library, on the Internet, and in the Field
Searching the Library Online
Looking for Resources Grouped by Field
Searching Library Databases
Using Other Library Resources
Consulting Reference Materials
Bibliographies
Locating Special Materials
Using the Internet for Research
Finding Recommended Internet Resources
Selecting Search Engines
Finding Specialized Online Materials
Finding Sources in the Field
Interviewing
Observing
Using Questionnaires
Corresponding
Attending Public and Online Events 33. Evaluating Sources
Evaluating Library and Internet Sources
Who Is the Author?
Who Else Is Involved?
What Is the Purpose?
When Was the Source Published?
Where Did You Find the Source?
Why Would You Use This Source?
How Would This Source Contribute to Your Paper?
*Learning by Doing: Evaluating Your Sources
Evaluating Field Sources
Reconsidering Your Purpose and Your Thesis
34. Integrating Sources
Using Sources Ethically
Capturing, Launching, and Citing Evidence from Sources
Quoting and Paraphrasing Accurately
Summarizing Concisely
Avoiding Plagiarism
Launching Source Material
Citing Each Source Clearly
Synthesizing Ideas and Sources
*Take Action: Integrating and Synthesizing Sources
*Learning by Doing: Integrating and Synthesizing Your Sources 35. Writing Your Research Paper
Planning and Drafting
Using Your Sources to Support Your Ideas
Launching and Citing Your Sources as You Draft
Beginning and Ending
Revising and Editing
Documenting Sources
Citing Sources in Your Text
Listing Sources at the End
Other Assignments *36. MLA Style for Documenting Sources
*Take Action: Citing and Listing Sources Accurately in MLA Style
Citing Sources in MLA Style
Who Wrote It?
What Type of Source Is It?
How Are You Capturing the Source Material?
Listing Sources in MLA Style
Who Wrote It?
What Type of Source Is It?
A Sample MLA Research Paper [heading should precede outline]
*Candace Rardon, Meet Me in the Middle: The Student, the State, and the School (Student Essay) 37. APA Style for Documenting Sources
Citing Sources in APA Style
Who Wrote It?
What Type of Source Is It?
How Are You Capturing the Source Material?
Listing Sources in APA Style
Who Wrote It?
What Type of Source Is It?
A Sample APA Research Paper
Linn Bourgeau, Crucial Choices: Who Will Save the Wetlands If Everyone Is at the Mall? (Student Essay) A WRITER'S HANDBOOK 38. Grammatical Sentences
1. Sentence Fragments
2. Comma Splices and Fused Sentences
3. Verbs
4. Subject-Verb Agreement
5. Pronoun Case
6. Pronoun Reference
7. Pronoun-Antecedent Agreement
8. Adjectives and Adverbs
9. Shifts
39. Effective Sentences
10. Misplaced and Dangling Modifiers
11. Incomplete Sentences
12. Mixed Constructions and Faulty Predication
13. Parallel Structure
14. Coordination and Subordination
15. Sentence Variety 40. Word Choice
16. Appropriateness
17. Exact Words
18. Bias-Free Language
19. Wordiness 41. Punctuation
20. End Punctuation
21. The Comma
22. The Semicolon
23. The Colon
24. The Apostrophe
25. Quotation Marks
26. The Dash
27. Parentheses, Brackets, and the Ellipsis Mark 42. Mechanics
28. Abbreviations
29. Capital Letters
30. Numbers
31. Italics
32. The Hyphen
33. Spelling *Quick Format Guide
A. Following the Format for an Academic Paper
B. Integrating and Crediting Visuals
C. Designing a Document Template
D. Solving Common Format Problems
E. Designing Other Documents for Your Audience Quick Research Guide
A. Defining Your Quest
B. Searching for Recommended Sources
C. Evaluating Possible Sources
D. Capturing, Launching, and Citing Evidence from Sources
E. Citing and Listing Sources in MLA or APA Style
Quick Editing Guide
A. Editing for Common Grammar Problems
B. Editing to Ensure Effective Sentences
C. Editing for Common Punctuation Problems
D. Editing for Common Mechanics Problems
Appendix: A Glossary of Troublemakers
Writing, Reading, and Critical Thinking
A Process of Writing
Getting Started
Generating Ideas
*Learning by Doing: Reflecting on Ideas
Planning, Drafting, and Developing
*Learning by Doing: Reflecting on Drafts
Revising and Editing
*Learning by Doing: Reflecting on Finishing
Purpose and Audience
Writing for a Reason
*Learning by Doing: Considering Purpose
Writing for Your Audience
*Learning by Doing: Considering Audience
Targeting a College Audience
*Learning by Doing: Considering a College Audience
What Matters Most
Additional Writing Activities 2. Reading Processes
A Process of Critical Reading
*Learning by Doing: Describing Your Reading Strategies
Getting Started
Preparing to Read
*Learning by Doing: Preparing to Read
Responding to Reading
*Learning by Doing: Annotating a Passage
*Learning by Doing: Responding in a Reading Journal
*Learning from Another Writer: Olof Eriksson, The Problems with Masculinity (Student Reading Summary and Response)
Reading on Literal and Analytical Levels
*Learning by Doing: Reading Analytically
Generating Ideas from Reading
*Learning from Another Writer: Stephanie Switzer, A Response to “Free the Children” (Student Reading Summary, Critique, and Application)
*Learning by Doing: Reading Critically
Jeffrey M. Leving and Glenn Sacks, Women Don't Want Men? Ha!
*Reading Online and Multimodal Texts
*Learning by Doing: Reading a Web Site
Additional Writing Activities 3. Critical Thinking Processes
A Process of Critical Thinking
*Learning by Doing: Thinking Critically to Solve a Campus Problem
Getting Started
*Learning by Doing: Thinking Critically to Explore an Issue
Applying Critical Thinking to Academic Problems
*Learning by Doing: Thinking Critically to Respond to an Academic Problem
Supporting Critical Thinking with Evidence
Types of Evidence
*Learning by Doing: Looking for Evidence
Testing Evidence
Using Evidence to Appeal to Your Audience
Logical Appeal (Logos)
Emotional Appeal (Pathos)
Ethical Appeal (Ethos)
*Learning by Doing: Identifying Types of Appeals
*Learning from Another Writer: Richard Anson, Young Americans and Media News (Student Rhetorical Analysis)
Presenting Your Critical Thinking
*Learning by Doing: Testing Logical Patterns
Avoiding Faulty Thinking
*Learning by Doing: Analyzing Reasoning
Al Knight: Perhaps We Should Move to Save Dogs from Their Owners
Letter from an Irate Dog Owner
Additional Writing Activities PART TWO: A Writer's Situations 4. Recalling an Experience
*Why Recalling an Experience Matters
Learning from Other Writers
Russell Baker, The Art of Eating Spaghetti
Robert G. Schreiner, What Is a Hunter? (Student Essay)
Learning by Writing
The Assignment: Recalling a Personal Experience
Facing the Challenge: Writing from Recall
Generating Ideas
*Learning by Doing: Creating Your Writing Space
Planning, Drafting, and Developing
*Learning by Doing: Stating the Importance of Your Experience
*Learning by Doing: Selecting and Arranging Events
Revising and Editing
*Learning by Doing: Appealing to the Senses
Additional Writing Assignments 5. Observing a Scene
*Why Observing a Scene Matters
Learning from Other Writers
Eric Liu, The Chinatown Idea
Michael Coil, Communications (Student Essay)
Learning by Writing
The Assignment: Observing a Scene
Facing the Challenge: Observing a Scene
Generating Ideas
*Learning by Doing: Enriching Sensory Detail
Planning, Drafting, and Developing
*Learning by Doing: Experimenting with Organization
Revising and Editing
*Learning by Doing: Strengthening Your Main Impression
Additional Writing Assignments 6. Interviewing a Subject
*Why Interviewing a Subject Matters
Learning from Other Writers
*Paul Solotaroff, The Surfing Savant
*Lorena A. Ryan-Hines, Looking Backwards, Moving Forward (Student Essay)
Learning by Writing
The Assignment: Interviewing
Generating Ideas
*Learning by Doing: Transcribing Your Interview Notes
Planning, Drafting, and Developing
*Learning by Doing: Stating a Dominant Impression
Revising and Editing
*Learning by Doing: Screening Your Details
Additional Writing Assignments 7. Comparing and Contrasting
*Why Comparing and Contrasting Matters
Learning from Other Writers
Suzanne Britt, Neat People vs. Sloppy People
Tim Chabot, Take Me Out to the Ballgame, but Which One? (Student Essay)
Learning by Writing
The Assignment: Comparing and Contrasting
Generating Ideas
Facing the Challenge: Comparing and Contrasting
*Learning by Doing: Making a Comparison-and-Contrast Table
Planning, Drafting, and Developing
*Learning by Doing: Pinpointing Your Purpose
*Learning by Doing: Building Cohesion with Transitions
Revising and Editing
Additional Writing Assignments 8. Explaining Causes and Effects
*Why Explaining Causes and Effects Matters
Learning from Other Writers
*Jeffrey Pfeffer, Lay Off the Layoffs
Yun Yung Choi, Invisible Women (Student Essay)
Learning by Writing
The Assignment: Explaining Causes and Effects
Generating Ideas
Facing the Challenge: Causes and Effects
*Learning by Doing: Visualizing the Situation
*Learning by Doing: Making a Cause-and-Effect Table
Planning, Drafting, and Developing
*Learning by Doing: Focusing Your Introduction
Revising and Editing
Additional Writing Assignments 9. Taking a Stand
*Why Taking a Stand Matters
Learning from Other Writers
Suzan Shown Harjo, Last Rites for Indian Dead
*Marjorie Lee Garrettson, More Pros than Cons in a Meat-free Life (Student Essay)
Learning by Writing
The Assignment: Taking a Stand
Generating Ideas
Facing the Challenge: Taking a Stand
*Learning by Doing: Asking Your Question
*Learning by Doing: Supporting a Claim
Planning, Drafting, and Developing
*Learning by Doing: Refining Your Plans
*Learning by Doing: Making Columns of Appeals
Revising and Editing
*Take Action: Strengthening Support for a Stand
Additional Writing Assignments 10. Proposing a Solution
*Why Proposing a Solution Matters
Learning from Other Writers
Wilbert Rideau, Why Prisons Don't Work
*Lacey Taylor, It's Not Just a Bike (Student Essay)
Learning by Writing
The Assignment: Proposing a Solution
Generating Ideas
Facing the Challenge: Proposing a Solution
*Learning by Doing: Describing Your Audience
Planning, Drafting, and Developing
*Learning by Doing: Making Problem-Solution Columns
Revising and Editing
Additional Writing Assignments 11. Evaluating and Reviewing
*Why Evaluating and Reviewing Matters
Learning from Other Writers
*Seth Stevenson, Soft Sell
Dennis O'Neil, Katrina Documentary Gives Voice to Survivors (Student Essay)
Learning by Writing
The Assignment: Writing an Evaluation
Generating Ideas
Facing the Challenge: Evaluating and Reviewing
*Learning by Doing: Developing Criteria
Planning, Drafting, and Developing
*Learning by Doing: Stating Your Overall Judgment
*Learning by Doing: Supporting Your Judgments
Revising and Editing
Additional Writing Assignments 12. Supporting a Position with Sources
*Why Supporting a Position with Sources Matters
Learning from Other Writers
*Jake Halpern, The Popular Crowd
Melissa Lamberth, Overworked! (Student Essay)
Learning by Writing
The Assignment: Supporting a Position with Sources
Generating Ideas
Facing the Challenge: Finding Your Voice
*Learning by Doing: Selecting Reliable Sources
Planning, Drafting, and Developing
*Learning by Doing: Connecting Evidence and Thesis
Revising and Editing
*Learning by Doing: Launching Your Sources
*Learning by Doing: Checking Your Presentation of Sources
*Take Action: Integrating Source Information Effectively
Additional Writing Assignments PART THREE: Special Writing Situations 13. Responding to Literature
Literary Analysis
Learning from Other Writers
Shirley Jackson, The Lottery
Jonathan Burns, The Hidden Truth: An Analysis of Shirley Jackson's “The Lottery” (Student Literary Analysis)
A Glossary of Terms for Literary Analysis
Learning by Writing: Literary Analysis
Learning by Doing: Developing Your Literary Analysis
Strategies for Writing about Literature
Learning from Another Writer: Synopsis
Jonathan Burns, A Synopsis of “The Lottery” (Student Synopsis)
Learning by Writing: Synopsis
Kate Chopin, The Story of an Hour
Learning from Another Writer: Paraphrase
*Jonathan Burns, A Paraphrase from “The Lottery” (Student Paraphrase)
Learning by Writing: Paraphrase
Additional Writing Assignments 14. Responding to Visual Representations
Using Strategies for Visual Analysis
Level One: Seeing the Big Picture
Purpose and Audience
Prominent Element
Focal Point
*Learning by Doing: Seeing the Big Picture
Level Two: Observing the Characteristics of an Image
Cast of Characters
Story of the Image
Design and Arrangement
Artistic Choices
*Learning by Doing: Observing Characteristics
Level Three: Interpreting the Meaning of an Image
General Feeling or Mood
Sociological, Political, Economic, or Cultural Attitudes
Language
Signs and Symbols
Themes
*Learning by Doing: Interpreting Meaning
*Learning from Another Writer: Visual Analysis
*Rachel Steinhaus, “Life, Liberty, and the Pursuit” (Student Analysis of an Advertisement)
*Learning by Writing
Learning from Another Writer: Visual Essay
*Josh Birnbaum, Uphill Battle (Student Photo Essay)
Additional Writing Assignments *15. Writing Online
Getting Started with Campus and Course Basics
Learning by Doing: Identifying Online Writing Expectations
Class Courtesy
Online Ethics
Learning by Doing: Making Personal Rules
Common Online Writing Situations
Messages to Your Instructor
Learning by Doing: Finding a College Voice
Learning from Other Writers: Messages to Your Instructor
Heather Church, Subject: Reading Response (Student Question about an Assignment)
Arthur Wasilewski, Subject: Comments on Last Paper (Student Question about Comments on a Draft)
Learning by Doing: Contacting Your Instructor
Online Profile
Learning from Other Writers: Online Profile
LaTanya Nash, My Profile as a Future Nurse (Student Online Profile)
Learning by Doing: Posting a Personal Profile
Lainie Costas, Interview of Tomas (Student Classmate Interview)
Learning by Doing: Introducing a Classmate
Online Threaded Discussions or Responses
Learning from Other Writers: Threaded Discussion
Instructor Kathleen Beauchene and Students Cristina Berrios, Joshua Tefft, Leah Threats, Arthur Wasilewski, and Joel Torres, Discussion of Writing Processes (Student Online Threaded Discussion)
Learning by Doing: Joining a Threaded Discussion
Course Management Systems (CMS) and Other Online Tools
Course Management Systems
Learning by Doing: Exploring Your CMS
Other Online Tools
File Management
Learning by Doing: Preparing a Template
Learning by Doing: Organizing Your Files
Online Assessment
Choosing Future Class Formats
Learning by Doing: Choosing Future Class Formats
Additional Writing Assignments 16. Writing and Presenting Under Pressure
Essay Examinations
Preparing for the Exam
Learning from Another Writer: Essay Exam
David Ian Cohn, Response to Psychology Question (Student Essay Exam Response)
Generating Ideas
Planning for Typical Exam Questions
*Learning by Doing: Asking Questions
Drafting: The Only Version
Revising: Rereading and Proofing
Short-Answer Examinations
Timed Writings
*Learning by Doing: Thinking Fast
Writing for Portfolio Assessment
Understanding Portfolio Assessment
Tips for Keeping a Portfolio
Oral Presentations
*Learning from Other Writers: Visuals for Oral Presentations
*Andrew Dillon Bustin and Crystal Chadwick, Traditional Urban Design (Student Face-to-Face Class Presentation)
*Michelle Sausen, Parental Involvement (Student Future Conference Presentation)
Additional Writing Assignments 17. Writing in the Workplace
Guidelines for Writing in the Workplace
Know Your Purpose
Keep Your Audience in Mind
Use an Appropriate Tone
Present Information Carefully
Résumés and Application Letters
Résumés
Application Letters
*Learning by Doing: Planning a Job Application
Business Letters
Format for Business Letters
Memoranda
Format for Memoranda
Format for E-mail
Brochures and Presentation Visuals
Format for Brochures
Format for Presentation Visuals
Additional Writing Assignments PART FOUR: A Writer's Strategies *18. Strategies: A Case Study
Generating Ideas
Planning, Drafting, and Developing
Rough Draft with Peer and Instructor Responses
Learning by Doing: Responding as a Peer
Revising and Editing
Revised and Edited Draft
Final Draft for Submission
Erin Schmitt, Mr. Hertli (Student Essay)
Reflecting as a Writer
Reflective Portfolio Letter
Learning by Doing: Writing a Reflective Letter 19. Strategies for Generating Ideas
Finding Ideas
Building from Your Assignment
*Learning by Doing: Building from Your Assignment
Brainstorming
*Learning by Doing: Brainstorming
Freewriting
*Learning by Doing: Freewriting
Doodling or Sketching
*Learning by Doing: Doodling or Sketching
Mapping
*Learning by Doing: Mapping
Imagining
*Learning by Doing: Imagining
Asking a Reporter's Questions
*Learning by Doing: Asking a Reporter's Questions
Seeking Motives
*Learning by Doing: Seeking Motives
Keeping a Journal
*Learning by Doing: Keeping a Journal
Getting Ready
Setting Up Circumstances
Preparing Your Mind 20. Strategies for Stating a Thesis and Planning
Shaping Your Topic for Your Purpose and Your Audience
*Learning by Doing: Considering Purpose and Audience
Stating and Using a Thesis
*Learning by Doing: Identifying Theses
How to Discover a Working Thesis
*Learning by Doing: Discovering a Thesis
How to State a Thesis
*Learning by Doing: Examining Thesis Statements
How to Improve a Thesis
*Take Action: Building a Stronger Thesis
How to Use a Thesis to Organize
*Learning by Doing: Using a Thesis to Preview Organization
Organizing Your Ideas
Grouping Your Ideas
Outlining
*Learning by Doing: Moving from Outline to Thesis
*Learning by Doing: Responding to an Outline
*Learning by Doing: Outlining 21. Strategies for Drafting
Making a Start Enjoyable
Restarting
Paragraphing
Using Topic Sentences
Writing an Opening
Writing a Conclusion
*Learning by Doing: Openings and Conclusions
Adding Cues and Connections
*Learning by Doing: Identifying Transitions 22. Strategies for Developing
Giving Examples
*Learning by Doing: Giving Examples
Providing Details
*Learning by Doing: Providing Details
Defining
*Learning by Doing: Developing an
Extended Definition
Reasoning Inductively and Deductively
*Learning by Doing: Reasoning Inductively and Deductively
Analyzing a Subject
*Learning by Doing: Analyzing a Subject
Analyzing a Process
*Learning by Doing: Analyzing a Process
Dividing and Classifying
*Learning by Doing: Dividing and Classifying
Comparing and Contrasting
*Learning by Doing: Comparing and Contrasting
Identifying Causes and Effects
*Learning by Doing: Identifying Causes and Effects 23. Strategies for Revising and Editing
Re-viewing and Revising
Revising for Purpose and Thesis
Revising for Audience
Revising for Structure and Support
*Learning by Doing: Tackling Macro Revision
Working with a Peer Editor
Meeting with Your Instructor
Decoding Your Instructor's Comments
Revising for Emphasis, Conciseness, and Clarity
Stressing What Counts
Cutting and Whittling
Keeping It Clear
*Learning by Doing: Tackling Micro Revision
Editing and Proofreading
Editing
Proofreading
*Learning by Doing: Editing and Proofreading *24. Strategies for Future Writing
Transferring Knowledge
Learning by Doing: Transferring Learning
What Do They Want?
Analyzing Expectations
Connecting Expectations and Assessments
Learning by Doing: Decoding an Assignment
What Is It?
Uncovering Assumptions
Analyzing Genre Models
Learning by Doing: Analyzing a Genre Model
How Do I Write It?
Learning by Doing: Reflecting on New Assignments
Learning from Another Writer: A Multi-Genre History Assignment
Shari O'Malley, Recognition [selections] (Student Essay) A WRITERS READER 25. Families
Christy De'on Miller, Give Me Five More Minutes
Anjula Razdan, What's Love Got to Do with It?
* Judith Warner, Helicopter Parenting Turns Deadly
* Alfie Kohn, When a Parent's “I Love You” Means “Do as I Say”
Danzy Senna, The Color of Love
PAIRED ESSAYS:
Amy Tan, Mother Tongue
Richard Rodriguez, Public and Private Language 26. Men and Women
Robert Jensen, The High Cost of Manliness
Brent Staples, Black Men and Public Space
Dave Barry, From Now On, Let Women Kill Their Own Spiders
Judy Brady, I Want a Wife
*Cheryl Mendelson, My Secret Life
PAIRED ESSAYS:
*Linda Babcock and Sara Laschever, Low Goals and Safe Targets
*Michael Gurian, Disappearing Act: Where Have the Men Gone? No Place Good 27. Popular Culture
Stephen King, Why We Crave Horror Movies
*Sarah Seltzer, The (Girl) Geek Stands Alone
Ruth LaFerla, Latino Style is Cool. Oh, All Right: It's Hot.
*Frank Deford, NFL: Dodging the Concussion Discussion?
PAIRED ESSAYS:
* Kate Dailey and Abby Ellin, America's War on the Overweight
* Michael Pollan, Out of the Kitchen, Onto the Couch 28. E-Technology
*Clive Thompson, New Literacy
David Gelernter, Computers Cannot Teach Children Basic Skills
*Joseph Turow, Have They Got a Deal for You
*Emily Yoffe, Seeking
PAIRED ESSAYS:
Sherry Turkle, How Computers Change the Way We Think
*Michael Agger, Lazy Eyes *29. Explorations on Living Well
*Sarah Adams, Be Cool to the Pizza Dude
*William F. Buckley, Jr., Why Don't We Complain?
William Zinsser, The Right to Fail
*Harold Taw, Finding Prosperity by Feeding Monkeys
*Eric Weiner, The Geography of Bliss
PAIRED ESSAYS:
*Juliet Schor, The Creation of Discontent
* Llewellyn H. Rockwell, In Defense of Consumerism A WRITER'S RESEARCH MANUAL 30. Planning and Managing Your Research Project
Beginning Your Inquiry
The Assignment: Writing from Sources
Generating Ideas and Asking a Research Question
Exploring Your Territory
Taking an Overview
Turning a Topic into a Question
Surveying Your Resources
Using Keywords and Links
*Learning by Doing: Proposing Your Project
Managing Your Project
Creating a Schedule
Recording Information
Starting a Research Archive 31. Working with Sources
Drawing the Details from Your Sources
Starting a Working Bibliography
Source Navigator: Article in a Magazine
Source Navigator: Article in a Scholarly Journal from a Database
Source Navigator: Book
Source Navigator: Page from a Web Site
Source Navigator: Notes for a Field Source
Capturing Information in Source Notes by Quoting, Paraphrasing, and Summarizing
Quoting
Paraphrasing
Summarizing
*Learning by Doing: Capturing Information from Sources
Developing an Annotated Bibliography
32. Finding Sources in the Library, on the Internet, and in the Field
Searching the Library Online
Looking for Resources Grouped by Field
Searching Library Databases
Using Other Library Resources
Consulting Reference Materials
Bibliographies
Locating Special Materials
Using the Internet for Research
Finding Recommended Internet Resources
Selecting Search Engines
Finding Specialized Online Materials
Finding Sources in the Field
Interviewing
Observing
Using Questionnaires
Corresponding
Attending Public and Online Events 33. Evaluating Sources
Evaluating Library and Internet Sources
Who Is the Author?
Who Else Is Involved?
What Is the Purpose?
When Was the Source Published?
Where Did You Find the Source?
Why Would You Use This Source?
How Would This Source Contribute to Your Paper?
*Learning by Doing: Evaluating Your Sources
Evaluating Field Sources
Reconsidering Your Purpose and Your Thesis
34. Integrating Sources
Using Sources Ethically
Capturing, Launching, and Citing Evidence from Sources
Quoting and Paraphrasing Accurately
Summarizing Concisely
Avoiding Plagiarism
Launching Source Material
Citing Each Source Clearly
Synthesizing Ideas and Sources
*Take Action: Integrating and Synthesizing Sources
*Learning by Doing: Integrating and Synthesizing Your Sources 35. Writing Your Research Paper
Planning and Drafting
Using Your Sources to Support Your Ideas
Launching and Citing Your Sources as You Draft
Beginning and Ending
Revising and Editing
Documenting Sources
Citing Sources in Your Text
Listing Sources at the End
Other Assignments *36. MLA Style for Documenting Sources
*Take Action: Citing and Listing Sources Accurately in MLA Style
Citing Sources in MLA Style
Who Wrote It?
What Type of Source Is It?
How Are You Capturing the Source Material?
Listing Sources in MLA Style
Who Wrote It?
What Type of Source Is It?
A Sample MLA Research Paper [heading should precede outline]
*Candace Rardon, Meet Me in the Middle: The Student, the State, and the School (Student Essay) 37. APA Style for Documenting Sources
Citing Sources in APA Style
Who Wrote It?
What Type of Source Is It?
How Are You Capturing the Source Material?
Listing Sources in APA Style
Who Wrote It?
What Type of Source Is It?
A Sample APA Research Paper
Linn Bourgeau, Crucial Choices: Who Will Save the Wetlands If Everyone Is at the Mall? (Student Essay) A WRITER'S HANDBOOK 38. Grammatical Sentences
1. Sentence Fragments
2. Comma Splices and Fused Sentences
3. Verbs
4. Subject-Verb Agreement
5. Pronoun Case
6. Pronoun Reference
7. Pronoun-Antecedent Agreement
8. Adjectives and Adverbs
9. Shifts
39. Effective Sentences
10. Misplaced and Dangling Modifiers
11. Incomplete Sentences
12. Mixed Constructions and Faulty Predication
13. Parallel Structure
14. Coordination and Subordination
15. Sentence Variety 40. Word Choice
16. Appropriateness
17. Exact Words
18. Bias-Free Language
19. Wordiness 41. Punctuation
20. End Punctuation
21. The Comma
22. The Semicolon
23. The Colon
24. The Apostrophe
25. Quotation Marks
26. The Dash
27. Parentheses, Brackets, and the Ellipsis Mark 42. Mechanics
28. Abbreviations
29. Capital Letters
30. Numbers
31. Italics
32. The Hyphen
33. Spelling *Quick Format Guide
A. Following the Format for an Academic Paper
B. Integrating and Crediting Visuals
C. Designing a Document Template
D. Solving Common Format Problems
E. Designing Other Documents for Your Audience Quick Research Guide
A. Defining Your Quest
B. Searching for Recommended Sources
C. Evaluating Possible Sources
D. Capturing, Launching, and Citing Evidence from Sources
E. Citing and Listing Sources in MLA or APA Style
Quick Editing Guide
A. Editing for Common Grammar Problems
B. Editing to Ensure Effective Sentences
C. Editing for Common Punctuation Problems
D. Editing for Common Mechanics Problems
Appendix: A Glossary of Troublemakers
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