Revel for The Curious Writer -- Combo Access Card

REVEL™ for The Curious Writer doesn’t read like a textbook or provide a formula for composing essays. Instead, it encourages students to suspend judgment, to ask questions, and to seek answers much like academics do. Yet it covers a wide range of genres beyond the academic essay – narrative, profile, review, ethnography, argument, and more – all with a distinctive approach and “personality” that is lacking in other resources. It also reinforces the assumption that genres are malleable with a new chapter on repurposing or “re-genre-ing.” Students love that The Curious Writer helps them learn to write by pursuing their own curiosity. Teachers appreciate that Ballenger gives students ample opportunity to develop the habits of mind necessary to become critical thinkers and curious writers.

NOTE: This Revel Combo Access pack includes a Revel access code plus a loose-leaf print reference (delivered by mail) to complement your Revel experience. In addition to this access code, you will need a course invite link, provided by your instructor, to register for and use Revel.

Bruce Ballenger  is an emeritus professor of English at Boise State University, where he taught courses in composition, composition theory, the essay tradition, and creative nonfiction. He's the author of seven books, including the three texts in the  Curious  series:  The Curious Researcher,  The Curious Reader, and  The Curious Writer,  all from Pearson Education. His text  Crafting Truth: Short Studies in Creative Nonfiction  is from the same publisher. He is thrilled to be joined by his colleagues, Drs. Kelly Myers and Michelle Payne, in writing the 6th edition of this book.

Kelly Myers, associate professor of English at Boise State University, teaches argument and rhetoric courses, nonfiction workshops, and capstone courses. She writes about revision strategies, opportunity, and regret. She also works with undergraduate students to design and implement student success initiatives across the university.  The Curious Writer  was the textbook she used in her first semester of teaching, twenty years ago, and she feels honored to contribute to a book she loves.

Michelle Payne  is a  professor  of  English at Boise State University and  assistant  provost for Academic Leadership and Faculty Affairs. She teaches courses in nonfiction writing, argument, and composition theory. She is the author of  Bodily Discourses: When Students Write  about Abuse and Eating Disorders  and co-author of  The Curious Reader  with Bruce Ballenger. She has also written the  instructor  manual for each edition of  The Curious Writer  and has enjoyed being a thinking partner with Bruce on the textbook over the years.

Unlearning Unhelpful Beliefs
The Beliefs of This Book

Allatonceness
Believing You Can Learn to Write Well

Starting with Questions, Not Answers

Making the Familiar Strange

Suspending Judgment
Being Willing to Write Badly
Searching for Surprise

A Case Study
Thinking About Your Process

Problem Solving in Your Writing Process

The Writing Process as Recursive and Flexible
A System for Using Writing to Think

A Writing Process That Harnesses Two Currents of Thought

The Sea and the Mountain
Answering the So What? Question

A Writing Process Driven by Questions

One Common Belief That Is an Obstacle

Four Frames for Reading
Reading Scenarios

Scenario #1
Scenario #2

Questions for the Process of Reading to Write

What Do I Want to Know?
What Should I Read to Find Out?
What Do I Do with What I’ve Read?

Having a Dialogue with What You Read

Techniques for Keeping a Double-Entry Journal

Alternatives to the Double-Entry Journal

Features of Academic Discourse

Listing Prompts
Fastwriting Prompts
Visual Prompts
Research Prompts

What’s Promising Material and What Isn’t?
Questions About Purpose and Audience

Questions for Reflection

Evaluating Your Own Sketch
Reflecting on What You Learned

Methods of Development
Using Evidence

Questions for Readers
Reflecting on the Workshop

Shaping
Polishing

Listing Prompts
Fastwriting Prompts
Visual Prompts
Research Prompts

What’s Promising Material and What Isn’t?
Questions About Audience and Purpose

Possible Frames
Questions for Reflection

Interview Approaches
Interview Techniques

Making Contact
Conducting the Interview

Listening and Watching

From Bullets to Bottles: The Two Wars of Dan Akee

Evaluating Your Sketch
Reflecting on What You’ve Learned

Research, Interviews, and Reinterviews
Establishing the Frame

Methods of Development
Using Evidence

Reflecting on the Workshop

Shaping
Polishing

Listing Prompts
Fastwriting Prompts
Visual Prompts
Research Prompts

What’s Promising Material and What Isn’t?
Questions About Audience and Purpose

Focusing the Category
Fastwriting
Web Research
Interviews
Experiencing Your Subject

Refining Criteria for Better Evidence
Considering Criteria and Rhetorical Context

Evaluating Your Sketch
Reflecting on What You’ve Learned

Talking It Through
Re-Experience
Interview
Read

Finding an Opening
Methods of Development
Using Evidence

Reflecting on the Draft

Shaping
Polishing

Problems of Consequence
Problems of Manageable Scale

Listing Prompts
Fastwriting Prompts
Visual Prompts
Research Prompts

Researching to Answer the So What? Question
Giving Your Answer on a PowerPoint

Evaluating Your Own Sketch
Reflecting on What You Learned

Research
Focusing on the Justifications

Methods of Development
Using Evidence

Reflecting on the Draft

Shaping
Polishing

Argument Has More Than Two Sides
Inquiry Arguments Begin with Exploration

Claims: What You Want People to Believe
Reasons: The “Because. . .” Behind the Claim
Evidence: Testing the Claim

Classical Argument: Ethos, Pathos, Logos
Toulmin's Approach: What Do You need to Believe Is True?
Rogers: Accurately Restating and Refusing Opposing Claims

Listing Prompts

Fastwriting Prompts
Visual Prompts
Research Prompts

What’s Promising Material and What Isn’t?
Questions About Audience and Purpose

Kitchen Knives of Thought
Research Considerations
Interviews

Evaluating Your Own Sketch
Reflecting on What You’ve Learned

Writing for Your Readers
Researching the Argument

Using Evidence

Reflecting on the Draft

Shaping

Polishing

Listing Prompts
Fastwriting Prompts
Visual Prompts
Research Prompts

What’s Promising Material and What Isn’t?

Evaluating Your Own Sketch
Reflecting on What You’ve Learned

Analysis
Research

Methods of Development
Using Evidence

Reflecting on the Draft

Listing Prompts

What’s Promising Material and What Isn’t?
Questions About Audience and Purpose

Taking Notes

Evaluating Your Own Sketch
Reflecting on What You’ve Learned

Sources of Data

Analyzing the Data

Methods of Development
Using Evidence

Reflecting on the Draft

Shaping
Polishing

Listing Prompts
Fastwriting Prompts
Visual Prompts

Research Prompts

What’s Promising Material and What Isn’t?
Questions About Audience and Purpose

Refining the Question
Focus Like a Journalist
Writing a Proposal

Evaluating Your Proposal
Reflecting on What You’ve Learned

Tools for Developing the Research Essay Draft

Methods of Development
Using Evidence

Reflecting on the Draft

Shaping
Polishing

Research Routines
Power Searching Using Google

Google Scholar

Power Searching in the Library

Combing Terms Using Boolean Searching
Using Controlled Language Searches

Library Research: A Strategy for Developing Focused Knowledge

Searching for Books
Searching for Periodicals and Newspapers
Web Research: A Strategy for Developing Focused Knowledge
Advanced Internet Research Techniques

An Evaluation Checklist for Web Sources

Interviews

Arranging Interviews
Conducting the Interview
Using the Interview in Your Writing

The Online Interview

Finding People Online
Contacting Someone for an Online Interview

Surveys

Defining a Survey’s Goals and Audience
Two Types of Survey Questions
Crafting Survey Questions

Conducting a Survey: Paper or Electronic?
Testing the Survey
Find the Target Audience
Using Survey Results in Your Writing

The Ethics of Fieldwork
Note-Taking Strategies
Using Field Research in Your Writing

Double-Entry Journal
Research Log

The Research Writer as Narrator
The Narrator as Synthesizer
The Notetaker’s Triad: Summary, Paraphrase, and Quotation
Summarizing
Paraphrasing
Quoting

Avoiding Plagiarism

Citing Sources

Where to Put Citations

When You Mention the Author’s Name
When There Is No Author
Works by the Same Author
When One Source Quotes Another
Personal Interviews
Several Sources in a Single Citation
Sample Parenthetical References for Other Sources

Format

The Layout

Preparing the Works Cited Page

Format
Citing Books
Sample Book Citations
Citing Periodicals
Sample Periodical Citations
Citing Online and Other Sources
A Sample Paper in MLA Style

How the Essay Should Look

Page Format
Title Page
Abstract
Body of the Paper
References Page
Appendix
Notes
Tables and Figures
Language and Style

Citing Sources in Your Essay

When the Author Is Mentioned in the Text
When the Author Isn’t Mentioned in the Text
When to Cite Page Numbers
A Single Work by Two or More Authors
A Work with No Author
Two or More Works by the Same Author
An Institutional Author
Multiple Works in the Same Parentheses
Interviews, E-Mail, and Letters
New Editions of Old Works
A Website

Preparing the References List

Order of Sources
Order of Information
Sample References: Articles
Sample References: Books
Sample References: Other
A Sample Paper in APA Style

The Problem of Definition

Genre as a Way of Knowing and Seeing
Genre and Its Conventions

Planning the Re-Genre
Applying Rhetorical Goals

Slide Presentations
Infographic
Brochure
Conference Poster
Photographic Essay
Radio Essays or Podcasts
Web Page
Video PSA

Scripts
Storyboards
Mock-ups

Creative Commons Licenses
Public Domain

Revision Strategy 14.1: Dialogue with Dave
Revision Strategy 14.2: What Do You Want to Know About What You Learned?

Revision Strategy 14.3: Finding the Focusing Question
Revision Strategy 14.4: What’s the Relationship?

Where Does Meaning Come From?
Methods for Discovering Your Thesis
Revision Strategy 14.5: Harvest Meanings in the Draft
Revision Strategy 14.6: Looping Toward a Thesis
Revision Strategy 14.7: Reclaiming Your Topic
Revision Strategy 14.8: The Believing Game
Methods for Refining Your Thesis
Revision Strategy 14.9: Questions as Knives
Revision Strategy 14.10: Qualifying Your Claim

Revision Strategy 14.11: Explode a Moment
Revision Strategy 14.12: Beyond Examples
Revision Strategy 14.13: Research the Conversation
Revision Strategy 14.14: Backing Up Your Assumptions

Formal Academic Structures
Revision Strategy 14.15: Beginnings, Middles, Ends, and the Work They Do
Revision Strategy 14.16: Reorganizing Around Thesis and Support
Revision Strategy 14.17: Multiple Leads

Revision Strategy 14.18: The Frankenstein Draft
Revision Strategy 14.19: Reverse Outline

Solving Problems of Clarity
Revision Strategy 14.20: The Three Most Important Sentences

The Very First Sentence
The Last Line of the First Paragraph
The Last Line of the Essay

Revision Strategy 14.21: Untangling Paragraphs
Revision Strategy 14.22: Cutting Clutter

Revision Strategy 14.23: The Actor and the Action Next Door
Improving Style
Revision Strategy 14.24: Actors and Actions
Revision Strategy 14.25: Smoothing the Choppiness
Revision Strategy 14.26: Fresh Ways to Say Things

Being Read
Divorcing the Draft
Instructive Talk

Group Workshops
One-on-One Peer Review

Response Formats

The No-Response Workshop
The Initial-Response Workshop
The Narrative-of-Thought Workshop
The Instructive-Lines Workshop
The Purpose Workshop
The Graphing-Reader-Interest Workshop
The Sum-of-the-Parts Workshop
The Thesis Workshop
The Editing Workshop

Reflecting on the Workshop

Unevaluated Portfolios
Evaluated Portfolios

1A Fragments
1B Comma Splices
1C Fused Sentences

2A Parallelism
2B Coordination and Subordination
2C Mixed Sentences
2D Shifts

3A Dangling and Misplaced Modifiers
3B Restrictive and Nonrestrictive Modifiers
3C Adjectives and Adverbs

4A Tense
4B Voice
4C Mood
4D Subject–Verb Agreement

5A Pronoun Case
5B Pronoun Reference
5C Pronoun Agreement
5D Relative Pronouns

6A Conciseness
6B Appropriate Language

7A End Punctuation
7B Semicolon
7C Comma
7D Colon
7E Dash
7F Quotation Marks
7G Other Marks

8A Capitalization
8B Abbreviation
8C Apostrophe
8D Hyphens
8E Italics (Underlining)
8F Numbers
8G Spelling

9A Parts of Speech
9B Subjects and Predicates
9C Objects and Complements
9D Phrases
9E Clauses
9F Basic Sentence Patterns
9G Types of Sentences

10A Articles
10B Verbs
10C Adjectives and Adverbs
10D Prepositions
10E Participles

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