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The Academic Writer: A Brief Guide / Edition 2

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Overview

Written in Lisa Ede's accessible, supportive style, The Academic Writer is an affordable, brief guide to the essentials of academic writing and research. By framing reading and writing situations in terms of the writer, reader, text, and medium, Ede helps students think rhetorically and make effective choices. The text provides abundant coverage of reading, including a new chapter—"Reading on Page and Screen"—that helps students match device to purpose, and a second chapter of strategies for active and critical reading. It emphasizes analysis and synthesis, key skills required to master the moves of academic writing. And it provides advice on writing in the disciplines as well as numerous student models. With its updated coverage of research and its attention to visuals and design, The Academic Writer is the perfect introduction to college writing—at a great price.

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Product Details

  • ISBN-13: 9780312603199
  • Publisher: Bedford/St. Martin's
  • Publication date: 12/27/2010
  • Edition description: Second Edition
  • Edition number: 2
  • Pages: 448
  • Product dimensions: 6.40 (w) x 9.00 (h) x 0.70 (d)

Meet the Author

Lisa Ede is professor of English at Oregon State University, where she has taught since 1980. She has published a number of books and articles collaboratively with Andrea A. Lunsford, including Singular Texts/Plural Authors: Perspectives on Collaborative Writing and Audience Addressed/Audience Invoked: The Role of Audience in Composition Theory and Pedagogy, which won the CCCC’s Braddock Award in 1985. Ede is also a recipient of the prestigious Shaughnessy Award. Among her other publications are Situating Composition: Composition Studies and the Politics of Location, and Essays on Classical Rhetoric and Modern Discourse (with Andrea A. Lunsford and Robert J. Connors). In addition, for Bedford/St. Martin’s, Ede is the editor of On Writing Research: The Braddock Essays, 1975-1998, and editor, with Andrea Lunsford, of Selected Essays of Robert J. Connors.

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Table of Contents

Contents

Preface for Instructors ix

PART I

Writing Matters: Writing and Rhetoric in the Twenty-First Century

1. Rethinking Writing: A Rhetorical Process for Composing Texts 1

Understanding the Impact of Communication Technologies on Writing 3

Writing and Rhetoric 6

Composing — and Designing — Texts 7

Developing Rhetorical Sensitivity 12

NOTE FOR MULTILINGUAL WRITERS 13

NOTE FOR MULTILINGUAL WRITERS 16

For Thought, Discussion, and Writing 17

2. Rethinking Reading: Reading on Page and Screen  18

QUIZ: READING ON PAGE OR SCREEN 20

Understanding the Impact of Communication Technologies on Reading 21

Reading and Rhetoric 25

NOTE FOR MULTILINGUAL WRITERS 30

Analyzing Your Experiences and Preferences as a Reader 30

Reading Rhetorically in a Time of Transition 30

For Thought, Discussion, and Writing 32

3. Academic Writing: Committing to the Process 34

Managing the Writing Process 37

Identifying Composing Styles 39

GUIDELINES FOR ANALYZING YOUR COMPOSING STYLE 41

Composing Styles: Advantages and Disadvantages 41

NOTE FOR MULTILINGUAL WRITERS 43

Analyzing Your Composing Process 43

QUIZ: ANALYZING YOUR COMPOSING PROCESS 44

Writing Communities 47

Finding a Community 47

Working Collaboratively 48

GUIDELINES FOR GROUP WORK 49

For Thought, Discussion, and Writing 50

4. Analyzing Rhetorical Situations 52

Learning to Analyze Your Rhetorical Situation 52

NOTE FOR MULTILINGUAL WRITERS 53

QUESTIONS FOR ANALYZING YOUR RHETORICAL SITUATION 54

Using Your Rhetorical Analysis to Guide Your Writing 56

Setting Preliminary Goals 56

Mirlandra Ebert’s Analysis 57

Alia Sands’s Analysis 59

Alia Sands, "A Separate Education" 61

Using Aristotle’s Three Appeals 65

Brandon Barrett’s Analysis 66

Brandon Barrett, "The All-Purpose Answer" 68

Analyzing Textual Conventions 69

CHARACTERISTICS OF AN EFFECTIVE ACADEMIC ESSAY 72

Observing a Professional Writer at Work: Comparing and Contrasting

Textual Conventions 73

NOTE FOR MULTILINGUAL WRITERS 84

Using Textual Conventions 84

For Thought, Discussion, and Writing 85

PART II

Writing in College

5. Analyzing and Synthesizing Texts 90

Understanding the Centrality of Reading to Academic Writing 90

Considering Analysis and Synthesis in the Context of the Academic Community 91

Understanding Your Audience 91

Hope Leman, "The Role of Journalists in American Society: A Comparison of the ‘Mirror’ and ‘Flashlight’ Models" 94

Understanding How Analysis Works 96

Establishing a Purpose for Your Analysis 97

Developing an Appropriate Method for Your Analysis 98

Understanding the Relationship between Analysis and Argument 98

QUESTIONS FOR DEVELOPING AN APPROPRIATE METHOD FOR ANALYSIS 99

Analyzing Academic Arguments 100

Determining the Question at Issue 101

STASIS QUESTIONS 101

Amitai Etzioni, "Less Privacy Is Good for Us (and You)" 102

Identifying an Author’s Position on a Question 106

Using Aristotle’s Three Appeals 106

QUESTIONS FOR CRITICAL READING AND ANALYSIS 107

Recognizing Fallacies 110

GUIDELINES FOR IDENTIFYING FALLACIES 111

Putting Theory into Practice I: Academic Analysis in Action 114

Stevon Roberts, "The Price of Public Safety" 115

Understanding How Synthesis Works 120

QUESTIONS FOR SYNTHESIZING TEXTS  122

Putting Theory into Practice II: Academic Synthesis in Action 122

Amy Edwards, "Digital and Online Technologies: Friend or Foe?" 124

For Thought, Discussion, and Writing 128

6. Making and Supporting Claims 130

Understanding — and Designing — Academic Arguments 130

Exploring Aristotle’s Three Appeals 132

Understanding the Role of Values and Beliefs in Argument 133

GUIDELINES FOR ANALYZING YOUR OWN VALUES AND BELIEFS 135

NOTE FOR MULTILINGUAL WRITERS 136

Mastering the Essential Moves in Academic Writing 137

Determining Whether a Claim Can Be Argued 137

Developing a Working Thesis 138

GUIDELINES FOR DEVELOPING AN ARGUABLE CLAIM 139

Providing Good Reasons and Supporting Them with Evidence 141

Acknowledging Possible Counterarguments 142

QUESTIONS FOR EVALUATING EVIDENCE 143

Framing Your Argument as Part of the Scholarly Conversation 145

Using Visuals to Strengthen Your Argument 148

Composing an Academic Argument: A Case Study of

One Student’s Writing Process 152

GUIDELINES FOR USING VISUALS IN ACADEMIC WRITING 153

Daniel Stiepleman’s Annotation of the Public Service Announcement 154

Daniel’s Cluster 155

Daniel’s Discovery Draft 155

Daniel’s Journal Entry 156

Daniel’s Rhetorical Analysis 157

Daniel’s Plan for His Essay 158

Daniel’s First Draft 159

Daniel’s Second Draft with Peer Comments 161

Daniel’s Responses to Peer Comment 163

Daniel’s Final Draft 164

Daniel Stiepleman, "Literacy in America: Reading between the Lines" 165

For Thought, Discussion, and Writing 168

7. Doing Research: Joining the Scholarly Conversation 170

QUESTIONS FOR ANALYZING YOUR RHETORICAL SITUATION AS A RESEARCHER 171

EXPLORING  172

Choosing a Topic 173

Considering Multiple Perspectives 174

Finding a Focus 174

Looking at a Variety of Source Types 175

Reference Sources 176

A Note about Wikipedia 176

Books 176

Periodicals 177

Blogs 177

Government Documents 177

Moving from Exploring to Gathering 178

GATHERING  178

Searching with Keywords 179

Choosing a Word or Phrase 179

QUESTIONS TO ASK AS YOU BRAINSTORM KEYWORDS 180

Choosing a Research Tool 182

Reviewing Results 182

Using Common Research Tools 183

Using Article (or Periodical) Databases 185

QUESTIONS TO CONSIDER WHEN USING ARTICLE DATABASES 184

Metasearch and Federated Search 184

Library Catalogs 184

QUESTIONS TO CONSIDER WHEN USING LIBRARY CATALOGS 186

Search Engines 187

Refining Your Searches 188

Getting the Full Text 189

GUIDELINES FOR GETTING THE FULL TEXT OF ARTICLES 188

Using Digital Workflows 190

Retrieving Content 190

Staying Organized 191

Using Database Tools 191

Using Citation Managers 192

Using Cloud Storage 192

Conducting Field Research 193

Conducting Interviews 193

Conducting Surveys 193

GUIDELINES FOR CONDUCTING INTERVIEWS 194

Conducting Observations 194

GUIDELINES FOR DESIGNING AND USING SURVEYS 195

Ethical Considerations 196

GUIDELINES FOR CONDUCTING OBSERVATIONS  197

EVALUATING  198

Evaluating for Relevance 199

Evaluating for Quality 199

Evaluating Different Types of Sources 199

Recognizing Digital Sources 200

Using Checklists 201

Understanding Peer Review 201

A FRAMEWORK FOR EVALUATING SOURCES 202

CREATING 206

Using Sources: Synthesizing Information and Ideas 207

The Importance of Reading Critically 207

Putting Things Together 208

ALLETTA BRENNER"S SYNTHESIS CHART 208

Using Sources: Quoting, Paraphrasing, and Summarizing 209

GUIDELINES FOR DETERMINING WHEN TO QUOTE, PARAPHRASE, OR SUMMARIZE  210

A Note about Citations 212

Quoting Accurately 212

Paraphrasing Effectively 214

Summarizing 215

A Note about Plagiarism 216

GUIDELINES FOR AVOIDING PLAGIARISM 217

NOTE FOR MULTILINGUAL WRITERS 218

Using Appropriate Citation Styles and Formatting 218

Understanding Your Rights as a Content Creator 219

Isn’t There More to Say Here on Writing? 219

Sample Research Essay Using MLA Documentation Style 220

Alletta Brenner, "Sweatshop U.S.A.: Human Trafficking in the

American Garment-Manufacturing Industry" 221

For Thought, Discussion, and Writing 231

8. Writing in the Disciplines: Making Choices as You Write 233

Thinking Rhetorically about Writing in the Disciplines 233

QUESTIONS FOR ANALYZING WRITING IN THE DISCIPLINES 235

Writing in the Humanities  236

Sample Student Essay in the Humanities 236

Elizabeth Ridlington, "Lincoln’s Presidency and Public Opinion" 237

Writing in the Natural and Applied Sciences 239

Sample Student Essay in the Natural and Applied Sciences 240

Tara Gupta, "Field Measurements of Photosynthesis and Transpiration Rates in Dwarf Snapdragon (Chaenorrhinum minus Lange): An Investigation of Water Stress Adaptations" 241

Writing in the Social Sciences 245

Sample Student Essay in the Social Sciences 247

Tawnya Redding, "Mood Music: Music Preference and the Risk for

Depression and Suicide in Adolescents" 248

Writing in Business 257

Sample Student Email for Business Writing 258

Michelle Rosowsky and Carina Abernathy, "Taylor Nursery Bid" 259

For Thought, Discussion, and Writing 260

PART III

Practical Strategies for Reading and Writing

9. Strategies for Reading 261

Applying Rhetorical Sensitivity to Your Reading 261

Recognizing the Importance of Genre 262

QUESTIONS TO ASK ABOUT GENRES 265

NOTE FOR MULTILINGUAL WRITERS 266

Becoming a Strong Reader 266

GUIDELINES FOR STRONG READING 267

Developing Critical Reading Skills 270

Previewing 270

QUESTIONS FOR PREVIEWING A TEXT 271

NOTE FOR MULTILINGUAL WRITERS 272

FRANK ROSE, "THE SELFISH MEME"  273

Annotating 272

QUESTIONS FOR ANNOTATING A TEXT 275

Summarizing 277

Analyzing Lines of Argument 278

GUIDELINES FOR SUMMARIZING A TEXT 278 NOTE FOR MULTILINGUAL WRITERS 279

QUESTIONS FOR ANALYZING A TEXT’S ARGUMENT 280

For Thought, Discussion, and Writing 281

10. Strategies for Analyzing Visual Texts  283

GUIDELINES FOR ANALYZING VISUAL TEXTS  284

For Thought, Discussion, and Writing 290

11. Strategies for Invention 292

Discovering Ideas 293

NOTE FOR MULTILINGUAL WRITERS 293

Freewriting 293

Looping 294

Brainstorming 295

GUIDELINES FOR GROUP BRAINSTORMING 296

Clustering 297

Asking the Journalist’s Questions 299

Exploring Ideas 300

Asking the Topical Questions 300

Researching 301

QUESTIONS FOR EXPLORING A TOPIC 302

NOTE FOR MULTILINGUAL WRITERS 304

Writing a Discovery Draft 304

For Thought, Discussion, and Writing 305

12. Strategies for Planning and Drafting 306

Understanding the Process of Planning 306

Establishing a Working Thesis 307

QUESTIONS FOR ESTABLISHING A WORKING THESIS 308

Formulating a Workable Plan 309

NOTE FOR MULTILINGUAL WRITERS 310

Developing Effective Strategies for Drafting 310

Managing the Drafting Process 311

GUIDELINES FOR OVERCOMING WRITER’S BLOCK  312

GUIDELINES FOR DRAFTING ON A COMPUTER 314

Developing and Organizing Your Ideas 315

Using a Thesis Statement 315

Developing Ideas 316

Following Textual Conventions 317

For Thought, Discussion, and Writing 317

13. Strategies for Designing Pages and Screens 319

Looking at Design and the Rhetorical Situation 320

NOTE FOR MULTILINGUAL WRITERS 320

Understanding the Basic Principles of Design 321

GUIDELINES FOR THINKING RHETORICALLY ABOUT DOCUMENT DESIGN 322

Alignment 323

Proximity 324

Repetition 324

Contrast 324

Formatting and Layout 325

Color 325

Fonts and Typefaces 325

GUIDELINES FOR USING COLOR EFFECTIVELY 326

Spacing 327

Pagination 328

Choosing Effective Headings 328

Wording 329

Type Size and Style 329

Positioning 329

Using Visuals Effectively 329

GUIDELINES FOR USING VISUALS EFFECTIVELY 330

ABBEY SCHWARZ< SAMPLE EMAIL REQUESTING PERMISSION 331

Making Effective Decisions about Design: Sample Documents 333

For Thought, Discussion, and Writing 336

14. Strategies for Revision 338

Revising through Re-Vision 338

GUIDELINES FOR REVISING OBJECTIVELY 339

Asking the Big Questions: Revising for Focus, Content, and Organization 340

Examining Your Own Writing 340

QUESTIONS FOR EVALUATING FOCUS, CONTENT, AND ORGANIZATION 341

One Student Writer’s Revision for Focus, Content, and Organization 342

Stevon Roberts, "Identity, Rebooted" 347

Benefiting from Responses to Work in Progress 352

NOTE FOR MULTILINGUAL WRITERS 352

Responses from Friends and Family Members 353

Responses from Classmates 353

GUIDELINES FOR RESPONSES FROM CLASSMATES 354

Responses from Writing Center Tutors 355

Responses from Your Instructor and Others 355

GUIDELINES FOR MEETING WITH A WRITING TUTOR 356

Keeping Your Readers on Track: Revising for Style 356

GUIDELINES FOR USING YOUR INSTRUCTOR’S RESPONSES 357

Achieving Coherence 358

GUIDELINES FOR REVISING FOR COHERENCE 359

Finding an Appropriate Voice 359

Revising for Effective Prose Style 360

GUIDELINES FOR EFFECTIVE PROSE STYLE 362

For Thought, Discussion, and Writing 363

Writers’ References  365

MLA Documentation Guidelines 367

APA Documentation Guidelines 400

Index 423

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