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The Working Writer / Edition 4

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Overview

Written in a friendly writer-to-writer tone, this brief, no-nonsense, non-threatening, process-oriented rhetoric helps users improve their writing abilities by showing them that writing well is a matter of making wise choices rather than following formulaic rules. Features an abundance of writing samples that illustrate each step of the writing process, and interviews with those involved in learning the writing process. Covers rhetorical issues of audience, purpose and voice as well as strategies for starting, researching (field, library, and Internet), revising, editing, and publishing writing—with detailed information on six types of essays. Provides current documentation guidelines. For anyone interested in improving their writing skills.
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Product Details

  • ISBN-13: 9780131117150
  • Publisher: Prentice Hall
  • Publication date: 4/30/2003
  • Edition description: Older Edition
  • Edition number: 4
  • Pages: 374
  • Product dimensions: 7.01 (w) x 9.25 (h) x 0.28 (d)

Table of Contents

Preface vii
Part 1 The Elements of Composition 1
1 College Writing 3
2 College Reading 11
3 College Journals 23
4 The Elements of Composition 35
5 The Working Writer 47
6 Sharing and Responding 57
7 Strategies for Starting 65
Part 2 Writing Essays 71
8 Recounting Experience 73
9 Exploring Identity 87
10 Profiling People 101
11 Explaining Things 115
12 Arguing For and Against 127
13 Interpreting Texts 145
14 Reflecting On the World 159
Part 3 Conducting Research 169
15 Strategies for Research 171
16 Conducting Field Research 183
17 Conducting Library Research 191
18 Conducting Internet Research 203
19 Working with Sources 209
20 Evaluating Research Sources 223
21 Research Essays: A Sampler 229
Part 4 Revising and Editing 253
22 Strategies for Revision 255
23 Focused Revision 263
24 Creative Nonfiction 275
25 Openings and Closings 287
26 Working Paragraphs 297
27 Working Sentences 305
28 Portfolios and Publishing 315
Writer References 329
1 MLA Documentation Guidelines 331
2 APA Documentation Guidelines 353
3 Writing Letters and Resumes 365
4 Writing Essay Examinations 373
5 A Brief Guide to Punctuation 379
Index 385
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Introduction

The basic approach of The Working Writer remains the same from edition to edition: to address the needs of working undergraduate writers in a friendly, writer-to-writer manner, and to present the process of writing as both rigorous and delightful. The Working Writer presents a process approach to the teaching of writing, examining the different but overlapping stages of writing we call planning, drafting, researching, revising, and editing. The book stresses the rhetorical issues of audience, purpose, and voice throughout, as well as the details of field, library, and Internet research—with particular attention to evaluating sources. All chapters emphasize that writing well is a matter of making wise choices rather than following formulas or rules.

The fourth edition of The Working Writer includes up-to-date strategies of using the Internet for research and for documenting Internet sources correctly according to newly revised MLA and APA conventions. The research chapters guide writers through the many stages of the whole process, which is viewed here as yet another matter of making choices: from keeping a project log and learning how to find sources (including the proliferation of electronic choices), to conducting field research, to using and documenting sources. These chapters offer strategies for planning, organizing, and writing major research papers.

New to this edition are the student essays in Chapter 21, "Research Essays: A Sampler" as well as new strategies for "Conducting Internet Research" (18), that is, the mode of research most commonly used (and misused) in the writing of college research paper. Also updated is thechapter on "Creative Nonfiction" (24), which suggests that all undergraduates might profit from learning to write in lively experimental forms and styles. I've found that first-year students welcome the chance to write snapshot style as well as to experiment with multiple voices and the effective uses of both labyrinthine and fragments sentences.

I'd like to acknowledge the continued stimulation and ideas I receive from my students at the University of Vermont. I would also like to thank my thoughtful editors at Prentice Hall, Corey Good, Karen Schultz, and Joan Foley, for their professional help and support, and Brandy Dawson, our shrewd and thoughtful Executive Marketing Manager. Thanks, too, to the following reviewers who reviewed this book and offered suggestions for improving it: Richard Fine (Virginia Commonwealth University), Patricia Stoll (University of Illinois, Chicago), Debra S. Knutson (Dakota State University), Marti L. Mundell (Washington State University).

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