ISBN-10:
0205741770
ISBN-13:
9780205741779
Pub. Date:
06/19/2009
Publisher:
Longman
Allyn & Bacon Guide to Writing, Concise Edition, The, MLA Update Edition / Edition 5

Allyn & Bacon Guide to Writing, Concise Edition, The, MLA Update Edition / Edition 5

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Product Details

ISBN-13: 9780205741779
Publisher: Longman
Publication date: 06/19/2009
Edition description: New Edition
Pages: 416
Product dimensions: 7.80(w) x 9.00(h) x 0.80(d)

Table of Contents

Table of Contents:

Writing Projects

Thematic Contents

Preface

I: A RHETORIC FOR WRITERS

1. Thinking Rhetorically About Good Writing

Concept 1: Good Writing Can Vary from Closed to Open Forms.

David Rockwood, “A Letter to the Editor”

Thomas Merton, “A Festival of Rain”

Distinctions between Closed and Open Forms of Writing

Where to Place Your Writing Along the Continuum

Concept 2: Good Writers Pose Questions about Their Subject Matter.

Shared Problems Unite Writers and Readers

Posing Your Own Subject-Matter Questions

Brittany Tinker, “Can the World Sustain an American Standard of Living?”

Concept 3: Good Writers Write for a Purpose to an Audience within a Genre.

How Writers Think about Purpose

Purpose as Rhetorical Aim

Purpose as a Response to a Motivating Occasion

Purpose as a Desire to Change Your Reader’s View

How Writers Think about Audience

How Writers Think about Genre

Chapter Summary

Brief Writing Project 1: Posing a Good Subject-Matter Problem

Brief Writing Project 2: Understanding Rhetorical Context

2. Thinking Rhetorically about Your Subject Matter

Concept 4: Professors Value “Wallowing in Complexity.”

Learning to Wallow in Complexity

Seeing Each Academic Discipline as a Field of Inquiry and Argument

Concept 5: Good Writers Use Exploratory Strategies to Think Critically about Subject Matter Problems.

Freewriting

Focused Freewriting

Idea Mapping

Dialectic Talk

Playing the Believing and Doubting Game

“Believing and Doubting Paul Theroux’s Negative View of Sports”

Concept 6: A Strong Thesis Surprises Readers with Something New or Challenging.

Trying to Change Your Reader’s View of Your Subject

Giving Your Thesis Tension through “Surprising Reversal”

Concept 7: Thesis Statements in Closed-Form Prose Are Supported Hierarchically with Points and Particulars.

How Points Convert Information to Meaning

How Removing Particulars Creates a Summary

Chapter Summary

Brief Writing Project: Playing the Believing and Doubting Game

3. Thinking Rhetorically about How Messages Persuade

Concept 8: Messages Persuade through Their Angle of Vision.

Recognizing the Angle of Vision in a Text

Analyzing Angle of Vision

Concept 9: Messages Persuade through Appeals to Logos, Ethos, and Pathos.

Concept 10: Nonverbal Messages Persuade Through Visual Strategies That Can Be Analyzed Rhetorically.

Visual Rhetoric

The Rhetoric of Clothing and Other Consumer Items

Chapter Summary

Brief Writing Project: Analyzing Angle of Vision in Two Passages about Nuclear Energy

4. Thinking Rhetorically about Style and Document Design

Concept 11: Good Writers Make Purposeful Stylistic Choices.

Factors That Affect Style

Abstract Versus Concrete Words: Moving Up or Down the Scale of Abstraction

Wordy Versus Streamlined Sentences: Cutting Deadwood to Highlight Your Ideas

Coordination Versus Subordination: Using Sentence Structure to Control Emphasis

Inflated Voice Versus a Natural Speaking Voice: Creating a Persona

Concept 12: Good Writers Make Purposeful Document Design Choices.

Using Type

Using Space and Laying Out Documents

Using Color

Using Graphics and Images

Chapter Summary

Brief Writing Project: Converting a Passage from Scientific to Popular Style

II: WRITING PROJECTS

Writing to Learn

5. Seeing Rhetorically: The Writer as Observer

Exploring Rhetorical Observation

Understanding Observational Writing

Why “Seeing” Isn’t a Simple Matter

How to Analyze a Text Rhetorically

Writing Project: Two Descriptions of the Same Place and a Self-Reflection

Exploring Rationales and Details for Your Two Descriptions

Generating Details

Shaping and Drafting Your Two Descriptions

Using Show Words Rather than Tell Words

Revising Your Two Descriptions

Generating and Exploring Ideas for Your Self-Reflection

Questions for Peer Review

Readings

Clash on the Congo: Two Eyewitness Accounts

Tamlyn Rogers (student), “Two Descriptions of the Same Classroom and a Self-Reflection”

6. Reading Rhetorically: The Writer as Strong Reader

Exploring Rhetorical Reading

Andrés Martin, “On Teenagers and Tattoos”

Understanding Rhetorical Reading

What Makes College Level Reading Difficult?

Using the Reading Strategies of Experts

Reading with the Grain and Against the Grain

Understanding Summary Writing

Sean Barry (student), “Summary of Martin’s Article”

Understanding Strong Response Writing

Strong Response as Rhetorical Critique

Strong Response as Ideas Critique

Strong Response as Reflection

Strong Response as a Blend

Sean Barry (student), “Why Do Teenagers Get Tattoos? A Response to Andrés Martin”

Writing a Summary/Strong Response of a Visual-Verbal Text

Writing Project: A Summary

Generating Ideas: Reading for Structure and Content

Drafting and Revising

Questions for Peer Review

Writing Project: A Summary/Strong Response Essay

Exploring Ideas for Your Strong Response

Writing a Thesis for a Strong Response Essay

Shaping and Drafting

Revising

Questions for Peer Review

Readings

Thomas L. Friedman, “3 Little Turtles”

Stephanie Malinowski (student), “Questioning Thomas L. Friedman’s Optimism in ’3 Little Turtles’”

Mike Lane, “Labor Day Blues” (editorial cartoon)

Writing to Explore

7. Writing an Exploratory Essay or Annotated Bibliography

Exploring Exploratory Writing

Understanding Exploratory Writing

Writing Project: An Exploratory Essay

Generating and Exploring Ideas

Taking “Double Entry” Research Notes

Shaping and Drafting

Revising

Questions for Peer Review

Writing Project: An Annotated Bibliography

What Is an Annotated Bibliography?

Features of Annotated Bibliography Entries

Examples of Annotation Entries

Writing a Critical Preface for Your Annotated Bibliography

Shaping, Drafting, and Revising

Questions for Peer Review

Readings

James Gardiner (student), “How Do On-Line Social Networks Affect Communication?”

James Gardiner (student), “The Effect of On-Line Social Networks on Communication Skills? An Annotated Bibliography”

Writing to Inform

8. Writing an Informative Essay or Report

Exploring Informative (and Surprising) Writing

EnchantedLearning.com, “Tarantulas”

Rod Crawford, “Myths about ‘Dangerous’ Spiders”

Understanding Informative (and Surprising) Writing

Need-to-Know Informative Prose

Informative Reports

Informative Magazine Articles

Writing Project: A Set of Instructions

Generating and Exploring Ideas

Shaping and Drafting

Revising

Questions for Peer Review

Writing Project: Informative Workplace Report

Generating and Exploring Ideas

Shaping and Drafting

Revising

Questions for Peer Review

Writing Project: Informative (and Surprising) Magazine Article

Generating and Exploring Ideas

Shaping, Drafting, and Revising

Questions for Peer Review

Readings

Kerry Norton, “Winery Yeast Preparation Instructions”

Pew Research Center, “Muslim Americans: Middle Class and Mostly Mainstream”

Kerri Ann Matsumoto (student), “How Much Does It Cost to Go Organic?”

Shannon King (student), “How Clean and Green are Hydrogen Fuel-Cell Cars?” (APA-Style Research Paper)

Writing to Analyze

9. Analyzing Images

Exploring Image Analysis

Understanding Image Analysis

How Images Create a Rhetorical Effect

How to Analyze an Advertisement

How Advertisers Target Specific Audiences

Sample Analysis of an Advertisement

Cultural Perspectives on Advertisements

Writing Project: Analysis of Two Visual Texts

Exploring and Generating Ideas for Your Analysis

Shaping and Drafting Your Analysis

Revising

Questions for Peer Review

Readings

Stephen Bean (student), How Cigarette Advertisers Address the Stigma Against Smoking

Writing to Persuade

10. Writing a Classical Argument

Exploring Classical Argument

Understanding Classical Argument

Stages of Development: Your Growth as an Arguer

Creating an Argument Frame: A Claim with Reasons

Articulating Reasons

Articulating Unstated Assumptions

Using Evidence Effectively

Evaluating Evidence: The STAR Criteria

Addressing Objections and Counterarguments

Responding to Objections, Counterarguments, and Alternative Views

Appealing to Ethos and Pathos

A Brief Primer on Informal Fallacies

Writing Project: A Classical Argument

Generating and Exploring Ideas

Shaping and Drafting

Revising

Questions for Peer Review

Readings

Ross Taylor (student), “Paintball: Promoter of Violence or Healthy Fun?”

William Sweet, “Why Uranium Is the New Green”

Los Angeles Times, “No Nukes”

III: A GUIDE TO COMPOSING AND REVISING

11. Writing as a Problem-Solving Process

Skill 1: Understand Why Expert Writers Use Multiple Drafts

Why Expert Writers Revise So Extensively

An Expert’s Writing Processes Are Recursive

Skill 2: Revise Globally as Well as Locally

Skill 3: Develop Ten Expert Habits to Improve Your Writing Processes

Skill 4: Use Peer Reviews to Help You Think Like an Expert

Become a Helpful Reader of Classmates’ Drafts

Use a Generic Peer Review Guide

Participate in Peer Review Workshops

Responsibilities of Peer Reviewers and Writers

Read Drafts Aloud

Response-Centered Workshops

Advice-Centered Workshops

Respond to Peer Reviews

12. Composing and Revising Closed-Form Prose

Skill 5: Understand Reader Expectations

Unity and Coherence

Old before New

Forecasting and Fulfillment

Skill 6: Convert Loose Structures into Thesis/Support Structures

And Then Writing, or Chronological Structure

All About Writing, or Encyclopedic Structure

Engfish Writing, or Structure without Surprise

Skill 7: Plan and Visualize Your Structure

Use Scratch Outlines Early in the Writing Process

Before Making a Detailed Outline, “Nutshell” Your Argument

Articulate a Working Thesis and Main Points

Sketch Your Structure Using an Outline, Tree Diagram, or Flowchart

Outlines

Tree Diagrams

Flowcharts

Let the Structure Evolve

Skill 8: Create Effective Titles

Skill 9: Create Effective Introductions

What Not to Do: the “Funnel” Introduction

From Old to New: The General Principle of Closed-Form Introductions

Typical Elements of a Closed-Form Introduction

Forecast the Whole with a Thesis Statement, Purpose Statement, or Blueprint Statement

Skill 10: Create Effective Topic Sentences for Paragraphs

Place Topic Sentences at the Beginning of Paragraphs

Revise Paragraphs for Unity

Add Particulars to Support Points

Skill 11: Guide Your Reader with Transitions and Other Signposts

Use Common Transition Words to Signal Relationships

Write Major Transitions between Parts

Signal Transitions with Headings and Subheadings

Skill 12: Bind Sentences Together by Placing Old Information Before New Information

The Old/New Contract in Sentences

How to Make Links to the “Old”

Avoid Ambiguous Use of “This” to Fulfill the Old/New Contract

How the Old/New Contract Modifies the Rule “Avoid Weak Repetition”

How the Old/New Contract Modifies the Rule “Prefer Active over Passive Voice”

Skill 13: Use Four Expert Moves for Organizing and Developing Ideas

The For Example Move

The Summary/However Move

The Division-into-Parallel Parts Move

The Comparison/Contrast Move

Skill 14: Write Effective Conclusions

The Simple Summary Conclusion

The Larger Significance Conclusion

The Proposal Conclusion

The Scenic or Anecdotal Conclusion

The Hook and Return Conclusion

The Delayed-Thesis Conclusion

IV: A RHETORICAL GUIDE TO RESEARCH

13. Evaluating Sources

Skill 15: Evaluate Sources for Reliability, Credibility, Angle of Vision, and Degree of Advocacy

Reliability

Credibility

Angle of Vision and Political Stance

Degree of Advocacy

Skill 16: Use Your Rhetorical Knowledge to Evaluate Web Sources

The Web as a Unique Rhetorical Environment

Criteria for Evaluating a Web Source

Analyzing Your Own Purposes for Using a Web Source

14. Citing and Documenting Sources

Skill 17: Cite and Document Sources Using MLA Style

Cite from an Indirect Source

Cite Page Numbers for Downloaded Material

Document Sources in a “Works Cited” List

Two or More Listings for One Author

MLA Quick Reference Guide for the Most Common Citations

James Gardiner (student), “Why Facebook Might Not Be Good For You” (MLA-Style Research Paper)

Skill 18: Cite and Document Sources Using APA Style

APA Formatting for In-Text Citations

Cite from an Indirect Source

Document Sources in a “References” List

Two or More Listings for One Author

APA Quick Reference Guide for the Most Common Citations

Student Example of an APA-Style Paper

Appendix: A Guide to Avoiding Plagiarism

Acknowledgments

Index

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