The Allyn & Bacon Guide to Writing / Edition 7

by John D. Ramage, John C. Bean, June Johnson

Overview

Grounded in current theory and research, yet practical and teachable.

Widely praised for its groundbreaking integration of composition research and a rhetorical perspective, The Allyn & Bacon Guide to Writing with MyWritingLab has set the standard for first-year composition courses in writing, reading, critical thinking, and inquiry.

Teachers and students value its clear and coherent explanations, engaging classroom activities, and flexible sequence of aims-based writing assignments that help writers produce effective, idea-rich essays in academic and civic genres. Numerous examples of student and professional writing accompany this thorough guide to the concepts and skills needed for writing, researching, and editing in college and beyond.

Product Details

ISBN-13:	9780321914224
Publisher:	Pearson
Publication date:	01/20/2014
Edition description:	Older Edition
Pages:	736
Product dimensions:	7.40(w) x 9.00(h) x 1.10(d)

About the Author

John Ramage received his BA in philosophy from Whitman College and his Ph.D. in English from Washington State University. He served for over thirty years on the faculties of Montana State University and Arizona State University. In addition to his teaching duties, which included both graduate and undergraduate courses in writing and rhetoric, literary theory and modern literature, Dr. Ramage served as a writing program administrator overseeing writing across the curriculum and composition programs and writing centers. At Arizona State university, he was the founding executive director of the university's Division of Undergraduate Academic Services, responsible for academic support services campus-wide.

In addition to The Allyn & Bacon Guide to Writing, Dr. Ramage was the co-author of the textbooks Form and Surprise in Composition, and Writing Arguments, currently in its 9th edition. He was also the lead author for Argument in Composition, and the sole author of Rhetoric: A User's Guide, and Twentieth Century American Success Rhetoric: How to Construct a Suitable Self. He is currently writing a book about political rhetoric.

John C. Bean is an emeritus professor of English at Seattle University, where he held the title of “Consulting Professor of Writing and Assessment.” He has an undergraduate degree from Stanford (1965) and a Ph.D. from the University of Washington (1972). He is the author of an internationally used book on writing across the curriculum--Engaging Ideas: The Professor’s Guide to Writing, Critical Thinking, and Active Learning in the Classroom, 2nd edition (Jossey-Bass, 2011). He is also the co-author of The Allyn and Bacon Guide to Writing as well as two other influential composition textbooks–Writing Arguments and Reading Rhetorically. He has published numerous articles on writing and writing-across-the-curriculum as well as on literary subjects including Shakespeare and Spenser. His current research interests focus on pedagogical strategies for teaching undergraduate research including quantitative literacy, disciplinary methods of inquiry and argument, and the problem of “transfer of learning” as students move through and across a curriculum. A concomitant research interest is the development of institutional assessment strategies that promote productive faculty conversations about teaching and learning. In 2001, he presented a keynote address at the first annual conference of the European Association of Teachers of Academic Writing at the University of Groningen. He has delivered lectures and conducted workshops on writing-across-the-curriculum throughout the United States and Canada as well as for universities in Germany, Bangladesh, Ghana, and Zambia. In 2010 his article “Messy Problems and Lay Audiences: Teaching Critical Thinking within the Finance Curriculum” (co-authored with colleagues from finance and economics) won the 2009 McGraw-Hill — Magna Publications Award for the year’s best “scholarly work on teaching and learning.”

June Johnson is an associate professor of English, Director of Writing Studies, and Writing Consultant to the University Core at Seattle University. She has a B.A. in English and an M.A. in Education from Stanford and an M.A. in English from Mills College. After chairing the English department of a preparatory school in Los Angeles and working as a development editor in educational publishing, she earned her Ph.D. from the University of Washington. At Seattle University, she supervises the teaching of first-year academic writing seminars as well as teaches these courses and advanced argument and composition theory in the Writing Studies minor. Her research areas include global studies, reflective writing, first-year composition, writing transfer, argumentation, and Rogerian communication–subjects on which she conducts workshops at Seattle University and at institutions around the country. She has published articles in American Studies on women’s writing about the West in the nineteenth century. She is the co-author (with John Bean) of The Allyn and Bacon Guide to Writing, a text known for its foundation in writing-across-the-curriculum pedagogy and its useful introduction to academic writing and co-author (also with John Bean) of Writing Arguments, and she authored Global Issues, Local Arguments, 3rd edition (Pearson, 2014), an argument reader and rhetoric with a civic literacy focus that provides a cross-curricular introduction to global problems.

Table of Contents

Writing Projects

Thematic Contents

Preface

Part 1 A Rhetoric For Writers

1 Posing Problems: The Demands of College Writing

Why Take a Writing Course?

Concept 1.1 Subject matter problems are the heart of college writing.

Shared Problems Unite Writers and Readers

Where Do Problems Come From?

Concept 1.2 Writers’ decisions are shaped by purpose, audience, and genre.

What Is Rhetoric?

How Writers Think about Purpose

How Writers Think about Audience

How Writers Think about Genre

Concept 1.3 The rules for “good writing” vary depending on rhetorical context.

A Thought Exercise: Two Pieces of Good Writing That Follow Different “Rules”

David Rockwood, A Letter to the Editor

Thomas Merton, A Festival of Rain

Distinctions between Closed and Open Forms of Writing

Flexibility of “Rules” along the Continuum

Where to Place Your Writing along the Continuum

Chapter Summary

BRIEF WRITING PROJECT: TWO MESSAGES FOR DIFFERENT PURPOSES, AUDIENCES, AND GENRES

2 Exploring Problems, Making Claims

Concept 2.1 To determine their thesis, writers must often “wallow in complexity.”

Learning to Wallow in Complexity

Seeing Each Academic Discipline as a Field of Inquiry and Argument

Using Exploratory Writing to Help You Wallow in Complexity

Believing and Doubting Paul Theroux’s Negative View of Sports

Concept 2.2 A strong thesis statement 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 2.3 In closed-form prose, a typical introduction starts with the problem, not the thesis.

A Typical Introduction

Features of an Effective Introduction

Chapter Summary

BRIEF WRITING PROJECT: PLAYING THE BELIEVING AND DOUBTING GAME

3 How Messages Persuade

Concept 3.1 Messages persuade through their angle of vision.

Recognizing the Angle of Vision in a Text

Analyzing Angle of Vision

Concept 3.2 Messages persuade through appeals to logos, ethos, and pathos.

Concept 3.3 Messages persuade through writers’ choices about style and document design.

Understanding Factors that Affect Style

Making Purposeful Choices about Document Design

Concept 3.4 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: TWO CONTRASTING DESCRIPTIONS OF THE SAME SCENE

4 Multimodal and Online Communication

Concept 4.1 Composers of multimodal texts use words, images, and sounds rhetorically to move an audience.

Hooking Audiences with Images and “Nutshell” Text

Holding Readers through Strong Content

Designing Video Narratives that Move Viewers

Concept 4.2 Online environments are rhetorically interactive with shifting audiences, purposes, genres, and authorial roles.

Shifting and Evolving Rhetorical Contexts Online

Online Variations in Purposes, Genres, and Authorial Roles

Maintaining Appropriate Online Privacy

Concept 4.3 Responsible participation in online discourse requires understanding intellectual property rights and an ethical persona.

Understanding Issues of Copyright, Fair Use, and Creative Commons Licenses

Using Images and Sound Ethically in Your Multimodal Projects

Creating an Ethical Online Persona

Chapter Summary

BRIEF WRITING PROJECT 1: DESCRIPTION AND REFLECTION ON YOUR ONLINE COMMUNICATIONS

BRIEF WRITING PROJECT 2: DESCRIPTION AND REFLECTION ON YOUR CREATION OF A MULTIMODAL COMPOSITION

Part 2 Writing Projects

Writing To Learn

5 Reading Rhetorically: The Writer As Strong Reader

Engaging Rhetorical Reading

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

Usefulness of Summaries

The Demands that Summary Writing Makes on Writers

Summary of “Why Bother?”

Understanding Strong Response Writing

Strong Response as Rhetorical Critique

Strong Response as Ideas Critique

Strong Response as Reflection

Strong Response as a Blend

Kyle Madsen (student), Can a Green Thumb Save the Planet? A Response to Michael Pollan

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

WRITING PROJECT: MULTIMODAL OR ONLINE OPTION: BOOK REVIEW

Readings

Michael Pollan, Why Bother?

Thomas L. Friedman, 30 Little Turtles

Stephanie Malinowski (student), Questioning Thomas L. Friedman’s Optimism in “30 Little Turtles”

Writing To Express

6 Writing An Autobiographical Narrative

Engaging Autobiographical Narrative

Understanding Autobiographical Writing

Autobiographical Tension: The Opposition of Contraries

How Literary Elements Work in Autobiographical Narratives

Special Features of Literacy Narratives

WRITING PROJECT: AN AUTOBIOGRAPHICAL OR LITERACY NARRATIVE

Generating and Exploring Ideas

Shaping and Drafting Your Narrative

Revising

Questions for Peer Review

WRITING PROJECT MULTIMODAL OR ONLINE OPTION: PHOTO ESSAY

Readings

Kris Saknussemm, Phantom Limb Pain

Patrick José (student), No Cats in America?

Stephanie Whipple (student), One Great Book

Writing To Explore

7 Writing An Exploratory Essay or Annotated

Bibliography

Engaging 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

WRITING PROJECT: MULTIMODAL OR ONLINE OPTION: SPEECH WITH VISUAL AIDS

Readings

Kent Ansen (student), Should the United States Establish Mandatory Public Service for Young Adults?

Kent Ansen (student), Should the United States Establish Mandatory Public Service for Young Adults? An Annotated Bibliography

Writing To Inform

8 Writing An Informative (and Surprising) Essay or Report

Engaging Informative (and Surprising) Writing

Understanding Informative Writing

Informative Reports

Informative Essay Using the Surprising-Reversal Strategy

WRITING PROJECT: INFORMATIVE REPORT

Generating and Exploring Ideas

Shaping and Drafting

Revising

Questions for Peer Review

WRITING PROJECT: INFORMATIVE ESSAY USING THE SURPRISING-REVERSAL STRATEGY

Generating and Exploring Ideas

Shaping, Drafting, and Revising

Questions for Peer Review

WRITING PROJECT: MULTIMODAL OR ONLINE OPTIONS: POSTER, VIDEO, AND PECHAKUCHA PRESENTATION

Readings

Theresa Bilbao (student), Spinning Spider Webs from Goat’s Milk—The Magic of Genetic Science

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

Shannon King (student), How Clean and Green Are Hydrogen Fuel-Cell Cars?

NAACP, NAACP Report Reveals Disparate Impact of Coal-Fired Power Plants

Writing To Analyze and Synthesize

9 Analyzing Field Research Data

Engaging the Analysis of Field Research Data

Understanding the Analysis of Field Research Data

The Structure of an Empirical Research Report

How Readers Typically Read a Research Report

Posing Your Research Question

Collecting data through observation, interviews, or Questionnaires

Reporting Your Results in Both Words and Graphics

Analyzing Your Results

Following ethical Standards

WRITING PROJECT: EMPIRICAL RESEARCH REPORT

Generating ideas for Your empirical Research Report

Designing Your empirical Study and drafting the introduction and Method Sections

Doing the Research and Writing the Rest of the Report

Revising Your Report

Questions for Peer Review

WRITING PROJECT: MULTIMODAL OR ONLINE OPTION: SCIENTIFIC POSTER

Readings

LeAnne M. Forquer et al., Sleep Patterns of College Students at a Public University \

Lauren Campbell, Charlie Bourain, and Tyler Nishida (students),

A Comparison of Gender Stereotypes in SpongeBob SquarePants and a 1930s Mickey Mouse Cartoon (APA-Style Research Paper)

Lauren Campbell, Charlie Bourain, and Tyler Nishida (students), SpongeBob SquarePants Has Fewer Gender Stereotypes than Mickey Mouse (scientific poster)

10 Analyzing Images

Engaging Image Analysis

Understanding Image Analysis: Documentary and News Photographs

Angle of vision and Credibility of Photographs

How to Analyze a Documentary Photograph

Sample Analysis of a Documentary Photograph

Understanding Image Analysis: Paintings

How to Analyze a Painting

Sample Analysis of a Painting

Understanding Image Analysis: Advertisements

How Advertisers Think about Advertising

Mirrors and Windows: The Strategy of an Effective Advertisement

How to Analyze an Advertisement

Sample Analysis of an Advertisement

WRITING PROJECT: ANALYSIS OF TWO VISUAL TEXTS

Exploring and Generating Ideas for Your Analysis

Shaping and Drafting Your Analysis

Revising

Questions for Peer Review

WRITING PROJECT: MULTIMODAL OR ONLINE OPTIONS: PODCAST AND LECTURE SLIDES

Readings

Clark Hoyt, Face to Face with Tragedy

Manoucheka Celeste, Disturbing Media Images of Haiti Earthquake Aftermath Tell Only Part of the Story

Lydia Wheeler (student), Two Photographs Capture Women’s Economic Misery

11 Analyzing Short Fiction

Engaging Literary Analysis

Alison Townsend, The Barbie Birthday

Understanding Literary Analysis

Critical Elements of a Literary Text

Historical and Cultural Contexts

A Process for Analyzing a Short Story

Sample Analysis of “The Barbie Birthday”

WRITING PROJECT: AN ANALYTICAL ESSAY ABOUT A SHORT STORY

Generating and Exploring Ideas

Shaping, Drafting, and Revising

Questions for Peer Review

WRITING PROJECT: MULTIMODAL OR ONLINE OPTION: PODCAST READING

Readings

Jacquelyn Kolosov, Forsythia

Michelle Eastman (student), Unconditional Love and the Function of the Rocking Chair in Kolosov’s “Forsythia”

Bill Konigsberg, After

12 Analyzing and Synthesizing Ideas

Engaging Analysis and Synthesis

John Miley, Ground Rules for Boomerang Kids

Publishers Weekly, Review of The Accordion Family: Boomerang Kids, Anxious Parents, and the Private Toll of Global Competition

Understanding Analysis and Synthesis

Posing a Significant Synthesis Question

Synthesis Writing as an Extension of Summary/Strong Response Writing

WRITING PROJECT: A SYNTHESIS ESSAY

Summarizing Your Texts to Explore Their Ideas

Rosie Evans (student), Summary of Robin Marantz Henig’s Article

Rosie Evans (student), Summary of Scammed Hard!’s Blog Post

Analyzing Your Texts

Rosie Evans (student), Rhetorical Analysis of Henig’s Article

Rosie Evans (student), Rhetorical Analysis of Scammed Hard!’s Blog Post

Analyzing the Main Themes and Similarities and Differences in Your Texts’ Ideas

Synthesizing Ideas from Your Texts

Rosie Evans (student) Exploration of Her Personal Connections to Her Texts and the Synthesis Question

Taking Your Position in the Conversation: Your Synthesis

Shaping and Drafting

Writing a Thesis for a Synthesis Essay

Organizing a Synthesis Essay

Revising

Questions for Peer Review

WRITING PROJECT: MULTIMODAL OR ONLINE OPTION: DISCUSSION POST

Reading

Rosie Evans (student), Boomerang Kids: What Are the Causes of Generation Y’s Growing Pains?

Writing To Persuade

13 Writing A Classical Argument

Engaging Classical Argument

Understanding Classical Argument

What Is Argument?

Stages of Development: Your Growth as an Arguer

Creating an Argument Frame: A Claim with Reasons

Articulating Reasons

Articulating Underlying Assumptions

Using Evidence Effectively

Evaluating Evidence: The STAR Criteria

Addressing Objections and Counterarguments

Responding to Objections, Counterarguments, and Alternative Views

Seeking Audience-Based Reasons

Appealing to Ethos and Pathos

A Brief Primer on Informal Fallacies

WRITING PROJECT: A CLASSICAL ARGUMENT

Generating and Exploring Ideas

Shaping and Drafting

Questions for Peer Review

WRITING PROJECT: MULTIMODAL OR ONLINE OPTIONS: VIDEO, ADVOCACY AD, AND BUMPER STICKER

Readings

Ross Taylor (student), Paintball

Megan H. MacKenzie, Let Women Fight

Mackubin Thomas Owens, Coed Combat Units

Gary Varvel, Combat Barbie (editorial cartoon)

Claire Giordano (student), Virtual Promise: Why Online Courses Will Not Adequately Prepare Us for the Future

14 Making An Evaluation

Engaging Evaluative Writing

Understanding Evaluation Arguments

The Criteria-Match Process

The Role of Purpose and Context in Determining Criteria

Special Problems in Establishing Criteria

Distingushing Necessary, Sufficient, and Accidental Criteria

Using a Planning Schema to Develop Evaluation Arguments

Conducting an Evaluation Argument: An Extended Example

WRITING PROJECT: AN EVALUATION ARGUMENT

Generating and Exploring Ideas

Shaping and Drafting

Revising

Questions for Peer Review

WRITING PROJECT: MULTIMODAL OR ONLINE OPTIONS: REVIEW POST AND SPEECH WITH VISUAL AIDS

Readings

Jackie Wyngaard (student), EMP: Music History or Music Trivia?

Gary Gutting, Learning History at the Movies

Teresa Filice, Parents: The Anti-Drug

15 Proposing A Solution

Engaging Proposal Writing

Understanding Proposal Writing

Special Challenges of Proposal Arguments

Developing an Effective Justification Section

Multimodal Proposal Arguments

WRITING PROJECT: A PROPOSAL ARGUMENT

Generating and Exploring Ideas

Shaping and Drafting

Revising

Questions for Peer Review

WRITING PROJECT: MULTIMODAL OR ONLINE OPTIONS: ADVOCACY AD OR POSTER AND SPEECH WITH VISUAL AIDS

Readings

Lucy Morsen (student), A Proposal to Improve the Campus Learning Environment by Banning Laptops and Cell Phones from Class

Jennifer Allen, The Athlete on the Sidelines

Sam Rothchild (student), Reward Work Not Wealth (oral presentation

with visual aids)

Kent Ansen (student), Engaging Young Adults to Meet America’s Challenges: A Proposal for Mandatory National Service (MLA format research paper)

Part 3 A Guide To Composing and

Revising

16 Writing As A Problem-Solving Process

SKILL 16.1 Follow the experts’ practice of using multiple drafts.

Why Expert Writers Revise So Extensively

An Expert’s Writing Processes Are Recursive

SKILL 16.2 Revise globally as well as locally.

SKILL 16.3 Develop ten expert habits to improve your writing processes.

SKILL 16.4 Use peer reviews to help you think like an expert.

Becoming a Helpful Reader of Classmates’ Drafts

Using a Generic Peer Review Guide

Participating in Peer Review Workshops

Responding to Peer Reviews

17 Strategies For Writing Closed-Form Prose

SKILL 17.1 Satisfy reader expectations by linking new material to old material.

The Principle of Old before New

How the Principle of Old Before New Creates Unified and Coherent Paragraphs

The Explanatory Power of the Principle of Old before New

SKILL 17.2 Convert loose structures into problem-thesis-support structures.

Avoiding And Then Writing, or Chronological Structure

Avoiding All About Writing, or Encyclopedic Structure

Avoiding Engfish Writing, or Structure that Doesn’t Address a Real Problem

SKILL 17.3 Nutshell your argument and visualize its structure.

Make a List of “Chunks” and a Scratch Outline Early in the Writing Process

To Achieve Focus, “Nutshell” Your Argument and Create a Working Thesis Statement

Visualizing Your Structure

SKILL 17.4 Start and end with the “big picture” through effective titles, introductions, and conclusions.

What Not to Do: “Topic Title” and the “Funnel Introduction”

Creating Effective Titles

Writing Good Closed-Form Introductions

Writing Effective Conclusions

SKILL 17.5 Create effective topic sentences for paragraphs.

Placing Topic Sentences at the Beginning of Paragraphs

Revising Paragraphs for Unity

Adding Particulars to Support Points

SKILL 17.6 Guide your reader with transitions and other signposts.

Using Common Transition Words to Signal Relationships

Writing Major Transitions between Parts

Signaling Major Transitions with Headings

SKILL 17.7 Bind sentences together by placing old information before new information.

The Old/New Contract in Sentences

How to Make Links to the “Old”

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

SKILL 17.8 Learn 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 17.9 Use effective tables, graphs, and charts to present numeric data.

How Tables Tell Many Stories

Using a Graphic to Tell a Story

Incorporating a Graphic into Your Essay

SKILL 17.10 Write effective conclusions.

18 Strategies for Writing Open-Form Prose

SKILL 18.1 Make your narrative a story, not an and then chronology.

Four Criteria for a Story

SKILL 18.2 Evoke Images and sensations by writing low on the ladder of abstraction.

Concrete Words Evoke Images and Sensations

Using Revelatory Words and Memory-Soaked Words

SKILL 18.3 Disrupt your reader’s desire for direction and clarity.

Disrupting Predictions and Making Odd Juxtapositions

Leaving Gaps

SKILL 18.4 Tap the power of metaphor and other tropes.

SKILL 18.5 Expand your repertoire of styles.

19 Strategies For Composing Multimodal Texts

SKILL 19.1 Consider a range of multimodal options for accomplishing your purpose.

SKILL 19.2 Design multimodal texts so that each mode contributes its own strengths to the message.

This Design Principle at Work In Successful Multimodal Texts

Using This Design Principle to Revise a Jumbled Multimodal Text

SKILL 19.3 Design multimodal genres including posters, speeches with visual aids, podcasts, and videos.

Informational or Advocacy Posters, Brochures, Flyers, and Ads

Scientific Posters

Speeches with Visual Aids (PowerPoint, Prezi, Pechakucha)

Scripted Speech (Podcasts, Video Voiceovers)

Videos

Part 4 A Rhetorical Guide To Research

20 Asking Questions, Finding Sources

An Overview of Research Writing

Characteristics of a Good Research Paper

An Effective Approach to Research

The Role of Documentation in College Research

SKILL 20.1 Argue your own thesis in response to a research question.

Topic Focus Versus Question Focus

Formulating a Research Question

Establishing Your Role as a Researcher

A Case Study: Kent Ansen’s Research on Mandatory Public Service

SKILL 20.2 Understand differences among kinds of sources.

Primary and Secondary Sources

Reading Secondary Sources Rhetorically

SKILL 20.3 Use purposeful strategies for searching libraries, databases, and Web sites.

Checking Your Library’s Home Page

Finding Print Articles: Searching a Licensed Database

Illustration of a Database Search

Finding Cyberspace Sources: Searching the World Wide Web

21 Evaluating Sources

SKILL 21.1 R ead sources rhetorically and take purposeful notes.

Reading with Your Own Goals in Mind

Reading Your Sources Rhetorically

Taking Purposeful Notes

SKILL 21.2 E valuate sources for reliability, credibility, angle of vision, and degree of advocacy.

Reliability

Credibility

Angle of Vision and Political Stance

Degree of Advocacy

SKILL 21.3 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

22 Incorporating Sources Into Your Own Writing

SKILL 22.1 Let your own argument determine your use of sources.

Writer 1: An Analysis of Alternative Approaches to Reducing Alcoholism

Writer 2: A Proposal Advocating Vegetarianism

Writer 3: An Evaluation Looking Skeptically at Vegetarianism

SKILL 22.2 Know when and how to use summary, paraphrase, and quotation.

Summarizing

Paraphrasing

Quoting

SKILL 22.3 Use attributive tags to distinguish your ideas from a source’s.

Attributive Tags Mark Where Source Material Starts and Ends

Attributive Tags Avoid Ambiguities that Can Arise with Parenthetical Citations

Attributive Tags Frame the Source Material Rhetorically

SKILL 22.4 Avoid plagiarism by following academic conventions for ethical use of sources.

Why Some Kinds of Plagiarism May Occur Unwittingly

Strategies for Avoiding Plagiarism

23 Citing and Documenting Sources

SKILL 23.1 Know what needs to be cited and what doesn’t.

SKILL 23.2 Understand the connection between in-text citations and the end-of-paper list of cited works.

SKILL 23.3 Cite and document sources using MLA style.

In-Text Citations in MLA Style

Works Cited List in MLA Style

MLA Citation Models

MLA Format Research Paper

SKILL 23.4 Cite and document sources using APA style.

In-Text Citations in APA Style

References List in APA Style

APA Citation Models

Student Example of an APA-Style Research Paper

Part 5 Writing For Assessment

24 Essay Examinations

How Essay Exams Differ from Other Essays

Preparing for an Exam: Learning Subject Matter

Identifying and Learning Main Ideas

Applying Your Knowledge

Making a Study Plan

Analyzing Exam Questions

Understanding the Use of Outside Quotations

Recognizing Organizational Cues

Interpreting Key Terms

Producing an “A” Response

25 Portfolios and Reflective Essays

Understanding Portfolios

Collecting Work

Selecting Work for Your Portfolio

Understanding Reflective Writing

Why Is Reflective Writing Important?

Reflective Writing Assignments

Single Reflection Assignments

Guidelines for Writing a Single Reflection

Comprehensive Reflection Assignments

Guidelines for Writing a Comprehensive Reflection

Guidelines for Writing a Comprehensive Reflective Letter

Readings

Jaime Finger (student), A Single Reflection on an Exploratory Essay

Bruce Urbanik (student), A Comprehensive Reflective Letter

Part 6 A Guide To Editing

1 Improving Your Editing Skills

Why Editing Is Important

Improving Your Editing and Proofreading Processes

Microtheme Projects on Editing

2 Understanding Sentence Structure

The Concept of the Sentence

Basic Sentence Patterns

Parts of Speech

Types of Phrases

Types of Clauses

Types of Sentences

3 Punctuating Boundaries of Sentences, Clauses, and Phrases

Rules for Punctuating Clauses and Phrases within a Sentence

Identifying and Correcting Sentence Fragments

Identifying and Correcting Run-Ons and Comma Splices

4 Editing For Standard English Usage

Fixing Grammatical Tangles

Maintaining Consistency

Maintaining Agreement

Maintaining Parallel Structure

Avoiding Dangling or Misplaced Modifiers

Choosing Correct Pronoun Cases

Choosing Correct Adjective and Adverb Forms

5 Editing For Style

Pruning Your Prose

Enlivening Your Prose

Avoiding Broad or Unclear Pronoun Reference

Putting Old Information before New Information

Deciding between Active and Passive Voice

Using Inclusive Language

6 Editing For Punctuation and Mechanics

Periods, Question Marks, and Exclamation Points

Commas

Semicolons

Colons, Dashes, and Parentheses

Apostrophes

Quotation Marks

Italics (Underlining)

Brackets, Ellipses, and Slashes

Capital Letters

Numbers

Abbreviations

Credits

Index