| Preface |
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xxix | |
| 1 Why Write? |
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1 | (10) |
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Using The Sundance Writer |
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2 | (9) |
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3 | (1) |
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4 | (1) |
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Special Writing Situations |
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5 | (1) |
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5 | (1) |
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6 | (1) |
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STRATEGIES FOR SUCCEEDING IN COMPOSITION |
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6 | (5) |
| PART ONE: THE RHETORIC |
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2 The Writing Process: An Overview |
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11 | (10) |
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11 | (1) |
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Developing a Composing Style |
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12 | (3) |
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15 | (1) |
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STRATEGIES FOR WRITING ON A COMPUTER |
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16 | (2) |
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17 | (1) |
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STRATEGIES FOR OVERCOMING WRITER'S BLOCK |
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18 | (2) |
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NEW E-Writing: Exploring Writing Resources Online |
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20 | (1) |
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Companion Web Site: The Writing Process |
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20 | (1) |
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21 | (24) |
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21 | (2) |
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23 | (4) |
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23 | (3) |
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26 | (1) |
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27 | (8) |
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28 | (1) |
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28 | (1) |
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29 | (3) |
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32 | (1) |
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33 | (2) |
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35 | (1) |
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STRATEGIES FOR WRITING SPECIALIZED DOCUMENTS |
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35 | (8) |
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36 | (1) |
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Lyndon Baines Johnson, Letter to Ho Chi Minh, April 10, 1967 |
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37 | (2) |
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Seeking an end to a controversial conflict, President Johnson outlines a peace offer to the leader of Communist North Vietnam |
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Molly Ivies, A Short Story about the Vietnam War Memorial |
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39 | (5) |
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A newspaper columnist depicts a young woman kneeling before the black marble wall and confronting the name of her dead lover. |
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STRATEGIES FOR ESTABLISHING CONTEXT |
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43 | (1) |
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NEW E-Writing: Exploring Context Online |
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43 | (1) |
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Companion Web Site: The Writing Context |
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44 | (1) |
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4 Critical Thinking: Seeing with a Writer's Eye |
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45 | (14) |
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What Is Critical Thinking? |
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45 | (4) |
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How to See with a Writer's Eye |
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47 | (2) |
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STRATEGIES FOR INCREASING CRITICAL THINKING |
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49 | (9) |
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Common Errors in Critical Thinking |
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50 | (7) |
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Ignoring the Role of Coincidence |
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50 | (1) |
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Hasty Generalizations or Jumping to Conclusions |
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51 | (1) |
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Relying on Anecdotal Evidence |
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52 | (1) |
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Mistaking Time Relationships for Cause and Effect (post hoc, ergo propter hoc) |
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52 | (1) |
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Making Faulty Comparisons (False Analogies) |
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53 | (1) |
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Assuming Trends Will Continue, Making "Slippery Slope" Judgments |
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54 | (1) |
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Creating "Either-Or Dilemmas" |
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55 | (1) |
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Relying on False Authorities, Attacking Personalities, and Guilt by Association |
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55 | (1) |
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Using Circular Reasoning (Begging the Question) |
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56 | (1) |
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Making Emotional and Irrelevant Statements (Red Herrings) |
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56 | (1) |
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Critical Thinking Checklist |
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57 | (1) |
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NEW E-Writing: Exploring Critical Thinking Online |
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58 | (1) |
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Companion Web Site: Critical Thinking |
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58 | (1) |
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5 Prewriting Strategies: Getting Started |
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59 | (11) |
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59 | (1) |
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59 | (10) |
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60 | (2) |
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62 | (2) |
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64 | (2) |
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66 | (2) |
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STRATEGIES FOR PREWRITING |
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68 | (1) |
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NEW E-Writing: Exploring Prewriting Strategies Online |
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69 | (1) |
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Companion Web Site: Prewriting Strategies |
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69 | (1) |
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70 | (10) |
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70 | (1) |
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Elements of a Thesis Statement |
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71 | (2) |
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73 | (1) |
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Explicit, Evolving, and Implied Theses |
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74 | (5) |
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Explicit Thesis Statements |
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74 | (1) |
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Evolving Thesis Statements |
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75 | (1) |
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Implied Thesis Statements |
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76 | (1) |
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STRATEGIES FOR DEVELOPING THESIS STATEMENTS |
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77 | (2) |
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NEW E-Writing: Exploring Thesis Statements Online |
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79 | (1) |
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Companion Web Site: Developing a Thesis |
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79 | (1) |
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80 | (12) |
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80 | (6) |
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81 | (1) |
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82 | (1) |
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83 | (1) |
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84 | (1) |
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84 | (1) |
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85 | (1) |
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86 | (1) |
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STRATEGIES FOR USING STATISTICS |
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86 | (3) |
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88 | (1) |
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STRATEGIES FOR USING EVIDENCE: CRITICAL THINKING CHECKLIST |
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89 | (2) |
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NEW E-Writing: Exploring Thesis Support Online |
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91 | (1) |
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Companion Web Site: Supporting a Thesis |
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91 | (1) |
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92 | (20) |
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92 | (1) |
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Informal and Formal Outlines |
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93 | (2) |
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Writing Titles and Introductions |
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95 | (5) |
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95 | (2) |
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97 | (3) |
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Organizing the Body of an Essay |
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100 | (5) |
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Chronological: Organizing by Time |
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100 | (1) |
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Spatial: Organizing by Division |
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101 | (1) |
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Emphatic: Organizing by Importance |
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102 | (3) |
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105 | (2) |
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Summarize the Thesis and Main Points |
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105 | (1) |
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105 | (1) |
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Conclude with a Quotation |
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106 | (1) |
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106 | (1) |
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Conclude with a Challenging Statement |
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106 | (1) |
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Moving from Prewriting to Planning |
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107 | (2) |
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109 | (1) |
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STRATEGIES FOR OVERCOMING PROBLEMS IN ORGANIZATION |
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110 | (1) |
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NEW E-Writing: Exploring Organization Online |
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111 | (1) |
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Companion Web Site: Organizing Ideas |
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111 | (1) |
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112 | (12) |
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112 | (11) |
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116 | (1) |
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STRATEGIES FOR DEVELOPING PARAGRAPHS |
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116 | (6) |
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NEW E-Writing: Exploring Paragraphs Online |
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122 | (1) |
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Companion Web Site: Developing Paragraphs |
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123 | (1) |
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10 Writing the first Draft |
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124 | (17) |
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124 | (1) |
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STRATEGIES FOR WRITING THE FIRST DRAFT |
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124 | (14) |
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126 | (1) |
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127 | (10) |
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128 | (3) |
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Writing Effective Sentences |
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131 | (5) |
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136 | (1) |
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Moving from Plan to First Draft |
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137 | (1) |
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STRATEGIES FOR OVERCOMING PROBLEMS IN THE FIRST DRAFT |
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138 | (1) |
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NEW E-Writing: Exploring Writing the First Draft Online |
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139 | (1) |
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Companion Web Site: Writing the First Draft |
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140 | (1) |
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11 Revising and Rewriting |
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141 | (17) |
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141 | (1) |
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Developing a Revising Style |
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141 | (1) |
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142 | (2) |
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STRATEGIES FOR PEER REVIEW |
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144 | (12) |
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Revising Elements of the First Draft |
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146 | (1) |
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146 | (1) |
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147 | (1) |
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148 | (1) |
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148 | (6) |
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149 | (5) |
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154 | (2) |
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STRATEGIES FOR OVERCOMING PROBLEMS IN REVISING |
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156 | (1) |
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NEW E-Writing: Exploring Revision Online |
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157 | (1) |
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Companion Web Site: Revising |
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157 | (1) |
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12 Editing and Proofreading |
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158 | (15) |
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What Are Editing and Proofreading? |
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158 | (1) |
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159 | (10) |
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160 | (2) |
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162 | (1) |
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163 | (4) |
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167 | (1) |
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167 | (2) |
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STRATEGIES FOR PROOFREADING |
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169 | (2) |
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169 | (3) |
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Spelling and Usage Errors |
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169 | (2) |
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STRATEGIES FOR OVERCOMING PROBLEMS IN EDITING AND PROOFREADING |
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171 | (1) |
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NEW E-Writing: Exploring Editing Online |
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172 | (1) |
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Companion Web Site: Editing and Proofreading |
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172 | (1) |
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13 Special Writing Contexts |
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173 | (16) |
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What Are Special Writing Contexts? |
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173 | (1) |
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173 | (1) |
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STRATEGIES FOR COLLABORATIVE WRITING |
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174 | (2) |
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176 | (1) |
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STRATEGIES FOR WORKING IN ONLINE WRITING GROUPS |
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176 | (2) |
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Writing as the Representative of Others |
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178 | (1) |
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STRATEGIES FOR WRITING AS A REPRESENTATIVE |
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178 | (1) |
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Broadcasting to Mass Audiences |
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179 | (1) |
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STRATEGIES FOR WRITING TO MASS AUDIENCES |
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179 | (2) |
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Writing to Multiple Readers |
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181 | (1) |
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STRATEGIES FOR WRITING TO MULTIPLE READERS |
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181 | (1) |
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Giving Oral Presentations |
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182 | (1) |
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STRATEGIES FOR GIVING ORAL PRESENTATIONS |
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182 | (2) |
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NEW E-Writing: Exploring Special Writing Contexts Online |
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184 | (1) |
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Companion Web Site: Special Writing Contexts |
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185 | (4) |
| PART TWO: THE READER |
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14 Becoming a Critical Reader: Reading with a "Writer's Eye" |
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189 | (10) |
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What Is Critical Reading? |
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189 | (1) |
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How to Read with a Writer's Eye |
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190 | (3) |
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190 | (1) |
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191 | (1) |
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192 | (1) |
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Emily Prager, Our Barbies, Ourselves |
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193 | (3) |
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A writer uses description, narration, comparison, and cause and effect to analyze the meaning of the Barbie doll. |
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196 | (1) |
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STRATEGIES FOR CRITICAL READING |
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196 | (1) |
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NEW E-Writing: Exploring Reading Online |
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197 | (1) |
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Companion Web Site: Critical Reading |
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197 | (2) |
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15 Analyzing Visuals: Seeing with a "Writer's Eye" |
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199 | (14) |
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Photographs, Film, and Video |
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199 | (1) |
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200 | (2) |
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202 | (3) |
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203 | (2) |
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205 | (1) |
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205 | (1) |
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Gender and Cultural Issues |
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206 | (1) |
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207 | (1) |
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STRATEGIES FOR ANALYZING VISUAL IMAGES |
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207 | (5) |
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208 | (4) |
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STRATEGIES FOR ANALYZING GRAPHICS |
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212 | (1) |
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NEW E-Writing: Exploring Visual Images Online |
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212 | (1) |
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16 Description: Presenting Impressions |
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213 | (42) |
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213 | (9) |
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Objective and Subjective Description |
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213 | (4) |
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The Language of Description |
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217 | (1) |
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STRATEGIES FOR WRITING DESCRIPTION |
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218 | (4) |
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STUDENT PAPER: "Cities of the Dead" |
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222 | (3) |
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Suggested Topics for Writing Description |
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224 | (1) |
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224 | (1) |
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225 | (1) |
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STRATEGIES FOR READING DESCRIPTION |
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225 | (19) |
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NEW Jonathan Schell, Letter from Ground Zero (annotated) |
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227 | (3) |
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Living six blocks from the ruins of the World Trade Center, a writer confronts the "dread majesty" of the fallen towers. |
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NEW E-Reading: InfoTrac® College Edition |
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VIEWS OF SEPTEMBER 11, 2001 |
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230 | (1) |
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230 | (1) |
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Julian E. Barnes, Grosses and Crossroads |
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Tarannum Kamlani, My Islamic Roots, My American Home |
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Brian Bremner, September 11 Through a Japanese Lens |
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230 | (1) |
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231 | (1) |
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232 | (4) |
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The opening pages of In Cold Blood describe a remote Kansas town that became the scene of an infamous mass murder. |
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NEW Chris Hedges, Gaza Diary |
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236 | (3) |
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The congested Palestinian refugee camps are dirty, dusty enclaves of misery, violence, and terrorism. |
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NEW Carl T. Rowan, Unforgettable Miss Bessie |
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239 | (5) |
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A noted columnist recalls the teacher who reminded him and other disadvantaged students that "what you put in your head ... can never be pulled out by the Ku Klux Klan or Congress ..." |
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E.B. White, Once More to the Lake |
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244 | (7) |
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Describing a vacation trip, White compares past and present and realizes his sense of mortality. |
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WRITING BEYOND THE CLASSROOM |
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3M Pharmaceutical Sales Representative Want Ad |
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251 | (2) |
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A want ad describes the ideal job candidate. |
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253 | (1) |
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254 | (1) |
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Companion Web Site: Description |
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254 | (1) |
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17 Narration: Relating Events |
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255 | (46) |
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255 | (9) |
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The Writer's Purpose and Role |
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255 | (1) |
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256 | (2) |
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258 | (2) |
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STRATEGIES FOR WRITING NARRATION |
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260 | (2) |
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STUDENT PAPER: "Spare Change" |
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262 | (2) |
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SUGGESTED TOPICS FOR WRITING NARRATION |
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264 | (1) |
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264 | (1) |
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265 | (1) |
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STRATEGIES FOR READING NARRATION |
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265 | (23) |
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Samuel Scudder, Take This Fish and Look at It (annotated) |
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261 | (11) |
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Instead of lecturing, a famous scientist repeats a simple command to his new student-"look, look, look." |
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Ramón "Tianguis" Pérez, The Fender-Bender |
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272 | (5) |
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A minor traffic accident reveals the tenuous existence of undocumented aliens in North America. |
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NEW Nathan McCall, The Lesson |
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277 | (5) |
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Entering an integrated school, the author of Makes Me Wanna Holler receives his first lesson in racism. |
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James Dillard, A Doctor's Dilemma |
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282 | (3) |
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A young doctor learns that to avoid the threat of a lawsuit, the next time he comes across an accident victim, he should "drive on," |
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NEW E-Reading: InfoTrac® College Edition |
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WHO IS RESPONSIBLE FOR THE MALPRACTICE CRISIS? |
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285 | (1) |
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285 | (1) |
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Brian McCormick, Most Doctors Say They Practice Defensive Medicine |
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Leo Boyle, The Truth about Medical Malpractice |
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Carlo Fonseka, To Err Was Fatal |
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Alison Frankel, Obsession |
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286 | (1) |
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287 | (1) |
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George Orwell, Shooting an Elephant |
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288 | (8) |
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Although an armed police officer, Orwell recounts how a crowd pressured him to act against his will, |
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WRITING BEYOND THE CLASSROOM |
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Walter Lord, The Reconstructed Logbook of the Titanic |
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296 | (2) |
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Lord provides a minute-by-minute account of the famed luxury liner's doomed maiden voyage. |
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298 | (2) |
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300 | (1) |
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Companion Web Site: Narration |
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300 | (1) |
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18 Example: Presenting Illustrations |
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301 | (33) |
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301 | (12) |
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Purpose: To Inform or Persuade |
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301 | (1) |
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302 | (1) |
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303 | (2) |
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305 | (1) |
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305 | (2) |
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STRATEGIES FOR WRITING EXAMPLE |
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307 | (3) |
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STUDENT PAPER: "Guerrilla Entrepreneur" |
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310 | (2) |
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SUGGESTED TOPICS FOR WRITING EXAMPLE |
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312 | (1) |
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312 | (1) |
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312 | (1) |
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STRATEGIES FOR READING EXAMPLE |
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313 | (14) |
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314 | (4) |
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A homeless woman in New York's Port Authority terminal represents an increasing urban problem of poverty and dislocation. |
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Joe Rodriguez, Mexicans Deserve More Than La Mordida |
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318 | (4) |
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For Rodriquez's father, la mordida was an example of Mexico's oppressive corruption. |
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NEW Ellen Goodman, The Company Man |
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322 | (3) |
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Goodman provides a classic example of the modern workaholic who allows his job to consume his life and define his identity. |
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NEW E-Reading: InfoTrac® College Edition |
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CAN INDIVIDUALS AND NATIONS SERVE AS ROLE MODELS? |
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325 | (1) |
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325 | (1) |
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Ann Killion, Lance Armstrong a Worthy Role Model |
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Yvette Kimm, Black Two-Star General, Major General Gilley a Role Model |
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Kofi Annan, Switzerland a Vivid Example of What the United Nations Stands For |
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M.K. Megan, Malaysia a Role Model, Says Yemen |
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326 | (1) |
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326 | (1) |
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Tony Brown, Death of a Dream |
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327 | (4) |
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Rick Singletary invested his life savings to open a Black-owned supermarket to serve his community and create 130 jobs. Tony Brown argues the store's failure symbolizes the self-defeating "boycott by Blacks of their own businesses." |
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WRITING BEYOND THE CLASSROOM |
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Internal Revenue Service, Qualifying Child of More Than One Person |
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331 | (1) |
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The IRS offers income tax payers an example to illustrate a complex point in claiming dependents. |
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332 | (1) |
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Companion Web Site: Example |
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333 | (1) |
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333 | (1) |
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19 Definition: Establishing Meaning |
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334 | (37) |
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334 | (10) |
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The Purpose of Definition |
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336 | (1) |
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337 | (1) |
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STRATEGIES FOR WRITING DEFINITION |
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338 | (4) |
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STUDENT PAPER: "Disneyland Dads" |
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342 | (2) |
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SUGGESTED TOPICS FOR WRITING DEFINITION |
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344 | (1) |
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344 | (1) |
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344 | (1) |
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STRATEGIES FOR READING DEFINITION |
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345 | (13) |
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Eileen Simpson, Dyslexia (annotated) |
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346 | (5) |
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A psychotherapist defines a reading disability by detailing her own experiences as a dyslexic. |
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Janice Castro, with Dan Cook and Cristina Garcia, Spanglish |
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351 | (3) |
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Castro offers a colorful definition of a new language emerging from the blending of two cultures. |
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Jonathan Ritter, The World View of a Computer Hacker |
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354 | (4) |
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Viewing data as weapons and programs as delivery systems, hackers see themselves as modern privateers. |
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NEW Marie Winn, TV Addiction |
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358 | (6) |
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Television, like drugs and alcohol, can narrow and dehumanize those who allow it to overwhelm their lives. |
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NEW E-Reading: InfoTrac® College Edition |
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364 | (1) |
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365 | (1) |
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Robert Kubey and Mihaly Csikszentmihalyi, Television Addiction Is No Mere Metaphor |
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Kay Parish Perkins, How Should Parents Handle a TV Addiction? |
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Kirsetin Karamarkovich Morello, Think Outside the Box: How to Turn Off the TV and Take Back Your Family Life |
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365 | (1) |
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366 | (1) |
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WRITING BEYOND THE CLASSROOM |
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Don Rosenberg, What Is Depression? |
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367 | (1) |
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A mental health clinic brochure defines depression for clients and their families. |
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368 | (2) |
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Companion Web Site: Definition |
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370 | (1) |
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370 | (1) |
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20 Comparison and Contrast: Indicating Similarities and Differences |
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371 | (39) |
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What Is Comparison and Contrast? |
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371 | (1) |
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The Purposes of Comparison and Contrast |
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372 | (1) |
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Selecting Topics for Comparison-and-Contrast Papers |
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372 | (2) |
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Organizing Comparison-and-Contrast Papers |
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374 | (10) |
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374 | (1) |
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375 | (1) |
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376 | (1) |
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STRATEGIES FOR WRITING COMPARISON AND CONTRAST |
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377 | (4) |
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STUDENT PAPER: "Parallel States: Israel and Ireland" |
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381 | (2) |
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SUGGESTED TOPICS FOR WRITING COMPARISON AND CONTRAST |
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383 | (1) |
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383 | (1) |
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383 | (1) |
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STRATEGIES FOR READING COMPARISON AND CONTRAST |
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384 | (14) |
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Yi-Fu Tuan, Chinese Space, American Space (annotated) |
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386 | (3) |
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Unlike the Chinese, "Americans have a sense of space, not of place." |
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Bruce Catton, Grant and Lee |
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389 | (5) |
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Although quite similar in many ways, the two great generals of the Civil War represented the values of contrasting social forces. |
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William Zinsser, The Transaction |
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394 | (4) |
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Zinsser compares the working styles of two writers. For one, writing is "fun"; for the other, it is "hard and lonely work." |
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NEW Bharati Mukherjee, Two Ways to Belong to America |
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398 | (4) |
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Two sisters represent contrasting attitudes about the immigrant experience. |
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NEW E-Reading: InfoTrac® College Edition |
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402 | (1) |
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403 | (1) |
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Mario Cuomo, The American Dream and the Politics of Inclusion: Our Society Must Resist Those Who Would Close Our Doors to Future Immigrants |
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Robert J. Bresler, Immigration: The Sleeping Time Bomb Joel L. Swerdlow, Changing America |
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Christopher Gray, Alien Nation: Common Sense about America c Immigration Disaster |
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Robert Samuelson, Can America Assimilate? The Census Shows Were an Immigrant Nation. We Dare Not Become a Swarm of "Minorities" |
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403 | (1) |
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404 | (1) |
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WRITING BEYOND THE CLASSROOM |
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Peggy Kenna and Sondra Lacy, Communications Styles: United States and Taiwan |
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|
405 | (4) |
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Two consultants offer business travelers a chart contrasting American and Taiwanese communications styles |
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408 | (1) |
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Companion Web Site: Comparison |
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409 | (1) |
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Comparison-and-Contrast Checklist |
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409 | (1) |
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21 Process: Explaining How Things Work and Giving Directions |
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410 | (47) |
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410 | (12) |
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Explaining How Things Work |
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410 | (2) |
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STRATEGIES FOR WRITING EXPLANATIONS |
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412 | (3) |
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414 | (1) |
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STRATEGIES FOR WRITING DIRECTIONS |
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415 | (3) |
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STUDENT PAPER: "Securing Your Home" |
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418 | (2) |
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SUGGESTED TOPICS FOR WRITING PROCESS |
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420 | (2) |
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420 | (1) |
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421 | (1) |
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STRATEGIES FOR READING PROCESS |
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422 | (25) |
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Mortimer Adler, How to Mark a Book (annotated) |
|
|
423 | (6) |
|
A good reader interacts with a book, marking his or her responses in margins and back pages. |
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Armond D. Budish, Fender-Benders: Legal Do's and Don't's |
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|
429 | (5) |
|
A consumer-law reporter offers advice to motorists involved in minor accidents. |
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|
|
Elizabeth Kolbert, Birth of a TV Show |
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|
434 | (6) |
|
TV programs go through a complex and baffling process that takes them from pitched idea to pilot to program. |
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|
|
Davidyne Mayleas, How to Land the Job You Want |
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|
440 | (4) |
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Mayleas offers job seekers methods of succeeding in the job market. |
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|
NEW E-Reading: InfoTrac® College Edition |
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|
HOW TO SUCCEED IN JOB INTERVIEWS |
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|
444 | (1) |
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445 | (1) |
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Frederiksen Bohannon, Making a Good First Impression Eight Ways Not to Get the Job |
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|
Victoria James and Connie LaMotta, Interview Blunders |
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|
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445 | (1) |
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446 | (1) |
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447 | (5) |
|
The noted black Muslim leader tells the story about getting his hair processed to make a compelling argument about race and identity. |
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|
WRITING BEYOND THE CLASSROOM |
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|
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Lucille Treganowan, Cleaning Battery Terminals |
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452 | (2) |
|
The author of Lucille's Car Care provides instructions on car repair. |
|
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454 | (1) |
|
Companion Web Site: Process |
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455 | (2) |
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455 | (2) |
|
22 Division and Classification: Separating into Parts and Rating Categories |
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457 | (44) |
|
What Are Division and Classification? |
|
|
457 | (1) |
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457 | (2) |
|
STRATEGIES FOR WRITING DIVISION |
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|
459 | (4) |
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462 | (1) |
|
STRATEGIES FOR WRITING CLASSIFICATION |
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|
463 | (3) |
|
STUDENT PAPER: "Hispanics on Campus" |
|
|
466 | (2) |
|
SUGGESTED TOPICS FOR WRITING DIVISION AND CLASSIFICATION |
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468 | (1) |
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468 | (1) |
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468 | (1) |
|
STRATEGIES FOR READING DIVISION AND CLASSIFICATION |
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|
469 | (22) |
|
Russell Baker, The Plot Against People (annotated) |
|
|
470 | (3) |
|
Baker classifies the types of objects intended to frustrate people. |
|
|
|
John Holt, Three Kinds of Discipline |
|
|
473 | (4) |
|
Children encounter discipline from three sources: nature, society, and superior force. |
|
|
|
NEW E-Reading: InfoTrac® College Edition |
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|
|
WHEN DOES DISCIPLINE BECOME CHILD ABUSE? |
|
|
477 | (1) |
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|
|
477 | (1) |
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|
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|
Beth Brophy, Because I Said So! Parents Are Responding to John Rosemond's Tough Love |
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|
|
Peggy O'Mara, Changing Our Minds about Spanking |
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|
|
Pamela Gwyn Kripke, 10 Discipline Mistakes Smart Parents Make |
|
|
|
Eda LeShan, Those Perfectly Awful Children |
|
|
|
|
|
478 | (1) |
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|
|
478 | (2) |
|
James Austin, Four Kinds of Chance |
|
|
480 | (5) |
|
A scientist classifies the four types of chance that occur in scientific research, |
|
|
|
NEW Judith Viorst, Friends, Good Friends-and Such Good Friends |
|
|
485 | (6) |
|
Viorst outlines six kinds of friends. |
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|
|
Martin Luther King Jr., Ways of Meeting Oppression |
|
|
491 | (4) |
|
The noted civil rights leader persuades readers to accept the best method of overcoming oppression. |
|
|
|
WRITING BEYOND THE CLASSROOM |
|
|
|
Black's Law Dictionary, Homicide |
|
|
495 | (3) |
|
Black's dictionary classifies types of homicide. |
|
|
|
|
|
498 | (1) |
|
Companion Web Site: Division and Classification |
|
|
499 | (2) |
|
Division and Class cation Checklist |
|
|
499 | (2) |
|
23 Cause and Effect: Determining Reasons and Measuring Results |
|
|
|
What Is Cause and Effect? |
|
|
501 | (1) |
|
|
|
502 | (1) |
|
Measuring and Predicting Effects |
|
|
503 | (2) |
|
STRATEGIES FOR WRITING CAUSE AND EFFECT |
|
|
505 | (3) |
|
STUDENT PAPER: "Can the Devon Be Saved?" |
|
|
508 | (2) |
|
SUGGESTED TOPICS FOR WRITING CAUSE AND EFFECT |
|
|
510 | (2) |
|
|
|
510 | (1) |
|
|
|
511 | (1) |
|
STRATEGIES FOR READING CAUSE AND EFFECT |
|
|
512 | (25) |
|
NEW Maya Angelou, Why Blacks Are Returning to Their Southern Roots (annotated) |
|
|
513 | (4) |
|
Reversing a century-old trend, many African Americans are now moving back to the South. |
|
|
|
John Brooks, The Effects of the Telephone |
|
|
517 | (3) |
|
Brooks analyzes how the telephone revolutionized human experience. |
|
|
|
John Taylor Gatto, Why Schools Don't Educate |
|
|
520 | (3) |
|
A former Teacher of the Year lists reasons why schools fail to teach and details the impact faulty schools have had on children. |
|
|
|
NEW E-Reading: InfoTrac® College Edition |
|
|
|
CAN PUBLIC SCHOOLS TEACH VALUES? |
|
|
523 | (1) |
|
|
|
523 | (1) |
|
Burt Solomon, Education Nation |
|
|
|
Gregory A. Valde, Schools Without Soul: Moral Community and Public Schools |
|
|
|
David R. Carlin Jr., Teaching Values in School |
|
|
|
|
|
524 | (1) |
|
|
|
525 | (1) |
|
Brent Staples, Black Men and Public Space |
|
|
526 | (4) |
|
An African American examines the effects he causes by simply walking down a public street. |
|
|
|
Gloria Steinem, Words and Change |
|
|
530 | (7) |
|
"Now, we have terms like sexual harassment and battered women. A few years ago, they were just called life." |
|
|
|
|
|
|
William F. Buckley Jr., Don't Blame Violence on the Tube |
|
|
537 | (5) |
|
Noting that television violence is universal, Buckley argues that it cannot be viewed as a cause for America's high rate of crime and homicide. |
|
|
|
WRITING BEYOND THE CLASSROOM |
|
|
|
Thomas Jefferson et al., The Declaration of Independence |
|
|
542 | (4) |
|
Jefferson details the reasons why the American colonies must sever ties with Great Britain. |
|
|
|
|
|
546 | (1) |
|
Companion Web Site: Cause and Effect |
|
|
547 | (2) |
|
Cause-and-Effect Checklist |
|
|
547 | (2) |
|
24 Argument and Persuasion: Influencing: Readers |
|
|
549 | (60) |
|
What Is Argument and Persuasion? |
|
|
549 | (4) |
|
|
|
550 | (2) |
|
|
|
552 | (1) |
|
|
|
553 | (4) |
|
|
|
554 | (1) |
|
|
|
555 | (2) |
|
|
|
557 | (1) |
|
Appealing to Hostile Readers |
|
|
557 | (2) |
|
STRATEGIES FOR WRITING ARGUMENT AND PERSUASION |
|
|
559 | (3) |
|
STUDENT PAPER: "Why a Black Student Union?" |
|
|
562 | (4) |
|
Suggested Topics for Writing Argument and Persuasion |
|
|
565 | (3) |
|
|
|
565 | (1) |
|
|
|
566 | (1) |
|
STRATEGIES FOR READING ARGUMENT AND PERSUASION |
|
|
566 | (2) |
|
OPPOSING VIEWPOINTS-ETHNIC IDENTITY |
|
|
568 | (9) |
|
Armando Rendón, Kiss of Death (annotated) |
|
|
568 | (5) |
|
A Chicano writer embraces his Mexican language and heritage to resist being drawn into the "vacuum of the dominant society." |
|
|
|
Barbara Ehrenreich, Cultural Baggage |
|
|
573 | (4) |
|
Ehrenreich rejects her ethnic background and is proud that her children see themselves as belonging to the "race of `none." |
|
|
|
OPPOSING VIEWPOINTS THE "ABUSE EXCUSE" |
|
|
577 | (8) |
|
Alan Dershowitz, The "Abuse Excuse" Is Detrimental to the Justice System |
|
|
577 | (4) |
|
A noted defense attorney argues that the abuse defense promotes vigilantism. |
|
|
|
Leslie Abramson, The Abuse Defense Balances the Justice System |
|
|
581 | (4) |
|
The defense attorney who achieved fame during the Menendez trial asserts the abuse defense provides justice for victims. |
|
|
|
NEW OPPOSING VIEWPOINTS-REPARATIONS FOR SLAVERY |
|
|
585 | (10) |
|
Manning Marable, An Idea Whose Time Has Come |
|
|
585 | (4) |
|
Whites, Marable declares, have a moral responsibility to rectify centuries of racial exploitation. |
|
|
|
Shelby Steele, A Childish Illusion |
|
|
589 | (3) |
|
Steele argues that the demand for reparations ignores the need for greater black responsibility to overcome poverty and violence. |
|
|
|
NEW E-Reading: InfoTrac® College Edition |
|
|
|
|
|
592 | (1) |
|
|
|
592 | (1) |
|
Symposium on Payment of Reparations for the Descendants of Slaves: Should Government Pay Reparations to the Descendants of Slaves? |
|
|
|
Randall Robinson, Yes Armstrong Jones, No |
|
|
|
Walter B. Hill, The Ex-Slave Pension Movement |
|
|
|
Ali A. Mazrui, Who Should Pay for Slavery? |
|
|
|
|
|
593 | (1) |
|
|
|
593 | (2) |
|
|
|
|
Nat Hentoff, Should This Student Have Been Expelled.? |
|
|
595 | (6) |
|
A noted liberal attacks hate speech codes, arguing that even the most racist and offensive speech is protected by the Constitution. |
|
|
|
WRITING BEYOND THE CLASSROOM |
|
|
|
|
|
601 | (2) |
|
Using a headline recalling racist "No Irish Need Apply" notices, a fund-raising ad urges affluent Irish Americans to donate to their homeland. |
|
|
|
|
|
603 | (1) |
|
Companion Web Site: Argument and Persuasion |
|
|
604 | (5) |
|
Argument and Persuasion Checklist |
|
|
604 | (5) |
| PART THREE: SPECIAL WRITING SITUATIONS |
|
|
|
|
609 | (10) |
|
|
|
609 | (3) |
|
The Purpose of Essay Examinations |
|
|
609 | (1) |
|
STRATEGIES FOR STUDYING FOR ESSAY EXAMINATIONS |
|
|
610 | (2) |
|
STRATEGIES FOR WRITING THE ESSAY EXAMINATION |
|
|
612 | (6) |
|
Sample Questions and Essays |
|
|
614 | (4) |
|
|
|
615 | (1) |
|
|
|
616 | (2) |
|
Companion Web Site: The Essay Examination |
|
|
618 | (1) |
|
26 Writing about Literature |
|
|
619 | (20) |
|
|
|
619 | (5) |
|
|
|
619 | (4) |
|
STRATEGIES FOR READING LITERATURE |
|
|
623 | (1) |
|
STRATEGIES FOR WRITING ABOUT LITERATURE |
|
|
624 | (5) |
|
|
|
626 | (1) |
|
Wolfgang Borchert, The Bread |
|
|
627 | (2) |
|
|
|
629 | (2) |
|
|
|
630 | (1) |
|
STRATEGIES FOR WRITING ABOUT POETRY |
|
|
631 | (2) |
|
Edwin Arlington Robinson, Richard Gory |
|
|
632 | (1) |
|
STUDENT PAPER: "One Calm Summer Night" |
|
|
633 | (2) |
|
|
|
635 | (1) |
|
STRATEGIES FOR WRITING ABOUT DRAMA |
|
|
635 | (3) |
|
Companion Web Site: Writing about Literature |
|
|
638 | (1) |
|
|
|
638 | (1) |
|
27 Business an Professional Writing |
|
|
639 | (20) |
|
What Is Business and Professional Writing? |
|
|
639 | (2) |
|
Resumes and Cover Letters |
|
|
641 | (1) |
|
STRATEGIES FOR WRITING RESUMES |
|
|
641 | (5) |
|
|
|
644 | (1) |
|
Student Resume Including Previous Experience |
|
|
645 | (1) |
|
|
|
646 | (1) |
|
STRATEGIES FOR WRITING COVER LETTERS |
|
|
646 | (9) |
|
Letter Responding to Personal Referral |
|
|
647 | (1) |
|
Letter Responding to Job Announcement |
|
|
647 | (2) |
|
Putting Your Resume to Work |
|
|
649 | (1) |
|
Business and Professional Reports |
|
|
649 | (7) |
|
|
|
651 | (4) |
|
STRATEGIES FOR SUCCESSFUL BUSINESS AND PROFESSIONAL WRITING |
|
|
655 | (1) |
|
Companion Web Site: Business and Professional Writing |
|
|
656 | (3) |
| PART FOUR: THE RESEARCH PAPER |
|
|
|
|
659 | (35) |
|
|
|
659 | (2) |
|
|
|
660 | (1) |
|
Conducting Research: An Overview |
|
|
661 | (3) |
|
Understand the Scope of the Assignment |
|
|
661 | (1) |
|
Select an Appropriate Topic |
|
|
662 | (1) |
|
STRATEGIES FOR SELECTING A TOPIC |
|
|
662 | (2) |
|
Conduct Preliminary Research |
|
|
664 | (1) |
|
STRATEGIES FOR CONDUCTING PRELIMINARY RESEARCH |
|
|
664 | (15) |
|
|
|
670 | (1) |
|
|
|
671 | (2) |
|
NEW E-Research Activity: Exploring Preliminary Research Online |
|
|
|
Limit the Topic and Develop a Working Thesis |
|
|
673 | (1) |
|
|
|
674 | (1) |
|
Collect and Evaluate Relevant Evidence |
|
|
674 | (5) |
|
Selecting and Evaluating Sources |
|
|
679 | (1) |
|
STRATEGIES FOR SELECTING AND EVALUATING SOURCES |
|
|
679 | (4) |
|
Evaluating Internet Sources Checklist |
|
|
682 | (1) |
|
STRATEGIES FOR OVERCOMING PROBLEMS WITH RESEARCH |
|
|
683 | (10) |
|
|
|
684 | (3) |
|
|
|
687 | (5) |
|
|
|
687 | (2) |
|
|
|
689 | (3) |
|
|
|
692 | (1) |
|
Companion Web Site: Research |
|
|
693 | (1) |
|
29 Writing the Research Paper |
|
|
694 | (57) |
|
What Is a Research Paper? |
|
|
694 | (1) |
|
Refine Your Thesis and Develop an Outline |
|
|
695 | (1) |
|
STRATEGIES FOR DEVELOPING AN OUTLINE |
|
|
696 | (2) |
|
Writing the Research Paper |
|
|
698 | (1) |
|
STRATEGIES FOR USING SOURCES |
|
|
698 | (6) |
|
Guidelines for Using Direct Quotations |
|
|
700 | (4) |
|
STRATEGIES FOR CITING SOURCES |
|
|
704 | (2) |
|
Exceptions to Citing Sources |
|
|
705 | (1) |
|
STRATEGIES FOR REVISING AND EDITING RESEARCH PAPERS |
|
|
706 | (1) |
|
|
|
706 | (1) |
|
|
|
706 | (1) |
|
STRATEGIES FOR WRITING PARENTHETICAL NOTES |
|
|
707 | (1) |
|
STRATEGIES FOR WRITING A WORKS CITED PAGE |
|
|
708 | (11) |
|
Guidelines for Listing Sources in Works Cited and Parenthetical Notes |
|
|
709 | (10) |
|
|
|
709 | (3) |
|
|
|
712 | (2) |
|
|
|
714 | (1) |
|
|
|
715 | (1) |
|
|
|
716 | (3) |
|
SAMPLE RESEARCH PAPER USING MIA STYLE: "The Role of Nature in Orwell's Nineteen Eighty-Four" |
|
|
719 | (7) |
|
|
|
726 | (1) |
|
STRATEGIES FOR WRITING PARENTHETICAL NOTES |
|
|
726 | (2) |
|
STRATEGIES FOR WRITING A REFERENCES PAGE |
|
|
728 | (11) |
|
Guidelines for Listing Sources in References and |
|
|
|
|
|
729 | (1) |
|
|
|
729 | (3) |
|
|
|
732 | (1) |
|
|
|
733 | (1) |
|
|
|
734 | (1) |
|
|
|
735 | (4) |
|
SAMPLE RESEARCH PAPER USING APA STYLE: "Feeding Frenzy: Journalism and Justice in the Leopold and Loeb Case" |
|
|
739 | (9) |
|
Companion Web Site: The Research Paper |
|
|
748 | (3) |
|
|
|
748 | (3) |
| PART FIVE: GRAMMAR AND HANDBOOK |
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751 | (14) |
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751 | (1) |
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752 | (5) |
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752 | (1) |
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752 | (1) |
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753 | (1) |
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754 | (1) |
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755 | (1) |
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755 | (1) |
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756 | (1) |
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756 | (1) |
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757 | (1) |
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Understanding Parts of Speech |
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757 | (1) |
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STRATEGIES FOR DETERMINING PARTS OF SPEECH |
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757 | (7) |
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158 | (601) |
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758 | (1) |
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758 | (1) |
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759 | (5) |
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760 | (3) |
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Other Ways of Looking at Sentences |
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763 | (1) |
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Companion Web Site: Grammar |
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764 | (1) |
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764 | (1) |
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765 | (68) |
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STRATEGIES FOR USING THE HANDBOOK |
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765 | (3) |
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766 | (1) |
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767 | (1) |
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767 | (1) |
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STRATEGIES FOR DETECTING AND REVISING FRAGMENTS |
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768 | (3) |
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Run-on Sentences and Comma Splices |
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770 | (1) |
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STRATEGIES FOR DETECTING AND REVISING RUN-ONS AND COMMA SPLICES |
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771 | (3) |
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773 | (1) |
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STRATEGIES FOR DETECTING AND REVISING FAULTY PARALLELISM |
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774 | (2) |
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STRATEGIES FOR REVISING SENTENCE PROBLEMS |
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776 | (1) |
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Companion Web Site: Sentence Structure |
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777 | (3) |
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777 | (3) |
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777 | (3) |
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STRATEGIES FOR OVERCOMING PROBLEMS WITH SUBJECT-VERB AGREEMENT |
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780 | (3) |
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781 | (2) |
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STRATEGIES FOR AVOIDING SEXISM IN PRONOUN USE |
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783 | (1) |
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Companion Web Site: Agreement |
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784 | (3) |
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784 | (4) |
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784 | (2) |
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786 | (1) |
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STRATEGIES FOR USING VERB TENSES |
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787 | (1) |
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Companion Web Site: Verbs |
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788 | (1) |
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788 | (1) |
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788 | (1) |
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STRATEGIES FOR USING PRONOUNS |
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789 | (1) |
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789 | (1) |
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STRATEGIES FOR USING PROPER CASE |
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790 | (3) |
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Companion Web Site: Pronouns |
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793 | (1) |
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Dangling and Misplaced Modifiers |
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793 | (1) |
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793 | (1) |
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STRATEGY TO DETECT DANGLING MODIFIERS |
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794 | (2) |
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794 | (2) |
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Companion Web Site: Modifiers |
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796 | (1) |
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796 | (1) |
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STRATEGIES FOR USING ADJECTIVES AND ADVERBS |
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796 | (1) |
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Companion Web Site: Adjectives and Adverbs |
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797 | (5) |
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798 | (5) |
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798 | (4) |
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STRATEGIES FOR ELIMINATING UNNECESSARY COMMAS |
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802 | (1) |
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Companion Web Site: Commas |
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803 | (2) |
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804 | (1) |
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Companion Web Site: Semicolons |
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805 | (2) |
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805 | (1) |
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806 | (1) |
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Companion Web Site: Quotation Marks |
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807 | (2) |
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808 | (1) |
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Companion Web Site: Apostrophes |
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809 | (8) |
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810 | (1) |
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810 | (1) |
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811 | (1) |
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812 | (1) |
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812 | (1) |
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813 | (1) |
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813 | (1) |
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814 | (1) |
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814 | (1) |
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815 | (2) |
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815 | (2) |
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Companion Web Site: Capitalization |
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817 | (4) |
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818 | (1) |
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818 | (2) |
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820 | (1) |
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821 | (1) |
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STRATEGIES FOR IMPROVING SPELLING |
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821 | (3) |
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Companion Web Site: Spelling |
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824 | (9) |
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825 | (8) |
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825 | (3) |
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828 | (2) |
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Commonly Misspelled Words |
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830 | (3) |
| Credits |
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833 | (3) |
| Index |
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836 | |
Other versions by this Author
