| Preface |
|
v | |
| Introduction: Is Everyone an Author? |
|
xxix | |
| Part I The Need for Rhetoric and Writing |
|
1 | (74) |
|
|
|
5 | (13) |
|
|
|
8 | (1) |
|
Hear What Others Are Saying - And Think About Why |
|
|
9 | (1) |
|
What Do You Think And Why? |
|
|
10 | (1) |
|
|
|
11 | (1) |
|
|
|
12 | (1) |
|
|
|
13 | (2) |
|
|
|
15 | (3) |
|
|
|
18 | (7) |
|
|
|
20 | (1) |
|
|
|
21 | (1) |
|
|
|
22 | (1) |
|
|
|
23 | (1) |
|
|
|
23 | (1) |
|
|
|
24 | (1) |
|
|
|
25 | (15) |
|
|
|
27 | (6) |
|
|
|
33 | (5) |
|
|
|
38 | (1) |
|
Across Academic Disciplines |
|
|
38 | (2) |
|
4 Meeting the Demands of Academic Writing |
|
|
40 | (13) |
|
So Just What Is Academic Writing? |
|
|
41 | (1) |
|
Joining U.S. Academic Conversations |
|
|
41 | (3) |
|
|
|
44 | (9) |
|
Use standard edited English |
|
|
|
Use clear patterns of organization |
|
|
|
Mark logical relationships between ideas |
|
|
|
State claims explicitly and provide appropriate support |
|
|
|
Present your ideas as a response to others |
|
|
|
Express ideas clearly and directly |
|
|
|
Be aware of how genres and conventions vary across disciplines |
|
|
|
Document sources using appropriate citation style |
|
|
|
5 Writing and Rhetoric as a Field of Study |
|
|
53 | (5) |
|
What Will You Learn by Studying Writing and Rhetoric? |
|
|
54 | (2) |
|
What Jobs Will Studying Rhetoric Prepare You For? |
|
|
56 | (2) |
|
6 Writing and Rhetoric in the Workplace |
|
|
58 | (17) |
|
Consider Your Rhetorical Situation |
|
|
60 | (1) |
|
|
|
61 | (1) |
|
|
|
61 | (5) |
|
|
|
66 | (4) |
|
|
|
70 | (1) |
|
|
|
70 | (1) |
|
|
|
71 | (1) |
|
|
|
72 | (3) |
| Part II Writing Processes |
|
75 | (30) |
|
7 Managing the Writing Process |
|
|
79 | (11) |
|
|
|
81 | (7) |
|
Approach Your Writing Pragmatically |
|
|
88 | (2) |
|
8 The Need for Collaboration/"Here Comes Everybody!" |
|
|
90 | (8) |
|
What Collaboration Means for Authors-and Audiences |
|
|
92 | (1) |
|
What Collaboration Means for You as a Student |
|
|
93 | (1) |
|
|
|
94 | (2) |
|
Some Tips for Collaborating Effectively |
|
|
96 | (2) |
|
9 Taking Advantage of the Writing Center |
|
|
98 | (7) |
|
What Writing Centers Offer |
|
|
98 | (2) |
|
Preparing for a Tutoring Session |
|
|
100 | (1) |
|
Making the Most of a Tutoring Session |
|
|
100 | (1) |
|
What If English Is Not Your Primary Language? |
|
|
101 | (1) |
|
Visiting an Online Writing Center |
|
|
102 | (1) |
|
What about Becoming a Writing Tutor? |
|
|
103 | (2) |
| Part III Genres of Writing |
|
105 | (268) |
|
|
|
109 | (7) |
|
What You Need to Know about Genres of Writing |
|
|
110 | (2) |
|
Deciding Which Genres to Use |
|
|
112 | (4) |
|
11 Arguing a Position/"This Is Where I Stand" |
|
|
116 | (43) |
|
Across Academic Disciplines |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
120 | (18) |
|
|
|
|
A response to what others have said or done |
|
|
|
Appropriate background information |
|
|
|
An indication of why the topic matters |
|
|
|
Good reasons and evidence |
|
|
|
Attention to more than one point of view |
|
|
|
|
|
|
An appeal to readers' values |
|
|
|
|
|
138 | |
|
|
|
|
|
|
|
|
136 | (10) |
|
|
|
In The Minimum Wage Debate, Both Sides Make Valid Points |
|
|
146 | (4) |
|
|
|
|
|
150 | (9) |
|
12 Writing a Narrative/"Here's What Happened" |
|
|
159 | (42) |
|
Across Academic Disciplines |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
164 | (15) |
|
A clearly identified event |
|
|
|
A clearly described setting |
|
|
|
Vivid, descriptive details |
|
|
|
A consistent point of view |
|
|
|
|
|
|
|
|
179 | (6) |
|
|
|
|
|
|
|
An indication of the narrative's significance |
|
|
|
|
|
185 | |
|
|
|
|
|
|
|
|
175 | (5) |
|
|
|
|
|
180 | (10) |
|
|
|
|
|
190 | (6) |
|
|
|
|
|
196 | (5) |
|
13 Writing Analytically/"Let's Take a Closer Look" |
|
|
201 | (51) |
|
Across Academic Disciplines |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
206 | (19) |
|
A question that prompts a closer look |
|
|
|
Some description of the subject |
|
|
|
Evidence drawn from close examination of the subject |
|
|
|
Insight gained from your analysis |
|
|
|
|
|
|
|
|
225 | (6) |
|
A description of the visual |
|
|
|
Some contextual information |
|
|
|
|
|
|
Close analysis of the message |
|
|
|
Insight into what the visual "says" |
|
|
|
|
|
|
|
|
231 | |
|
|
|
|
|
|
Why Pharrell's "Happy" Has Grabbed The Nation |
|
|
221 | (7) |
|
|
|
Why Is Everyone Focused On Zuckerberg's Hoodie? |
|
|
228 | (12) |
|
|
|
Calvin And Hobbes: The Voice Of The Lonely Child |
|
|
240 | (6) |
|
|
|
|
|
246 | (6) |
|
14 Reporting Information/"Just the Facts, Ma'am" |
|
|
252 | (45) |
|
Across Academic Disciplines |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
257 | (13) |
|
A topic carefully focused for a specific audience |
|
|
|
|
|
|
|
|
|
Appropriate organization and design |
|
|
|
A confident, informative tone |
|
|
|
|
|
270 | (10) |
|
|
|
|
Detailed information about the subject |
|
|
|
|
|
|
|
|
280 | |
|
|
|
|
|
|
|
|
267 | (6) |
|
|
|
Heart And Sole: Detroiter Walks 21 Miles To Work |
|
|
273 | (14) |
|
|
|
|
|
287 | (6) |
|
|
|
The Right To Preach On A College Campus |
|
|
293 | (4) |
|
15 Writing a Review/"Two Thumbs Up" |
|
|
297 | (43) |
|
Across Academic Disciplines |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
302 | (15) |
|
Relevant information about the subject |
|
|
|
Criteria for the evaluation |
|
|
|
A well-supported evaluation |
|
|
|
Attention to the audience's needs and expectations |
|
|
|
|
|
|
Awareness of the ethics of reviewing |
|
|
|
|
|
317 | (8) |
|
A survey of relevant research on a carefully focused topic |
|
|
|
An objective summary of the literature |
|
|
|
An evaluation of the literature |
|
|
|
An appropriate organization |
|
|
|
Careful, accurate documentation |
|
|
|
|
|
325 | |
|
|
|
|
|
|
Monopoly: The Scandal Behind The Game |
|
|
314 | (5) |
|
|
|
The Effects Of Mindfulness Meditation On Memory |
|
|
319 | (12) |
|
|
|
Ode To Joy (And Sadness, And Anger) |
|
|
331 | (5) |
|
|
|
Serial: A Captivating New Podcast |
|
|
336 | (4) |
|
16 Making a Proposal/"Here's What I Recommend" |
|
|
340 | (33) |
|
Across Academic Disciplines |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
343 | (13) |
|
A precise description of the problem |
|
|
|
A clear and compelling solution |
|
|
|
Evidence that your solution will address the problem |
|
|
|
Acknowledgment of other possible solutions |
|
|
|
A statement of what your proposal will accomplish |
|
|
|
|
|
356 | (5) |
|
An indication of your topic and focus |
|
|
|
An explanation of why you're interested in the topic |
|
|
|
|
|
|
|
|
|
|
|
361 | |
|
|
|
|
|
|
A New Start For Newark Schools |
|
|
352 | (5) |
|
|
|
The Economic Impact Of Investing In Sports Franchises |
|
|
357 | (9) |
|
|
|
|
|
|
|
366 | (4) |
|
|
|
Let's Start An Education Revolution |
|
|
370 | (3) |
| Part IV The Centrality of Argument |
|
373 | (70) |
|
17 Analyzing and Constructing Arguments |
|
|
379 | (40) |
|
Where's the Argument Coming From? |
|
|
381 | (2) |
|
|
|
383 | (4) |
|
|
|
387 | (2) |
|
Means of Persuasion: Emotional, Ethical, and Logical Appeals |
|
|
389 | (13) |
|
What about Other Perspectives? |
|
|
402 | (3) |
|
Ways of Structuring Arguments |
|
|
405 | (11) |
|
Classical/Toulmin/Rogerian/Invitational Matters of Style |
|
|
416 | (3) |
|
18 Strategies for Supporting an Argument |
|
|
419 | (24) |
|
|
|
419 | (2) |
|
|
|
421 | (2) |
|
|
|
423 | (2) |
|
|
|
425 | (3) |
|
|
|
428 | (2) |
|
|
|
430 | (2) |
|
|
|
432 | (2) |
|
|
|
434 | (2) |
|
|
|
436 | (1) |
|
|
|
437 | (2) |
|
|
|
439 | (4) |
| Part V Research |
|
443 | (194) |
|
19 Starting Your Research/Joining the Conversation |
|
|
445 | (10) |
|
Find a Topic That Fascinates You |
|
|
446 | (1) |
|
Consider Your Rhetorical Situation |
|
|
447 | (1) |
|
|
|
448 | (2) |
|
Do Some Background Research |
|
|
450 | (1) |
|
Articulate a Question Your Research Will Answer |
|
|
450 | (2) |
|
Plot Out a Working Thesis |
|
|
452 | (1) |
|
|
|
453 | (2) |
|
20 Finding Sources/Online, at the Library, in the Field |
|
|
455 | (30) |
|
Starting with Wikipedia or Facebook |
|
|
456 | (1) |
|
What Kind of Sources Do You Need? |
|
|
457 | (2) |
|
Determining If a Source Is Scholarly |
|
|
459 | (3) |
|
Types of Sources-And Where to Find Them |
|
|
462 | (3) |
|
Research Sites: On the Internet, in the Library |
|
|
465 | (7) |
|
|
|
472 | (3) |
|
Conducting Field Research |
|
|
475 | (10) |
|
21 Keeping Track/Managing Information Overload |
|
|
485 | (6) |
|
Keep Track of Your Sources |
|
|
485 | (2) |
|
|
|
487 | (1) |
|
Maintain a Working Bibliography |
|
|
488 | (3) |
|
|
|
491 | (9) |
|
Is the Source Worth Your Attention? |
|
|
493 | (4) |
|
Reading Sources with a Critical Eye |
|
|
497 | (3) |
|
23 Annotating a Bibliography |
|
|
500 | (5) |
|
|
|
500 | (2) |
|
Complete bibliographic information |
|
|
|
A brief summary or description of each work |
|
|
|
|
|
|
Some indication of how each source will inform your research |
|
|
|
A consistent and concise presentation |
|
|
|
|
|
Renewable and Sustainable Energy in Rural India |
|
|
502 | (3) |
|
24 Synthesizing Ideas/Moving from What Your Sources Say to What You Say |
|
|
505 | (7) |
|
Synthesizing the Ideas in Your Sources |
|
|
506 | (2) |
|
Moving from What Your Sources Say to What You Say |
|
|
508 | (2) |
|
Entering the Conversation You've Been Researching |
|
|
510 | (2) |
|
25 Quoting, Paraphrasing, Summarizing |
|
|
512 | (15) |
|
Deciding Whether to Quote, Paraphrase, or Summarize |
|
|
513 | (1) |
|
|
|
514 | (4) |
|
|
|
518 | (2) |
|
|
|
520 | (2) |
|
Incorporating Source Material |
|
|
522 | (2) |
|
Incorporating Visual and Audio Sources |
|
|
524 | (3) |
|
26 Giving Credit, Avoiding Plagiarism |
|
|
527 | (8) |
|
Know What You Must Acknowledge |
|
|
528 | (1) |
|
Fair Use and the Internet |
|
|
529 | (1) |
|
|
|
530 | (4) |
|
|
|
534 | (1) |
|
|
|
535 | (56) |
|
|
|
535 | (3) |
|
|
|
538 | (6) |
|
|
|
544 | (1) |
|
|
|
544 | (27) |
|
Formatting a Research Essay |
|
|
571 | (3) |
|
|
|
Holding Up the Hollywood Stagecoach |
|
|
574 | (17) |
|
|
|
591 | (46) |
|
|
|
591 | (3) |
|
|
|
594 | (4) |
|
|
|
598 | (1) |
|
|
|
599 | (18) |
|
Formatting a Research Essay |
|
|
617 | (3) |
|
|
|
A Study of One Child's Word Productions |
|
|
620 | (17) |
| Part VI Style |
|
637 | (102) |
|
|
|
641 | (11) |
|
Appropriateness and Correctness |
|
|
642 | (3) |
|
|
|
645 | (1) |
|
|
|
646 | (3) |
|
Thinking about Your Own Style |
|
|
649 | (3) |
|
30 Tweets to Reports/On Social Media and Academic Writing |
|
|
652 | (16) |
|
Participating in Conversations |
|
|
653 | (3) |
|
|
|
656 | (1) |
|
Representing Yourself in Your Writing |
|
|
657 | (2) |
|
Establishing an Appropriate Tone |
|
|
659 | (1) |
|
|
|
660 | (2) |
|
|
|
662 | (1) |
|
Organizing What You Write |
|
|
663 | (1) |
|
|
|
664 | (1) |
|
|
|
665 | (3) |
|
31 How to Write Good Sentences |
|
|
668 | (19) |
|
Four Common Sentence Patterns |
|
|
669 | (6) |
|
Ways of Emphasizing the Main Idea in a Sentence |
|
|
675 | (3) |
|
|
|
678 | (3) |
|
|
|
681 | (2) |
|
|
|
683 | (4) |
|
32 Checking for Common Mistakes |
|
|
687 | (52) |
|
|
|
688 | (2) |
|
|
|
690 | (10) |
|
Comma Splices, Fused Sentences |
|
|
700 | (2) |
|
|
|
702 | (2) |
|
|
|
704 | (8) |
|
|
|
712 | (4) |
|
|
|
716 | (4) |
|
|
|
720 | (8) |
|
|
|
728 | (11) |
| Part VII Design and Delivery |
|
739 | (76) |
|
33 Designing What You Write |
|
|
743 | (19) |
|
Thinking Rhetorically about Design |
|
|
744 | (2) |
|
|
|
746 | (1) |
|
|
|
746 | (1) |
|
|
|
747 | (2) |
|
|
|
749 | (8) |
|
|
|
757 | (2) |
|
Getting Response to Your Design |
|
|
759 | (3) |
|
34 Writing in Multiple Modes |
|
|
762 | (18) |
|
Defining Multimodal Writing |
|
|
762 | (2) |
|
Considering Your Rhetorical Situation |
|
|
764 | (1) |
|
|
|
765 | (2) |
|
|
|
767 | (3) |
|
|
|
770 | (2) |
|
|
|
772 | (2) |
|
|
|
774 | (2) |
|
|
|
776 | (2) |
|
Managing a Multimodal Project |
|
|
778 | (2) |
|
|
|
780 | (13) |
|
|
|
The Rise of Female Heroes in Shoujo Manga |
|
|
782 | (6) |
|
|
|
788 | (5) |
|
36 Assembling a Portfolio |
|
|
793 | (9) |
|
What to Include in a Writing Portfolio |
|
|
794 | (1) |
|
|
|
795 | (1) |
|
Reflecting on Your Writing |
|
|
796 | (3) |
|
|
|
799 | (3) |
|
37 Publishing Your Writing |
|
|
802 | (13) |
|
|
|
But Two Negatives Equal a Positive |
|
|
809 | (6) |
| Readings |
|
815 | (278) |
|
|
|
|
|
Monsanto's Harvest Of Fear |
|
|
817 | (23) |
|
|
|
|
|
840 | (16) |
|
|
|
|
|
856 | (6) |
|
|
|
|
|
862 | (6) |
|
|
|
How A National Food Policy Could Save Lives |
|
|
868 | (8) |
|
|
|
|
|
876 | (13) |
|
|
|
The Talk: After Ferguson 884 |
|
|
|
|
|
|
|
889 | (10) |
|
|
|
|
|
899 | (9) |
|
|
|
The Walking Dead Opens In Lively Fashion |
|
|
908 | (4) |
|
|
|
|
|
912 | (5) |
|
|
|
|
|
917 | (14) |
|
|
|
How Junk Food Can End Obesity |
|
|
931 | (21) |
|
|
|
Wikipedia Pops Up In Bibliographies |
|
|
952 | (5) |
|
|
|
|
|
957 | (6) |
|
|
|
I'm Considering Becoming A Sports Fan- How Do I Pick A Team? |
|
|
963 | (5) |
|
|
|
|
|
968 | (8) |
|
|
|
|
|
976 | (6) |
|
|
|
|
|
982 | (5) |
|
|
|
On Meaningful Observation |
|
|
987 | (4) |
|
|
|
|
|
991 | (20) |
|
|
|
The Logic Of Stupid Poor People |
|
|
1011 | (6) |
|
|
|
|
|
1017 | (8) |
|
|
|
Nation Shudders At Large Block Of Uninterrupted Text |
|
|
1025 | (4) |
|
|
|
|
|
1029 | (4) |
|
|
|
|
|
1033 | (10) |
|
|
|
|
|
1043 | (8) |
|
|
|
Why McDonald's Fries Taste So Good |
|
|
1051 | (14) |
|
|
|
Why Colleges Shower Their Students With A's |
|
|
1065 | (4) |
|
|
|
|
|
1069 | (9) |
|
|
|
My Life As An Undocumented Immigrant |
|
|
1078 | (10) |
|
|
|
Oppressed Hair Puts A Ceiling On The Brain |
|
|
1088 | (5) |
| Credits |
|
1093 | (9) |
| About the Authors |
|
1102 | (2) |
| About the Alphabet |
|
1104 | (3) |
| Submitting Papers |
|
1107 | (2) |
| Author/Title Index |
|
1109 | (10) |
| Glossary/Index |
|
1119 | (29) |
| MLA and APA Directories |
|
1148 | |
