The Academic Writer: A Brief Guide

Description

The Academic Writer is a brief guide that prepares students for any college writing situation through a solid foundation in rhetorical concepts. By framing the reading and composing processes in terms of the rhetorical situation, Lisa Ede gives students the tools they need to make effective choices. With an emphasis on analysis and synthesis, and making and supporting claims, students learn to master the moves of academic writing across mediums. A new chapter on "Strategies for Multimodal Composing" and advice on writing in a multimodal environment throughout the text help instructors take students into new contexts for reading and composing. New coverage of drafting, editing, and revising, and updated coverage of academic research--including the 2016 MLA guidelines--ensures that students are supported at all stages of the writing process. Preface for Instructors   Writing and Rhetoric in Action 1    Writing Rhetorically Understanding the Impact of Communication Technologies on Writing Writing and Rhetoric Composing—and Designing—Texts Developing Rhetorical Sensitivity Note for Multilingual Writers Rhetorical Sensitivity and Kairos Note for Multilingual Writers For Thought, Discussion, and Writing 2    Reading Rhetorically Applying Rhetorical Sensitivity to Your Reading Understanding Your Purposes as a Reader Understanding How Genre Affects Your Reading Understanding How Medium and Device Affect Your Reading QUIZ: READING ON PAGE OR SCREEN Note for Multilingual Writers Understanding the Text’s Rhetorical Situation QUESTIONS FOR ANALYZING A TEXT’S RHETORICAL SITUATION Note for Multilingual Writers Developing the Habits of Mind Needed for Academic Reading Developing Critical Reading Skills Previewing Note for Multilingual Writers QUESTIONS FOR PREVIEWING A TEXT •    Frank Rose, “The Selfish Meme” Annotating QUESTIONS FOR ANNOTATING A TEXT Summarizing Analyzing a Text’s Argument GUIDELINES FOR SUMMARIZING A TEXT QUESTIONS FOR ANALYZING A TEXT’S ARGUMENT Reading Visual Texts Note for Multilingual Writers QUESTIONS FOR ANALYZING VISUAL TEXTS For Thought, Discussion, and Writing 3    Analyzing Rhetorical Situations Learning to Analyze Your Rhetorical Situation The Rhetorical Situation Note for Multilingual Writers Using Your Rhetorical Analysis to Guide Your Writing Setting Preliminary Goals QUESTIONS FOR ANALYZING YOUR RHETORICAL SITUATION Alia Sands’s Analysis •    Alia Sands, “A Separate Education” Using Aristotle’s Appeals Brandon Barrett’s Analysis •    Brandon Barrett, “The All-Purpose Answer” Analyzing Textual Conventions CHARACTERISTICS OF AN EFFECTIVE ACADEMIC ESSAY Observing a Professional Writer at Work: Comparing and Contrasting Textual Conventions •    Jean M. Twenge, Generation Me (Excerpt) •    Jean M. Twenge, “Generation Me on Trial” •    Jean M. Twenge, et al., “Generational Differences in Young Adults’ Life Goals, Concern for Others, and Civic Orientation, 1966–2009” (Excerpt) Note for Multilingual Writers Using Textual Conventions For Thought, Discussion, and Writing 4    Academic Writing: Committing to the Process Managing the Writing Process Identifying Composing Styles COMPOSING STYLES: ADVANTAGES AND DISADVANTAGES Note for Multilingual Writers Analyzing Your Composing Process Note for Multilingual Writers QUIZ: ANALYZING YOUR COMPOSING PROCESS Writing Communities Finding a Community Working Collaboratively GUIDELINES FOR GROUP WORK For Thought, Discussion, and Writing   Writing in College 5    Analyzing and Synthesizing Texts Understanding the Centrality of Reading to Academic Writing Considering Analysis and Synthesis in the Context of the Academic Community Understanding Your Audience •    Hope Leman, “The Role of Journalists in American Society: A Comparison of the ‘Mirror’ and ‘Flashlight’ Models” Understanding How Analysis Works Establishing a Purpose for Your Analysis Developing an Appropriate Method for Your Analysis QUESTIONS FOR DEVELOPING AN APPROPRIATE METHOD FOR ANALYSIS Understanding the Relationship between Analysis and Argument Analyzing Academic Arguments Determining the Question at Issue STASIS QUESTIONS •    Amitai Etzioni, “Less Privacy Is Good for Us (and You)” Identifying an Author’s Position on a Question QUESTIONS FOR CRITICAL READING AND ANALYSIS Note for Multilingual Writers Using Aristotle’s Three Appeals Recognizing Fallacies Putting Theory into Practice I: Academic Analysis in Action GUIDELINES FOR IDENTIFYING FALLACIES •    Stevon Roberts, “The Price of Public Safety” Understanding How Synthesis Works Putting Theory into Practice II: Academic Synthesis in Action QUESTIONS FOR SYNTHESIZING TEXTS •    Elizabeth Hurley, “The Role of Technology in the Classroom: Two Views” For Thought, Discussion, and Writing 6    Making and Supporting Claims Understanding—and Designing—Academic Arguments Exploring Aristotle’s Three Appeals Understanding the Role of Values and Beliefs in Argument GUIDELINES FOR ANALYZING YOUR OWN VALUES AND BELIEFS Note for Multilingual Writers Mastering the Essential Moves in Academic Writing Determining Whether a Claim Can Be Argued Developing a Working Thesis GUIDELINES FOR DEVELOPING AN ARGUABLE CLAIM Providing Good Reasons and Supporting Them with Evidence Acknowledging Possible Counterarguments QUESTIONS FOR EVALUATING EVIDENCE Framing Your Argument as Part of the Scholarly Conversation Using Media to Strengthen Your Argument •    Suzanne Chouljian, “Effects of Habitat Fragmentation on Bobcat (Lynx Rufus) Populations in the Pocono Mountains” (Excerpt) GUIDELINES FOR USING VISUALS IN ACADEMIC WRITING Composing an Academic Argument: A Case Study of One Student’s Writing Process Daniel Stiepleman’s Annotation of the Public Service Announcement Daniel’s Cluster Daniel’s Discovery Draft Daniel’s Journal Entry Daniel’s Rhetorical Analysis Daniel’s Plan for His Essay Daniel’s First Draft Daniel’s Second Draft with Peer Comments Daniel’s Response to Peer Comments Daniel’s Final Draft •    Daniel Stiepleman, “Literacy in America: Reading between the Lines” For Thought, Discussion, and Writing 7    Doing Research: Joining the Scholarly Conversation Habits of Mind for Academic Research QUESTIONS FOR ANALYZING YOUR RHETORICAL SITUATION AS A RESEARCHER EXPLORING A TOPIC AND FINDING A FOCUS Choosing a Topic Exploring a Topic Considering Multiple Perspectives Hands-On Research GUIDELINES FOR HANDS-ON RESEARCH METHODS Finding a Focus Managing Uncertainty GATHERING INFORMATION AND STAYING ORGANIZED Planning Ahead GUIDELINES FOR IDENTIFYING SOURCE TYPES Searching with Keywords Revising and Refining Keywords QUESTIONS TO ASK AS YOU DEVISE AND REVISE YOUR LIST OF KEYWORDS Learning from Your Results Considering Your Research Tool Using Common Research Tools Getting the Most Out of Your Research Tools Field Searching QUESTIONS TO CONSIDER WHEN USING A NEW RESEARCH TOOL Using Filters (Facets) and Advanced Tools Retrieving Full Text Staying Organized GUIDELINES FOR GETTING THE FULL TEXT OF ARTICLES Using Database Tools and Citation Managers Asking for Help SYNTHESIZING, WRITING, AND CITING Evaluating Sources Choosing Evidence QUESTIONS TO CONSIDER AS YOU CHOOSE SOURCES Navigating Source Requirements Understanding Academic Audiences Synthesizing Information and Ideas Structuring a Supporting Paragraph in a Research Project Quoting, Paraphrasing, and Summarizing Using Signal Phrases WHEN SHOULD I QUOTE, PARAPHRASE OR SUMMARIZE? Quoting, Paraphrasing, and Summarizing Appropriately and Ethically Avoiding Plagiarism Note for Multilingual Writers GUIDELINES FOR AVOIDING PLAGIARISM Using Appropriate Citation Styles and Formatting Understanding Your Rights as a Content Creator Isn’t There More to Say Here on Writing? Sample Research Essay Using MLA Documentation Style •    Alletta Brenner, “Sweatshop U.S.A.: Human Trafficking in the American Garment-Manufacturing Industry” For Thought, Discussion, and Writing 8    Writing in the Disciplines: Making Choices as You Write Thinking Rhetorically about Writing in the Disciplines QUESTIONS FOR ANALYZING WRITING IN THE DISCIPLINES Writing in the Humanities Sample Student Essay in the Humanities •    Elizabeth Ridlington, “Lincoln’s Presidency and Public Opinion” Writing in the Natural and Applied Sciences Sample Student Essay in the Natural and Applied Sciences •    Tara Gupta, “Field Measurements of Photosynthesis and Transpiration Rates in Dwarf Snapdragon (Chaenorrhinum minus Lange): An Investigation of Water Stress Adaptations” Writing in the Social Sciences Sample Student Essay in the Social Sciences •    Tawnya Redding, “Mood Music: Music Preference and the Risk for Depression and Suicide in Adolescents Writing in Business Sample Student Email for Business Writing •    Michelle Rosowsky, “Taylor Nursery Bid” For Thought, Discussion, and Writing   Practical Strategies for Composing Texts 9    Strategies for Invention, Planning, and Drafting Strategies for Invention Note for Multilingual Writers Freewriting Looping Brainstorming GUIDELINES FOR GROUP BRAINSTORMING Clustering Asking the Journalist’s Questions Exploring Ideas Asking the Topical Questions QUESTIONS FOR EXPLORING A TOPIC Researching Note for Multilingual Writers Writing a Discovery Draft Strategies for Planning Establishing a Working Thesis Formulating a Workable Plan QUESTIONS FOR ESTABLISHING A WORKING THESIS Note for Multilingual Writers Strategies for Drafting Managing the Drafting Process GUIDELINES FOR OVERCOMING WRITER’S BLOCK Developing and Organizing Your Ideas Using a Thesis Statement Developing Ideas Following Textual Conventions Writing Effective Paragraphs For Thought, Discussion, and Writing 10    Strategies for Revising, Editing, and Proofreading Strategies for Revising GUIDELINES FOR REVISING OBJECTIVELY Asking the Big Questions: Revising for Focus, Content, and Organization Examining Your Own Writing QUESTIONS FOR EVALUATING FOCUS, CONTENT, AND ORGANIZATION One Student Writer’s Revision for Focus, Content, and Organization Stevon’s Early Draft •    Stevon Roberts, “Identity, Rebooted” Benefiting from Responses to Work in Progress Note for Multilingual Writers Responses from Friends and Family Members Responses from Classmates GUIDELINES FOR RESPONSES FROM CLASSMATES Responses from Writing Center Tutors GUIDELINES FOR MEETING WITH A WRITING TUTOR Responses from Your Instructor and Others GUIDELINES FOR USING YOUR INSTRUCTOR’S RESPONSES Practical Strategies for Editing Keeping Your Readers on Track: Editing for Style Achieving Coherence Finding An Appropriate Voice GUIDELINES FOR EDITING FOR COHERENCE Editing for Effective Prose Style GUIDELINES FOR EFFECTIVE PROSE STYLE Proofreading: A Rhetorical Approach to Correctness GUIDELINES FOR PROOFREADING YOUR WRITING Note for Multilingual Writers For Thought, Discussion, and Writing 11    Strategies for Multimodal Composing Understanding Multimodal Composing The Rhetorical Situation and Multimodal Composing Multimedia Composition and the Importance of Design Alignment Proximity Repetition Contrast Managing the Demands of Multimodal Composition GUIDELINES FOR MULTIMODAL COMPOSING Multimodal Composing: Three Student Examples •    Christopher Buttacavoli, “Young People and Risky Behaviour” (Home Screen), Prezi Presentation •    Ben Myers, “Gap Year: Good or Bad?” (Home Page), Website •    Ben Myers, “The Disability Conversation” (Film Still), Video Presentation For Thought, Discussion, and Writing Writers’ References MLA Documentation Guidelines APA Documentation Guidelines Acknowledgments Index