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Writing Projects Thematic Contents Preface Part 1 A Rhetoric For Writers 1 Posing Problems: The Demands of College Writing Why Take a Writing Course? Concept 1.1 Subject matter problems are the heart of college writing. Shared Problems Unite Writers and Readers Where Do Problems Come From? Concept 1.2 Writers’ decisions are shaped by purpose, audience, and genre. What Is Rhetoric? How Writers Think about Purpose How Writers Think about Audience How Writers Think about Genre Concept 1.3 The rules for “good writing” vary depending on rhetorical context. A Thought Exercise: Two Pieces of Good Writing That Follow Different “Rules” David Rockwood, A Letter to the Editor Thomas Merton, A Festival of Rain Distinctions between Closed and Open Forms of Writing Flexibility of “Rules” along the Continuum Where to Place Your Writing along the Continuum Chapter Summary BRIEF WRITING PROJECT: TWO MESSAGES FOR DIFFERENT PURPOSES, AUDIENCES, AND GENRES 2 Exploring Problems, Making Claims Concept 2.1 To determine their thesis, writers must often “wallow in complexity.” Learning to Wallow in Complexity Seeing Each Academic Discipline as a Field of Inquiry and Argument Using Exploratory Writing to Help You Wallow in Complexity Believing and Doubting Paul Theroux’s Negative View of Sports Concept 2.2 A strong thesis statement surprises readers with something new or challenging. Trying to Change Your Reader’s View of Your Subject Giving Your Thesis Tension through “Surprising Reversal” Concept 2.3 In closed-form prose, a typical introduction starts with the problem, not the thesis. A Typical Introduction Features of an Effective Introduction Chapter Summary BRIEF WRITING PROJECT: PLAYING THE BELIEVING AND DOUBTING GAME 3 How Messages Persuade Concept 3.1 Messages persuade through their angle of vision. Recognizing the Angle of Vision in a Text Analyzing Angle of Vision Concept 3.2 Messages persuade through appeals to logos, ethos, and pathos. Concept 3.3 Messages persuade through writers’ choices about style and document design. Understanding Factors that Affect Style Making Purposeful Choices about Document Design Concept 3.4 Nonverbal messages persuade through visual strategies that can be analyzed rhetorically. Visual Rhetoric The Rhetoric of Clothing and Other Consumer Items Chapter Summary BRIEF WRITING PROJECT: TWO CONTRASTING DESCRIPTIONS OF THE SAME SCENE 4 Multimodal and Online Communication Concept 4.1 Composers of multimodal texts use words, images, and sounds rhetorically to move an audience. Hooking Audiences with Images and “Nutshell” Text Holding Readers through Strong Content Designing Video Narratives that Move Viewers Concept 4.2 Online environments are rhetorically interactive with shifting audiences, purposes, genres, and authorial roles. Shifting and Evolving Rhetorical Contexts Online Online Variations in Purposes, Genres, and Authorial Roles Maintaining Appropriate Online Privacy Concept 4.3 Responsible participation in online discourse requires understanding intellectual property rights and an ethical persona. Understanding Issues of Copyright, Fair Use, and Creative Commons Licenses Using Images and Sound Ethically in Your Multimodal Projects Creating an Ethical Online Persona Chapter Summary BRIEF WRITING PROJECT 1: DESCRIPTION AND REFLECTION ON YOUR ONLINE COMMUNICATIONS BRIEF WRITING PROJECT 2: DESCRIPTION AND REFLECTION ON YOUR CREATION OF A MULTIMODAL COMPOSITION Part 2 Writing Projects Writing To Learn 5 Reading Rhetorically: The Writer As Strong Reader Engaging Rhetorical Reading Understanding Rhetorical Reading What Makes College-Level Reading Difficult? Using the Reading Strategies of Experts Reading with the Grain and Against the Grain Understanding Summary Writing Usefulness of Summaries The Demands that Summary Writing Makes on Writers Summary of “Why Bother?” Understanding Strong Response Writing Strong Response as Rhetorical Critique Strong Response as Ideas Critique Strong Response as Reflection Strong Response as a Blend Kyle Madsen (student), Can a Green Thumb Save the Planet? A Response to Michael Pollan WRITING PROJECT: A SUMMARY Generating Ideas: Reading for Structure and Content Drafting and Revising Questions for Peer Review WRITING PROJECT: A SUMMARY/STRONG RESPONSE ESSAY Exploring Ideas for Your Strong Response Writing a Thesis for a Strong Response Essay Shaping and Drafting Revising Questions for Peer Review WRITING PROJECT: MULTIMODAL OR ONLINE OPTION: BOOK REVIEW Readings Michael Pollan, Why Bother? Thomas L. Friedman, 30 Little Turtles Stephanie Malinowski (student), Questioning Thomas L. Friedman’s Optimism in “30 Little Turtles” Writing To Express 6 Writing An Autobiographical Narrative Engaging Autobiographical Narrative Understanding Autobiographical Writing Autobiographical Tension: The Opposition of Contraries How Literary Elements Work in Autobiographical Narratives Special Features of Literacy Narratives WRITING PROJECT: AN AUTOBIOGRAPHICAL OR LITERACY NARRATIVE Generating and Exploring Ideas Shaping and Drafting Your Narrative Revising Questions for Peer Review WRITING PROJECT MULTIMODAL OR ONLINE OPTION: PHOTO ESSAY Readings Kris Saknussemm, Phantom Limb Pain Patrick José (student), No Cats in America? Stephanie Whipple (student), One Great Book Writing To Explore 7 Writing An Exploratory Essay or Annotated Bibliography Engaging Exploratory Writing Understanding Exploratory Writing WRITING PROJECT: AN EXPLORATORY ESSAY Generating and Exploring Ideas Taking “Double-Entry” Research Notes Shaping and Drafting Revising Questions for Peer Review WRITING PROJECT: AN ANNOTATED BIBLIOGRAPHY What Is an Annotated Bibliography? Features of Annotated Bibliography Entries Examples of Annotation Entries Writing a Critical Preface for Your Annotated Bibliography Shaping, Drafting, and Revising Questions for Peer Review WRITING PROJECT: MULTIMODAL OR ONLINE OPTION: SPEECH WITH VISUAL AIDS Readings Kent Ansen (student), Should the United States Establish Mandatory Public Service for Young Adults? Kent Ansen (student), Should the United States Establish Mandatory Public Service for Young Adults? An Annotated Bibliography Writing To Inform 8 Writing An Informative (and Surprising) Essay or Report Engaging Informative (and Surprising) Writing Understanding Informative Writing Informative Reports Informative Essay Using the Surprising-Reversal Strategy WRITING PROJECT: INFORMATIVE REPORT Generating and Exploring Ideas Shaping and Drafting Revising Questions for Peer Review WRITING PROJECT: INFORMATIVE ESSAY USING THE SURPRISING-REVERSAL STRATEGY Generating and Exploring Ideas Shaping, Drafting, and Revising Questions for Peer Review WRITING PROJECT: MULTIMODAL OR ONLINE OPTIONS: POSTER, VIDEO, AND PECHAKUCHA PRESENTATION Readings Theresa Bilbao (student), Spinning Spider Webs from Goat’s Milk—The Magic of Genetic Science Kerri Ann Matsumoto (student), How Much Does It Cost to Go Organic? Shannon King (student), How Clean and Green Are Hydrogen Fuel-Cell Cars? NAACP, NAACP Report Reveals Disparate Impact of Coal-Fired Power Plants Writing To Analyze and Synthesize 9 Analyzing Field Research Data Engaging the Analysis of Field Research Data Understanding the Analysis of Field Research Data The Structure of an Empirical Research Report How Readers Typically Read a Research Report Posing Your Research Question Collecting data through observation, interviews, or Questionnaires Reporting Your Results in Both Words and Graphics Analyzing Your Results Following ethical Standards WRITING PROJECT: EMPIRICAL RESEARCH REPORT Generating ideas for Your empirical Research Report Designing Your empirical Study and drafting the introduction and Method Sections Doing the Research and Writing the Rest of the Report Revising Your Report Questions for Peer Review WRITING PROJECT: MULTIMODAL OR ONLINE OPTION: SCIENTIFIC POSTER Readings LeAnne M. Forquer et al., Sleep Patterns of College Students at a Public University \ Lauren Campbell, Charlie Bourain, and Tyler Nishida (students), A Comparison of Gender Stereotypes in SpongeBob SquarePants and a 1930s Mickey Mouse Cartoon (APA-Style Research Paper) Lauren Campbell, Charlie Bourain, and Tyler Nishida (students), SpongeBob SquarePants Has Fewer Gender Stereotypes than Mickey Mouse (scientific poster) 10 Analyzing Images Engaging Image Analysis Understanding Image Analysis: Documentary and News Photographs Angle of vision and Credibility of Photographs How to Analyze a Documentary Photograph Sample Analysis of a Documentary Photograph Understanding Image Analysis: Paintings How to Analyze a Painting Sample Analysis of a Painting Understanding Image Analysis: Advertisements How Advertisers Think about Advertising Mirrors and Windows: The Strategy of an Effective Advertisement How to Analyze an Advertisement Sample Analysis of an Advertisement WRITING PROJECT: ANALYSIS OF TWO VISUAL TEXTS Exploring and Generating Ideas for Your Analysis Shaping and Drafting Your Analysis Revising Questions for Peer Review WRITING PROJECT: MULTIMODAL OR ONLINE OPTIONS: PODCAST AND LECTURE SLIDES Readings Clark Hoyt, Face to Face with Tragedy Manoucheka Celeste, Disturbing Media Images of Haiti Earthquake Aftermath Tell Only Part of the Story Lydia Wheeler (student), Two Photographs Capture Women’s Economic Misery 11 Analyzing Short Fiction Engaging Literary Analysis Alison Townsend, The Barbie Birthday Understanding Literary Analysis Critical Elements of a Literary Text Historical and Cultural Contexts A Process for Analyzing a Short Story Sample Analysis of “The Barbie Birthday” WRITING PROJECT: AN ANALYTICAL ESSAY ABOUT A SHORT STORY Generating and Exploring Ideas Shaping, Drafting, and Revising Questions for Peer Review WRITING PROJECT: MULTIMODAL OR ONLINE OPTION: PODCAST READING Readings Jacquelyn Kolosov, Forsythia Michelle Eastman (student), Unconditional Love and the Function of the Rocking Chair in Kolosov’s “Forsythia” Bill Konigsberg, After 12 Analyzing and Synthesizing Ideas Engaging Analysis and Synthesis John Miley, Ground Rules for Boomerang Kids Publishers Weekly, Review of The Accordion Family: Boomerang Kids, Anxious Parents, and the Private Toll of Global Competition Understanding Analysis and Synthesis Posing a Significant Synthesis Question Synthesis Writing as an Extension of Summary/Strong Response Writing WRITING PROJECT: A SYNTHESIS ESSAY Summarizing Your Texts to Explore Their Ideas Rosie Evans (student), Summary of Robin Marantz Henig’s Article Rosie Evans (student), Summary of Scammed Hard!’s Blog Post Analyzing Your Texts Rosie Evans (student), Rhetorical Analysis of Henig’s Article Rosie Evans (student), Rhetorical Analysis of Scammed Hard!’s Blog Post Analyzing the Main Themes and Similarities and Differences in Your Texts’ Ideas Synthesizing Ideas from Your Texts Rosie Evans (student) Exploration of Her Personal Connections to Her Texts and the Synthesis Question Taking Your Position in the Conversation: Your Synthesis Shaping and Drafting Writing a Thesis for a Synthesis Essay Organizing a Synthesis Essay Revising Questions for Peer Review WRITING PROJECT: MULTIMODAL OR ONLINE OPTION: DISCUSSION POST Reading Rosie Evans (student), Boomerang Kids: What Are the Causes of Generation Y’s Growing Pains? Writing To Persuade 13 Writing A Classical Argument Engaging Classical Argument Understanding Classical Argument What Is Argument? Stages of Development: Your Growth as an Arguer Creating an Argument Frame: A Claim with Reasons Articulating Reasons Articulating Underlying Assumptions Using Evidence Effectively Evaluating Evidence: The STAR Criteria Addressing Objections and Counterarguments Responding to Objections, Counterarguments, and Alternative Views Seeking Audience-Based Reasons Appealing to Ethos and Pathos A Brief Primer on Informal Fallacies WRITING PROJECT: A CLASSICAL ARGUMENT Generating and Exploring Ideas Shaping and Drafting Questions for Peer Review WRITING PROJECT: MULTIMODAL OR ONLINE OPTIONS: VIDEO, ADVOCACY AD, AND BUMPER STICKER Readings Ross Taylor (student), Paintball Megan H. MacKenzie, Let Women Fight Mackubin Thomas Owens, Coed Combat Units Gary Varvel, Combat Barbie (editorial cartoon) Claire Giordano (student), Virtual Promise: Why Online Courses Will Not Adequately Prepare Us for the Future 14 Making An Evaluation Engaging Evaluative Writing Understanding Evaluation Arguments The Criteria-Match Process The Role of Purpose and Context in Determining Criteria Special Problems in Establishing Criteria Distingushing Necessary, Sufficient, and Accidental Criteria Using a Planning Schema to Develop Evaluation Arguments Conducting an Evaluation Argument: An Extended Example WRITING PROJECT: AN EVALUATION ARGUMENT Generating and Exploring Ideas Shaping and Drafting Revising Questions for Peer Review WRITING PROJECT: MULTIMODAL OR ONLINE OPTIONS: REVIEW POST AND SPEECH WITH VISUAL AIDS Readings Jackie Wyngaard (student), EMP: Music History or Music Trivia? Gary Gutting, Learning History at the Movies Teresa Filice, Parents: The Anti-Drug 15 Proposing A Solution Engaging Proposal Writing Understanding Proposal Writing Special Challenges of Proposal Arguments Developing an Effective Justification Section Multimodal Proposal Arguments WRITING PROJECT: A PROPOSAL ARGUMENT Generating and Exploring Ideas Shaping and Drafting Revising Questions for Peer Review WRITING PROJECT: MULTIMODAL OR ONLINE OPTIONS: ADVOCACY AD OR POSTER AND SPEECH WITH VISUAL AIDS Readings Lucy Morsen (student), A Proposal to Improve the Campus Learning Environment by Banning Laptops and Cell Phones from Class Jennifer Allen, The Athlete on the Sidelines Sam Rothchild (student), Reward Work Not Wealth (oral presentation with visual aids) Kent Ansen (student), Engaging Young Adults to Meet America’s Challenges: A Proposal for Mandatory National Service (MLA format research paper) Part 3 A Guide To Composing and Revising 16 Writing As A Problem-Solving Process SKILL 16.1 Follow the experts’ practice of using multiple drafts. Why Expert Writers Revise So Extensively An Expert’s Writing Processes Are Recursive SKILL 16.2 Revise globally as well as locally. SKILL 16.3 Develop ten expert habits to improve your writing processes. SKILL 16.4 Use peer reviews to help you think like an expert. Becoming a Helpful Reader of Classmates’ Drafts Using a Generic Peer Review Guide Participating in Peer Review Workshops Responding to Peer Reviews 17 Strategies For Writing Closed-Form Prose SKILL 17.1 Satisfy reader expectations by linking new material to old material. The Principle of Old before New How the Principle of Old Before New Creates Unified and Coherent Paragraphs The Explanatory Power of the Principle of Old before New SKILL 17.2 Convert loose structures into problem-thesis-support structures. Avoiding And Then Writing, or Chronological Structure Avoiding All About Writing, or Encyclopedic Structure Avoiding Engfish Writing, or Structure that Doesn’t Address a Real Problem SKILL 17.3 Nutshell your argument and visualize its structure. Make a List of “Chunks” and a Scratch Outline Early in the Writing Process To Achieve Focus, “Nutshell” Your Argument and Create a Working Thesis Statement Visualizing Your Structure SKILL 17.4 Start and end with the “big picture” through effective titles, introductions, and conclusions. What Not to Do: “Topic Title” and the “Funnel Introduction” Creating Effective Titles Writing Good Closed-Form Introductions Writing Effective Conclusions SKILL 17.5 Create effective topic sentences for paragraphs. Placing Topic Sentences at the Beginning of Paragraphs Revising Paragraphs for Unity Adding Particulars to Support Points SKILL 17.6 Guide your reader with transitions and other signposts. Using Common Transition Words to Signal Relationships Writing Major Transitions between Parts Signaling Major Transitions with Headings SKILL 17.7 Bind sentences together by placing old information before new information. The Old/New Contract in Sentences How to Make Links to the “Old” Avoiding Ambiguous Use of “This” to Fulfill the Old/New Contract SKILL 17.8 Learn four expert moves for organizing and developing ideas. The For Example Move The Summary/However Move The Division-into-Parallel Parts Move The Comparison/Contrast Move SKILL 17.9 Use effective tables, graphs, and charts to present numeric data. How Tables Tell Many Stories Using a Graphic to Tell a Story Incorporating a Graphic into Your Essay SKILL 17.10 Write effective conclusions. 18 Strategies for Writing Open-Form Prose SKILL 18.1 Make your narrative a story, not an and then chronology. Four Criteria for a Story SKILL 18.2 Evoke Images and sensations by writing low on the ladder of abstraction. Concrete Words Evoke Images and Sensations Using Revelatory Words and Memory-Soaked Words SKILL 18.3 Disrupt your reader’s desire for direction and clarity. Disrupting Predictions and Making Odd Juxtapositions Leaving Gaps SKILL 18.4 Tap the power of metaphor and other tropes. SKILL 18.5 Expand your repertoire of styles. 19 Strategies For Composing Multimodal Texts SKILL 19.1 Consider a range of multimodal options for accomplishing your purpose. SKILL 19.2 Design multimodal texts so that each mode contributes its own strengths to the message. This Design Principle at Work In Successful Multimodal Texts Using This Design Principle to Revise a Jumbled Multimodal Text SKILL 19.3 Design multimodal genres including posters, speeches with visual aids, podcasts, and videos. Informational or Advocacy Posters, Brochures, Flyers, and Ads Scientific Posters Speeches with Visual Aids (PowerPoint, Prezi, Pechakucha) Scripted Speech (Podcasts, Video Voiceovers) Videos Part 4 A Rhetorical Guide To Research 20 Asking Questions, Finding Sources An Overview of Research Writing Characteristics of a Good Research Paper An Effective Approach to Research The Role of Documentation in College Research SKILL 20.1 Argue your own thesis in response to a research question. Topic Focus Versus Question Focus Formulating a Research Question Establishing Your Role as a Researcher A Case Study: Kent Ansen’s Research on Mandatory Public Service SKILL 20.2 Understand differences among kinds of sources. Primary and Secondary Sources Reading Secondary Sources Rhetorically SKILL 20.3 Use purposeful strategies for searching libraries, databases, and Web sites. Checking Your Library’s Home Page Finding Print Articles: Searching a Licensed Database Illustration of a Database Search Finding Cyberspace Sources: Searching the World Wide Web 21 Evaluating Sources SKILL 21.1 R ead sources rhetorically and take purposeful notes. Reading with Your Own Goals in Mind Reading Your Sources Rhetorically Taking Purposeful Notes SKILL 21.2 E valuate sources for reliability, credibility, angle of vision, and degree of advocacy. Reliability Credibility Angle of Vision and Political Stance Degree of Advocacy SKILL 21.3 Use your rhetorical knowledge to evaluate Web sources. The Web as a Unique Rhetorical Environment Criteria for Evaluating a Web Source Analyzing Your Own Purposes for Using a Web Source 22 Incorporating Sources Into Your Own Writing SKILL 22.1 Let your own argument determine your use of sources. Writer 1: An Analysis of Alternative Approaches to Reducing Alcoholism Writer 2: A Proposal Advocating Vegetarianism Writer 3: An Evaluation Looking Skeptically at Vegetarianism SKILL 22.2 Know when and how to use summary, paraphrase, and quotation. Summarizing Paraphrasing Quoting SKILL 22.3 Use attributive tags to distinguish your ideas from a source’s. Attributive Tags Mark Where Source Material Starts and Ends Attributive Tags Avoid Ambiguities that Can Arise with Parenthetical Citations Attributive Tags Frame the Source Material Rhetorically SKILL 22.4 Avoid plagiarism by following academic conventions for ethical use of sources. Why Some Kinds of Plagiarism May Occur Unwittingly Strategies for Avoiding Plagiarism 23 Citing and Documenting Sources SKILL 23.1 Know what needs to be cited and what doesn’t. SKILL 23.2 Understand the connection between in-text citations and the end-of-paper list of cited works. SKILL 23.3 Cite and document sources using MLA style. In-Text Citations in MLA Style Works Cited List in MLA Style MLA Citation Models MLA Format Research Paper SKILL 23.4 Cite and document sources using APA style. In-Text Citations in APA Style References List in APA Style APA Citation Models Student Example of an APA-Style Research Paper Part 5 Writing For Assessment 24 Essay Examinations How Essay Exams Differ from Other Essays Preparing for an Exam: Learning Subject Matter Identifying and Learning Main Ideas Applying Your Knowledge Making a Study Plan Analyzing Exam Questions Understanding the Use of Outside Quotations Recognizing Organizational Cues Interpreting Key Terms Producing an “A” Response 25 Portfolios and Reflective Essays Understanding Portfolios Collecting Work Selecting Work for Your Portfolio Understanding Reflective Writing Why Is Reflective Writing Important? Reflective Writing Assignments Single Reflection Assignments Guidelines for Writing a Single Reflection Comprehensive Reflection Assignments Guidelines for Writing a Comprehensive Reflection Guidelines for Writing a Comprehensive Reflective Letter Readings Jaime Finger (student), A Single Reflection on an Exploratory Essay Bruce Urbanik (student), A Comprehensive Reflective Letter Table of Contents
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