The Academic Writer: A Brief Guide

Title Page......Page 4
Copyright......Page 5
Preface for Instructors......Page 7
1. Writing Rhetorically......Page 32
Understanding the Impact of Communication Technologies on Writing......Page 36
Writing and Rhetoric......Page 40
Composing—and Designing—Texts......Page 42
Developing Rhetorical Sensitivity......Page 45
Note for Multilingual Writers......Page 47
Rhetorical Sensitivity and Kairos......Page 49
Note for Multilingual Writers......Page 51
For Thought, Discussion, and Writing......Page 53
2. Reading Rhetorically......Page 55
Applying Rhetorical Sensitivity to Your Reading......Page 56
Understanding Your Purposes as a Reader......Page 57
Understanding How Genre Affects Your Reading......Page 58
Understanding How Medium and Device Affect Your Reading......Page 62
QUIZ: READING ON PAGE OR SCREEN......Page 63
Note for Multilingual Writers......Page 66
QUESTIONS FOR ANALYZING A TEXT’S RHETORICAL SITUATION......Page 68
Note for Multilingual Writers......Page 72
Developing the Habits of Mind Needed for Academic Reading......Page 73
Developing Critical Reading Skills......Page 77
Note for Multilingual Writers......Page 78
QUESTIONS FOR PREVIEWING A TEXT......Page 79
• Frank Rose, “The Selfish Meme”......Page 80
Annotating......Page 82
QUESTIONS FOR ANNOTATING A TEXT......Page 83
Summarizing......Page 86
GUIDELINES FOR SUMMARIZING A TEXT......Page 87
QUESTIONS FOR ANALYZING A TEXT’S ARGUMENT......Page 89
Note for Multilingual Writers......Page 91
QUESTIONS FOR ANALYZING VISUAL TEXTS......Page 96
For Thought, Discussion, and Writing......Page 103
3. Analyzing Rhetorical Situations......Page 106
The Rhetorical Situation......Page 107
Note for Multilingual Writers......Page 108
Using Your Rhetorical Analysis to Guide Your Writing......Page 109
Setting Preliminary Goals......Page 111
QUESTIONS FOR ANALYZING YOUR RHETORICAL SITUATION......Page 112
Alia Sands’s Analysis......Page 113
• Alia Sands, “A Separate Education”......Page 115
Using Aristotle’s Appeals......Page 121
Brandon Barrett’s Analysis......Page 123
• Brandon Barrett, “The All-Purpose Answer”......Page 124
Analyzing Textual Conventions......Page 127
CHARACTERISTICS OF AN EFFECTIVE ACADEMIC ESSAY......Page 129
Observing a Professional Writer at Work: Comparing and Contrasting Textual Conventions......Page 131
• Jean M. Twenge, Generation Me (Excerpt)......Page 132
• Jean M. Twenge, “Generation Me on Trial”......Page 134
• Jean M. Twenge, et al., “Generational Differences in Young Adults’ Life Goals, Concern for Others, and Civic Orientation, 1966–2009” (Excerpt)......Page 138
Note for Multilingual Writers......Page 151
For Thought, Discussion, and Writing......Page 153
4. Academic Writing: Committing to the Process......Page 166
Managing the Writing Process......Page 172
Identifying Composing Styles......Page 174
COMPOSING STYLES: ADVANTAGES AND DISADVANTAGES......Page 176
Note for Multilingual Writers......Page 179
QUIZ: ANALYZING YOUR COMPOSING PROCESS......Page 181
Finding a Community......Page 187
Working Collaboratively......Page 189
GUIDELINES FOR GROUP WORK......Page 190
For Thought, Discussion, and Writing......Page 191
5. Analyzing and Synthesizing Texts......Page 193
Understanding the Centrality of Reading to Academic Writing......Page 194
Considering Analysis and Synthesis in the Context of the Academic Community......Page 195
Understanding Your Audience......Page 196
• Hope Leman, “The Role of Journalists in American Society: A Comparison of the ‘Mirror’ and ‘Flashlight’ Models”......Page 197
Understanding How Analysis Works......Page 201
Establishing a Purpose for Your Analysis......Page 202
Developing an Appropriate Method for Your Analysis......Page 204
QUESTIONS FOR DEVELOPING AN APPROPRIATE METHOD FOR ANALYSIS......Page 205
Understanding the Relationship between Analysis and Argument......Page 206
Analyzing Academic Arguments......Page 208
STASIS QUESTIONS......Page 209
• Amitai Etzioni, “Less Privacy Is Good for Us (and You)”......Page 210
Identifying an Author’s Position on a Question......Page 216
QUESTIONS FOR CRITICAL READING AND ANALYSIS......Page 217
Note for Multilingual Writers......Page 218
Using Aristotle’s Three Appeals......Page 220
Recognizing Fallacies......Page 224
GUIDELINES FOR IDENTIFYING FALLACIES......Page 225
• Stevon Roberts, “The Price of Public Safety”......Page 228
Understanding How Synthesis Works......Page 237
QUESTIONS FOR SYNTHESIZING TEXTS......Page 239
• Elizabeth Hurley, “The Role of Technology in the Classroom: Two Views”......Page 241
For Thought, Discussion, and Writing......Page 246
6. Making and Supporting Claims......Page 248
Understanding—and Designing—Academic Arguments......Page 249
Exploring Aristotle’s Three Appeals......Page 252
Understanding the Role of Values and Beliefs in Argument......Page 253
GUIDELINES FOR ANALYZING YOUR OWN VALUES AND BELIEFS......Page 255
Note for Multilingual Writers......Page 257
Mastering the Essential Moves in Academic Writing......Page 259
Determining Whether a Claim Can Be Argued......Page 260
GUIDELINES FOR DEVELOPING AN ARGUABLE CLAIM......Page 261
Providing Good Reasons and Supporting Them with Evidence......Page 264
QUESTIONS FOR EVALUATING EVIDENCE......Page 266
Framing Your Argument as Part of the Scholarly Conversation......Page 270
Using Media to Strengthen Your Argument......Page 275
• Suzanne Chouljian, “Effects of Habitat Fragmentation on Bobcat (Lynx Rufus) Populations in the Pocono Mountains” (Excerpt)......Page 276
GUIDELINES FOR USING VISUALS IN ACADEMIC WRITING......Page 279
Composing an Academic Argument: A Case Study of One Student’s Writing Process......Page 281
Daniel Stiepleman’s Annotation of the Public Service Announcement......Page 283
Daniel’s Cluster......Page 285
Daniel’s Discovery Draft......Page 287
Daniel’s Journal Entry......Page 289
Daniel’s Rhetorical Analysis......Page 290
Daniel’s Plan for His Essay......Page 291
Daniel’s First Draft......Page 293
Daniel’s Second Draft with Peer Comments......Page 296
Daniel’s Response to Peer Comments......Page 300
• Daniel Stiepleman, “Literacy in America: Reading between the Lines”......Page 301
For Thought, Discussion, and Writing......Page 305
7. Doing Research: Joining the Scholarly Conversation......Page 307
Habits of Mind for Academic Research......Page 308
QUESTIONS FOR ANALYZING YOUR RHETORICAL SITUATION AS A RESEARCHER......Page 309
EXPLORING A TOPIC AND FINDING A FOCUS......Page 310
Choosing a Topic......Page 311
Exploring a Topic......Page 312
Considering Multiple Perspectives......Page 314
Hands-On Research......Page 315
GUIDELINES FOR HANDS-ON RESEARCH METHODS......Page 316
Finding a Focus......Page 319
Managing Uncertainty......Page 320
GATHERING INFORMATION AND STAYING ORGANIZED......Page 321
GUIDELINES FOR IDENTIFYING SOURCE TYPES......Page 322
Searching with Keywords......Page 327
QUESTIONS TO ASK AS YOU DEVISE AND REVISE YOUR LIST OF KEYWORDS......Page 328
Learning from Your Results......Page 331
Considering Your Research Tool......Page 332
Using Common Research Tools......Page 333
Getting the Most Out of Your Research Tools......Page 335
QUESTIONS TO CONSIDER WHEN USING A NEW RESEARCH TOOL......Page 336
Using Filters (Facets) and Advanced Tools......Page 338
Retrieving Full Text......Page 339
GUIDELINES FOR GETTING THE FULL TEXT OF ARTICLES......Page 342
Using Database Tools and Citation Managers......Page 345
Asking for Help......Page 346
SYNTHESIZING, WRITING, AND CITING......Page 347
Evaluating Sources......Page 348
QUESTIONS TO CONSIDER AS YOU CHOOSE SOURCES......Page 349
Navigating Source Requirements......Page 353
Understanding Academic Audiences......Page 354
Synthesizing Information and Ideas......Page 356
Structuring a Supporting Paragraph in a Research Project......Page 357
Quoting, Paraphrasing, and Summarizing......Page 359
Using Signal Phrases......Page 360
WHEN SHOULD I QUOTE, PARAPHRASE OR SUMMARIZE?......Page 361
Quoting, Paraphrasing, and Summarizing Appropriately and Ethically......Page 363
Note for Multilingual Writers......Page 368
GUIDELINES FOR AVOIDING PLAGIARISM......Page 369
Using Appropriate Citation Styles and Formatting......Page 370
Understanding Your Rights as a Content Creator......Page 371
Isn’t There More to Say Here on Writing?......Page 372
• Alletta Brenner, “Sweatshop U.S.A.: Human Trafficking in the American Garment-Manufacturing Industry”......Page 373
For Thought, Discussion, and Writing......Page 384
8. Writing in the Disciplines: Making Choices as You Write......Page 387
Thinking Rhetorically about Writing in the Disciplines......Page 388
QUESTIONS FOR ANALYZING WRITING IN THE DISCIPLINES......Page 390
Writing in the Humanities......Page 391
• Elizabeth Ridlington, “Lincoln’s Presidency and Public Opinion”......Page 392
Writing in the Natural and Applied Sciences......Page 396
• Tara Gupta, “Field Measurements of Photosynthesis and Transpiration Rates in Dwarf Snapdragon (Chaenorrhinum minus Lange): An Investigation of Water Stress Adaptations”......Page 397
Writing in the Social Sciences......Page 403
• Tawnya Redding, “Mood Music: Music Preference and the Risk for Depression and Suicide in Adolescents......Page 405
Writing in Business......Page 416
Sample Student Email for Business Writing......Page 417
For Thought, Discussion, and Writing......Page 419
9. Strategies for Invention, Planning, and Drafting......Page 421
Strategies for Invention......Page 422
Note for Multilingual Writers......Page 423
Freewriting......Page 424
Looping......Page 426
Brainstorming......Page 427
GUIDELINES FOR GROUP BRAINSTORMING......Page 428
Clustering......Page 430
Asking the Journalist’s Questions......Page 432
Exploring Ideas......Page 434
QUESTIONS FOR EXPLORING A TOPIC......Page 435
Note for Multilingual Writers......Page 438
Writing a Discovery Draft......Page 439
Strategies for Planning......Page 440
Establishing a Working Thesis......Page 441
Formulating a Workable Plan......Page 443
QUESTIONS FOR ESTABLISHING A WORKING THESIS......Page 444
Note for Multilingual Writers......Page 445
Strategies for Drafting......Page 447
Managing the Drafting Process......Page 448
GUIDELINES FOR OVERCOMING WRITER’S BLOCK......Page 449
Developing and Organizing Your Ideas......Page 452
Using a Thesis Statement......Page 453
Developing Ideas......Page 454
Following Textual Conventions......Page 455
Writing Effective Paragraphs......Page 456
For Thought, Discussion, and Writing......Page 459
10. Strategies for Revising, Editing, and Proofreading......Page 461
Strategies for Revising......Page 463
GUIDELINES FOR REVISING OBJECTIVELY......Page 464
Asking the Big Questions: Revising for Focus, Content, and Organization......Page 466
Examining Your Own Writing......Page 467
QUESTIONS FOR EVALUATING FOCUS, CONTENT, AND ORGANIZATION......Page 468
One Student Writer’s Revision for Focus, Content, and Organization......Page 469
Stevon’s Early Draft......Page 470
• Stevon Roberts, “Identity, Rebooted”......Page 472
Note for Multilingual Writers......Page 478
Responses from Friends and Family Members......Page 480
Responses from Classmates......Page 481
GUIDELINES FOR RESPONSES FROM CLASSMATES......Page 482
GUIDELINES FOR MEETING WITH A WRITING TUTOR......Page 484
GUIDELINES FOR USING YOUR INSTRUCTOR’S RESPONSES......Page 485
Practical Strategies for Editing......Page 487
Keeping Your Readers on Track: Editing for Style......Page 488
Achieving Coherence......Page 489
GUIDELINES FOR EDITING FOR COHERENCE......Page 491
Editing for Effective Prose Style......Page 493
GUIDELINES FOR EFFECTIVE PROSE STYLE......Page 494
Proofreading: A Rhetorical Approach to Correctness......Page 496
GUIDELINES FOR PROOFREADING YOUR WRITING......Page 499
Note for Multilingual Writers......Page 501
For Thought, Discussion, and Writing......Page 502
11. Strategies for Multimodal Composing......Page 504
Understanding Multimodal Composing......Page 505
The Rhetorical Situation and Multimodal Composing......Page 508
Multimedia Composition and the Importance of Design......Page 514
Alignment......Page 515
Proximity......Page 517
Repetition......Page 518
Contrast......Page 519
Managing the Demands of Multimodal Composition......Page 520
GUIDELINES FOR MULTIMODAL COMPOSING......Page 521
Multimodal Composing: Three Student Examples......Page 523
• Ben Myers, “Gap Year: Good or Bad?” (Home Page), Website......Page 524
• Ben Myers, “The Disability Conversation” (Film Still), Video Presentation......Page 526
For Thought, Discussion, and Writing......Page 527
Writers’ References......Page 534
MLA Documentation Guidelines......Page 535
APA Documentation Guidelines......Page 578
Acknowledgments......Page 607
Index......Page 609