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The Allyn & Bacon guide to writing

Author: John D Ramage; John C Bean; June Johnson
Publisher: New York Pearson Longman 2009
Edition/Format:   Print book : English : 5th edView all editions and formats
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Genre/Form: Handbooks and manuals
Handbooks, manuals, etc
Material Type: Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: John D Ramage; John C Bean; June Johnson
ISBN: 0205598730 0205598749 9780205598731 9780205598748
OCLC Number: 836662540
Notes: Includes index
Description: XLVIII, 799 Seiten Illustrationen, Diagramme
Contents: Writing ProjectsThematic ContentsPreface I: A RHETORIC FOR WRITERS 1. Thinking Rhetorically About Good Writing Concept 1: Good Writing Can Vary from Closed to Open Forms David Rockwood, "A Letter to the Editor" Thomas Merton,"A Festival of Rain" Distinctions between Closed and Open Forms of Writing Where to Place Your Writing Along the ContinuumConcept 2: Good Writers Pose Questions about Their Subject Matter Shared Problems Unite Writers and Readers Posing Your Own Subject-Matter Questions Brittany Tinker, "Can the World Sustain an American Standard of Living?"Concept 3: Good Writers Write for a Purpose to an Audience within a Genre How Writers Think about Purpose How Writers Think about Audience How Writers Think about Genre Chapter Summary Brief Writing Project 1: Posing a Good Subject-Matter ProblemBrief Writing Project 2: Understanding Rhetorical Context * 2. Thinking Rhetorically about Your Subject Matter Concept 4: Professors Value "Wallowing in Complexity" Learning to Wallow in Complexity Seeing Each Academic Discipline as a Field of Inquiry and ArgumentConcept 5: Good Writers Use Exploratory Strategies to Think Critically about Subject Matter Problems Freewriting Focused Freewriting Idea Mapping Dialectic Talk Playing the Believing and Doubting Game "Believing and Doubting Paul Theroux's Negative View of Sports"Concept 6: A Strong Thesis 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 7: Thesis Statements in Closed-Form Prose Are Supported Hierarchically with Points and Particulars How Points Convert Information to Meaning How Removing Particulars Creates a Summary How to Use Points and Particulars When You Revise Chapter Summary Brief Writing Project: Playing the Believing and Doubting Game 3. Thinking Rhetorically about How Messages Persuade Concept 8: Messages Persuade through Their Angle of Vision Recognizing the Angle of Vision in a Text Analyzing Angle of VisionConcept 9: Messages Persuade through Appeals to Logos, Ethos, and PathosConcept 10: 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: Analyzing Angle of Vision in Two Passages about Nuclear Energy 4. Thinking Rhetorically about Style and Document Design Concept 11: Good Writers Make Purposeful Stylistic Choices Factors That Affect Style Abstract Versus Concrete Words: Moving Up or Down the Scale of Abstraction Wordy Versus Streamlined Sentences: Cutting Deadwood to Highlight Your Ideas Coordination Versus Subordination: Using Sentence Structure to Control Emphasis Inflated Voice Versus a Natural Speaking Voice: Creating a PersonaConcept 12: Good Writers Make Purposeful Document Design Choices Using Type Using Space and Laying Out Documents Using Color Using Graphics and Images Examples of Different Document Designs Chapter Summary Brief Writing Project: Converting a Passage from Scientific to Popular Style II: WRITING PROJECTS Writing to Learn 5. Seeing Rhetorically: The Writer as Observer Exploring Rhetorical Observation Understanding Observational Writing Why "Seeing" Isn't a Simple Matter How to Analyze a Text Rhetorically Writing Project: Descriptions of the Same Place and a Self-Reflection Exploring Rationales and Details for Your Two Descriptions Generating Details Shaping and Drafting for Your Two Descriptions Using Show Words Rather than Tell Words Revising Your Two Descriptions Generating and Exploring Ideas for Your Self-Reflection Questions for Peer Review Readings Clash on the Congo: Two Eyewitness Accounts Tamlyn Rogers (student), "Two Descriptions of the Same Classroom and a Self-Reflection" * 6. Reading Rhetorically: The Writer as Strong Reader Exploring Rhetorical Reading Andres Martin, "On Teenagers and Tattoos" Understanding Rhetorical Reading What Makes College-Level Reading Difficult? Using the Reading Strategies of Experts Reading with the Grain and Against the GrainUnderstanding Summary Writing Sean Barry (student), "Summary of Martin's Article" Understanding Strong Response Writing Strong Response as Rhetorical Critique* Strong Response as Ideas Critique* Strong Response as Reflection* Strong Response as a Blend* Sean Barry (student), "Why Do Teenagers Get Tattoos? A Response to Andres Martin" Writing a Summary/Strong Response of a Visual-Verbal TextWriting Project: A Summary Generating Ideas: Reading for Structure and Content Drafting and Revising Questions for Peer ReviewWriting 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 Readings Thomas L. Friedman, "30 Little Turtles" * Stephanie Malinowski (student), "Questioning Thomas L. Friedman's Optimism in '30 Little Turtles'" * David Horsey, "Today's Economic Indicator" (editorial cartoon)* Mike Lane, "Labor Day Blues" (editorial cartoon)* Froma Harrop, "New Threat to Skilled U.S. Workers" * Writing to Explore 7. Writing an Autobiographical Narrative Exploring Autobiographical Narrative Understanding Autobiographical Writing Autobiographical Tension: The Opposition of Contraries How Literary Elements Work in Autobiographical NarrativesWriting Project: Autobiographical Narrative Generating and Exploring Ideas Shaping and Drafting Your Narrative Revising Questions for Peer ReviewWriting Project: Literacy Narrative* What Is a Literacy Narrative? Typical Features of a Literacy Narrative Generating and Exploring Ideas Shaping and Drafting Your Literacy Narrative Revising Questions for Peer ReviewReadings Kris Saknussemm, "Phantom Limb Pain" Patrick Jose (student), "No Cats in America?" Anonymous (student), "Masks" Jennifer Ching (student), "Once Upon a Time" * 8. Writing an Exploratory Essay or Annotated Bibliography Exploring 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 ReviewWriting 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 Readings James Gardiner (student), "How Do Online Social Networks Affect Communication?" * James Gardiner (student), "The Effect of Online Social Networks on Communication Skills? An Annotated Bibliography" * Jane Tompkins, "'Indians': Textualism, Morality, and the Problem of History" * Writing to Inform 9. Writing an Informative Essay or Report Exploring Informative (and Surprising) Writing EnchantedLearning.com, "Tarantulas" Rod Crawford, "Myths about `Dangerous' Spiders" Understanding Informative Writing Need-to-Know Informative Prose* Informative Reports Informative Magazine ArticlesWriting Project: A Set of Instructions* Generating and Exploring Ideas Shaping and Drafting Revising Questions for Peer ReviewWriting Project: Informative Workplace Report* Generating and Exploring Ideas Shaping and Drafting Revising Questions for Peer ReviewWriting Project: Informative Magazine Article Generating and Exploring Ideas Shaping, Drafting, and Revising Questions for Peer ReviewReadings Kerry Norton, "Winery Yeast Preparation Instructions" * Pew Research Center, "Muslim Americans: Middle Class and Mostly Mainstream" * Kerri Ann Matsumoto (student), "How Much Does It Cost to Go Organic?" Cheryl Carp (student), "Behind Stone Walls" Shannon King (student), "How Clean and Green are Hydrogen Fuel-Cell Cars?" Eugene Robinson, "You Have the Right to Remain a Target of Racial Profiling" * Writing to Analyze and Synthesize 10. Analyzing Field Research Data Exploring 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 Text, Tables, and Graphs Analyzing Your Results Following Ethical StandardsWriting Project: An 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 in TeamsWriting Project: A Scientific Poster* What Is a Scientific Poster? Content of a Poster Features of an Effective PosterDesigning, Creating, and Revising Your PosterQuestions for Peer Review Readings Gina Escamilla, Angie L. Cradock, and Ichiro Kawachi, "Women and Smoking in Hollywood Movies: A Content Analysis" Lauren Campbell, Charlie Bourain, and Tyler Nishida (students), "A Comparison of Gender Stereotypes in Spongebob Squarepants and a 1930's 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)* 11. Analyzing Images Exploring Image Analysis* Understanding Image Analysis How Images Create a Rhetorical Effect How to Analyze an Advertisement How Advertisers Target Specific Audiences Sample Analysis of an Advertisement Cultural Perspectives on AdvertisementsWriting Project: Analysis of Two Visual Texts* Exploring and Generating Ideas for Your Analysis Shaping and Drafting Your Analysis Revising Questions for Peer Review Readings Paul Messaris, Excerpt from Visual Persuasion Stephen Bean (student), How Cigarette Advertisers Address the Stigma Against Smoking 12. Analyzing a Short Story Exploring Literary Analysis Evelyn Dahl Reed, "The Medicine Man" Understanding Literary Analysis The Truth of Literary Events Writing (About) LiteratureWriting Project: An Analysis of a Short Story Reading the Story and Using Reading Logs Generating and Exploring Ideas Shaping, Drafting, and Revising Questions for Peer ReviewReadings Alice Walker, "Everyday Use (For Your Grandmama)" Sherman Alexie, "The Lone Ranger and Tonto Fistfight in Heaven" * Betsy Weiler (student), "Who Do You Want to Be? Finding Heritage in Walker's 'Everyday Use'" 13. Analyzing and Synthesizing Ideas Exploring the Analysis and Synthesis of Ideas Nikki Swartz, "Mobile Phone Tracking Scrutinized" * Terry J. Allen, "Reach Out and Track Someone" * Understanding Analysis and Synthesis Posing a Synthesis Question Synthesis Writing as an Extension of Summary/Strong Response* Student Example of a Synthesis Essay Kate MacAuley (student), "Technology's Peril and Potential" Writing Project: A Synthesis Essay Ideas for Synthesis Questions and Readings Using Learning Logs Exploring Your Texts Through Summary Writing Exploring Your Texts' Rhetorical Strategies Exploring Main Themes and Similarities and Differences in Your Texts' Ideas Generating Ideas of Your Own 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 ReviewReadings Dee, "Comprehensive Immigration Reform: PROs and ANTIs" * Shirah, "The Real-and Unspoken-Immigration Issue" * Byron Williams, "Immigration Frenzy Points Out Need for Policy Debate" * Victor Davis Hanson, "The Global Immigration Problem" * Mike Crapo, "Immigration Policy Must Help Economy While Preserving Ideals" * Trapper John, "The Progressive Case Against the Immigration Bill" * Writing to Persuade 14. Writing a Classical Argument Exploring Classical Argument Understanding Classical Argument Stages of Development: Your Growth as an Arguer Creating an Argument Frame: A Claim with Reasons Articulating Reasons Articulating Unstated Assumptions Using Evidence Effectively Evaluating Evidence: The STAR Criteria* Addressing Objections and Counterarguments Responding to Objections, Counterarguments, and Alternative Views Appealing to Ethos and Pathos A Brief Primer on Informal FallaciesWriting Project: A Classical Argument Generating and Exploring Ideas Shaping and Drafting Revising Questions for Peer ReviewReadings Ross Taylor (student), "Paintball: Promoter of Violence or Healthy Fun?" William Sweet, "Why Uranium Is the New Green" * Stan Eales, "Welcome to Sellafield" (editorial cartoon)* Los AngelesTimes, "No Nukes" * Leonard Pitts, Jr., "Spare the Rod, Spoil the Parenting" A. J. Chavez, "The Case for (Gay) Marriage" 15. Making an Evaluation Exploring Evaluative Writing* Understanding Evaluation Arguments The Criteria-Match Process The Role of Purpose and Context in Determining Criteria Other Considerations in Establishing Criteria Using a Planning Schema to Develop Evaluation Arguments Conducting an Evaluation Argument: Evaluating a MuseumWriting Project: An Evaluation Argument Generating and Exploring Ideas Shaping and Drafting Revising Questions for Peer ReviewReadings Jackie Wyngaard (student), "EMP: Music History or Music Trivia?" Diane Helman and Phyllis Bookspan, "Sesame Street: Brought to You by the Letters M-A-L-E" Teresa Filice (student), "Parents, The Anti-Drug: A Useful Site" * 16. Proposing a Solution Exploring Proposal Writing Understanding Proposal Writing Special Demands of Proposal Arguments Developing an Effective Justification Section Proposals as Visual Arguments and PowerPoint Presentations* Writing Project: A Proposal Argument Generating and Exploring Ideas Shaping and Drafting Revising Questions for Peer ReviewWriting Project: Advocacy Ad or Poster Using Document Design Features Exploring and Generating Ideas Shaping and Drafting Revising Questions for Peer ReviewWriting Project: Proposal Speech with Visual Aids* Developing, Shaping, and Outlining Your Proposal Speech Designing Your Visual Aids Delivering Your Speech Revising Questions for Peer ReviewReadings Jane Kester (student), "Visual Aids for a Proposal to Reduce High-Risk Drinking Through Student Awareness Workshops" * Rebekah Taylor (student), "A Proposal to Provide Cruelty-Free Products on Campus" Jennifer Allen, "The Athlete on the Sidelines" Dylan Fujitani (student), "'The Hardest of the Hardcore': Let's Outlaw Hired Guns" III: A GUIDE TO COMPOSING AND REVISING 17. Writing as a Problem-Solving Process Skill 1: Understand Why Expert Writers Use Multiple Drafts Why Expert Writers Revise So Extensively An Expert's Writing Processes Are RecursiveSkill 2: Revise Globally as Well as Locally Skill 3: Develop Ten Expert Habits to Improve Your Writing Processes Skill 4: Use Peer Reviews to Help You Think Like an Expert Become a Helpful Reader of Classmates' Drafts Use a Generic Peer Review Guide Participate in Peer Review Workshops Respond to Peer Reviews Chapter Summary 18. Composing and Revising Closed-Form Prose Skill 5: Understand Reader Expectations Unity and Coherence Old before New Forecasting and FulfillmentSkill 6: Convert Loose Structures into Thesis/Support Structures And Then Writing, or Chronological Structure All About Writing, or Encyclopedic Structure Engfish Writing, or Structure without SurpriseSkill 7: Plan and Visualize Your Structure Use Scratch Outlines Early in the Writing Process Before Making a Detailed Outline, "Nutshell" Your Argument Articulate a Working Thesis and Main Points Sketch Your Structure Using an Outline, Tree Diagram, or Flowchart Let the Structure EvolveSkill 8: Create Effective Titles Skill 9: Create Effective Introductions What Not to Do: The "Funnel" Introduction From Old to New: The General Principle of Closed-Form Introductions Typical Elements of a Closed-Form Introduction Forecast the Whole with a Thesis Statement, Purpose Statement, or Blueprint StatementSkill 10: Create Effective Topic Sentences for Paragraphs Place Topic Sentences at the Beginning of Paragraphs Revise Paragraphs for Unity Add Particulars to Support PointsSkill 11: Guide Your Reader with Transitions and Other Signposts Use Common Transition Words to Signal Relationships Write Major Transitions between Parts Signal Transitions with Headings and SubheadingsSkill 12: Bind Sentences Together by Placing Old Information Before New Information The Old/New Contract in Sentences How to Make Links to the "Old" Avoid Ambiguous Use of "This" to Fulfill the Old/New Contract How the Old/New Contract Modifies the Rule "Avoid Weak Repetition" How the Old/New Contract Modifies the Rule "Prefer Active over Passive Voice"Skill 13: Use 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 14: Write Effective Conclusions 19. Composing and Revising Open-Form Prose Skill 15: Make Your Narrative a Story, not an And Then Chronology Patrick Klein (student), "Berkeley Blues" Depiction of Events Through Time Connectedness Tension or Conflict Resolution, Recognition, or Retrospective InterpretationSkill 16: Write Low on the Ladder of Abstraction Concrete Words Evoke Images and Sensations Use Revelatory Words and Memory-Soaked WordsSkill 17: Disrupt Your Reader's Desire for Direction and Clarity Disrupt Predictions and Make Odd Juxtapositions Leave GapsSkill 18: Tap the Power of Figurative Language Skill 19: Expand Your Repertoire of Styles Skill 20: Use Open-Form Elements to Create "Voice" in Closed-Form Prose Introduce Some Humor Use Techniques from Popular MagazinesReading Annie Dillard, "Living Like Weasels" IV: A RHETORICAL GUIDE TO RESEARCH 20. Asking Questions, Finding Sources An Overview of Research WritingSkill 21: Argue Your Own Thesis in Response to a Research Question Formulating a Research Question Establishing Your Role as a Researcher A Case Study: James Gardiner's Research on Online Social Networks* Skill 22: Understand Differences Among Kinds of Sources Looking at Sources RhetoricallySkill 23: Use Purposeful Strategies for Searching Libraries, Databases, and Web Sites Checking Your Library's Homepage Finding Books: Searching Your Library's Online Catalog Finding Print Articles: Searching a Licensed Database Finding Cyberspace Sources: Searching the World Wide Web 21. Evaluating Sources Skill 24: Read Sources Rhetorically and Take Purposeful Notes Read with Your Own Goals in Mind Read Your Sources Rhetorically Take Purposeful NotesSkill 25: Evaluate Sources for Reliability, Credibility, Angle of Vision, and Degree of Advocacy Reliability Credibility Angle of Vision and Political Stance Degree of AdvocacySkill 26: 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 Roger D. McGrath, "The Myth of Violence in the Old West" Skill 27: Keep Your Focus on Your Own Argument Writer 1: An Analytical Paper on Causes of Violence in Contemporary Society Writer 2: A Persuasive Paper Supporting Gun Control Writer 3: An Informative Paper Showing Shifting Definitions of CrimeSkill 28: Know When and How to Use Summary, Paraphrase, Quotation, and Attributive Tags Effective Use of Summary, Paraphrase, or Quotation Creating Rhetorically Effective Attributive TagsSkill 29: Understand the Mechanics of Quoting Quoting a Complete Sentence Introduced by an Attributive Tag Inserting Quoted Words and Phrases into Your Own Sentences Using Brackets to Modify a Quotation Using Ellipses to Indicate Omissions from a Quotation Using Single and Double Quotation Marks for a Quotation Within a Quotation Using Block Indentation for Quotations More Than Four Lines LongSkill 30: Understand and Avoid Plagiarism 23. Citing and Documenting Sources Skill 31: Understand How Parenthetical Citations Work Connect the Body of the Paper to the Bibliography with Citations Citation Problems with Database and Web Sources Skill 32: Cite and Document Sources Using MLA Style Cite from an Indirect Source Cite Page Numbers for Downloaded Material Document Sources in a "Works Cited" List MLA Citation Models James Gardiner (student), "Why Facebook Might Not Be Good For You" (MLA-Style Research Paper)Skill 33: Cite and Document Sources Using APA Style APA Formatting for In-Text Citations Cite from an Indirect Source Document Sources in a "References" List APA Citation Models Student Example of an APA-Style Paper V: WRITING FOR ASSESSMENT 24. Essay Examinations: Writing Well Under Pressure How Essay Exams Differ from Other EssaysPreparing for an Exam: Learning Subject Matter Identifying and Learning Main Ideas Applying Your Knowledge Making a Study PlanAnalyzing Exam Questions Understanding the Use of Outside Quotations Recognizing Organizational Cues Interpreting Key TermsDealing with the Limits of the Test SituationProducing an "A" Response Chapter Summary 25. Assembling a Portfolio and Writing a Reflective Essay Understanding Portfolios Collecting Work for Paper and Electronic Portfolios Selecting Work for Your PortfolioUnderstanding 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 LetterReadings Jaime Finger (student), "A Single Reflection on an Exploratory Essay" Bruce Urbanik (student), "A Comprehensive Reflective Letter" VI. A GUIDE TO EDITING Handbook 1. Improving Your Editing SkillsWhy Editing Is ImportantOverview of This Guide to EditingImproving Your Editing and Proofreading ProcessesMicrotheme Projects on Editing Handbook 2. Understanding Sentence StructureThe Concept of the SentenceBasic Sentence PatternsParts of SpeechTypes of PhrasesTypes of ClausesTypes of Sentences Handbook 3. Punctuating Boundaries of Sentences, Clauses, and PhrasesWhy Readers Need PunctuationRules for Punctuating Clauses and Phrases Within a SentenceIdentifying and Correcting Sentence FragmentsIdentifying and Correcting Run-Ons and Comma SplicesOverview of Methods for Joining Clauses Handbook 4. Editing for Standard English UsageFixing Grammatical TanglesMaintaining ConsistencyMaintaining AgreementMaintaining Parallel StructureAvoiding Dangling or Misplaced ModifiersChoosing Correct Pronoun CasesChoosing Correct Verb FormsChoosing Correct Adjective and Adverb Forms Handbook 5. Editing for StylePruning Your ProseEnlivening Your ProseAvoiding Broad or Unclear Pronoun ReferencePutting Old Information Before New InformationDeciding Between Active and Passive VoiceUsing Inclusive Language Handbook 6. Editing for Punctuation and MechanicsPeriods, Question Marks, and Exclamation PointsCommasSemicolonsColons, Dashes, and ParenthesesApostrophesQuotation MarksUnderlining (Italics)Brackets, Ellipses, and SlashesCapital LettersNumbersAbbreviationsManuscript Form A Guide to Avoiding PlagiarismAcknowledgmentsIndex
Other Titles: Allyn and Bacon guide to writing
Responsibility: John D. Ramage; John C. Bean; June Johnson

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