The Academic Writer A Brief Guide

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  • Edition: 4th
  • Format: Paperback
  • Copyright: 10/14/2016
  • Publisher: Bedford/St. Martin's

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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. 

Author Biography

Lisa Ede is professor of English at Oregon State University, where she has taught since 1980. She has published a number of books and articles collaboratively with Andrea A. Lunsford, including Singular Texts/Plural Authors: Perspectives on Collaborative Writing and Audience Addressed/Audience Invoked: The Role of Audience in Composition Theory and Pedagogy, which won the CCCC’s Braddock Award in 1985. Ede is also a recipient of the prestigious Shaughnessy Award. Among her other publications are Situating Composition: Composition Studies and the Politics of Location, and Essays on Classical Rhetoric and Modern Discourse (with Andrea A. Lunsford and Robert J. Connors). In addition, for Bedford/St. Martin’s, Ede is the editor of On Writing Research: The Braddock Essays, 1975-1998, and editor, with Andrea Lunsford, of Selected Essays of Robert J. Connors.

Table of Contents

Preface for Instructors

Part 1 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
Guidelines: Quiz: Reading on Page or Screen
      Note for Multilingual Writers
      Understanding the Text’s Rhetorical Situation
Guidelines: 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
Guidelines: Questions for Previewing a Text
Guidelines: Questions for Annotating a Text
Guidelines: Guidelines for Summarizing a Text
      Analyzing a Text’s Argument
Guidelines: Questions for Analyzing a Text’s Argument
Reading Visual Texts
Guidelines: 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
Guidelines: Questions for Analyzing Your Rhetorical Situation
     Using Your Rhetorical Analysis to Guide Your Writing
     Setting Preliminary Goals
     Reading: Alia Sands’s Analysis
Using Aristotle’s Three Appeals
     Reading: Brandon Barrett’s Analysis
Analyzing Textual Conventions
Guidelines: Characteristics of an Effective Academic Essay
Observing a Professional Writer at Work: Comparing and Contrasting Textual Conventions
     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
Guidelines: Quiz: Analyzing Your Composing Process
     Note for Multilingual Writers
Writing Communities
     Finding a Community
     Working Collaboratively
Guidelines: Guidelines for Group Work
For Thought, Discussion, and Writing

Part II 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
     Reading: 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
Understanding the Relationship between Analysis and Argument
Guidelines: Questions for Developing an Appropriate Method for Analysis
    Analyzing Academic Arguments
    Determining the Question at Issue
Guidelines: Stasis Questions
    Reading: Amitai Etzioni, Less Privacy Is Good for Us (and You)
    Identifying an Author’s Position on a Question
    Using Aristotle’s Three Appeals
Guidelines: Questions for Critical Reading and Analysis
    Note for Multilingual Writers
    Recognizing Fallacies
Guidelines for Identifying Fallacies
Putting Theory into Practice I:Academic Analysis in Action
    Reading: Stevon Roberts, “The Price of Public Safety”
Understanding How Synthesis Works
Guidelines: Questions for Synthesizing Texts
Putting Theory into Practice II: Academic Synthesis in Action
    Reading: Ellie 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: 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: Guidelines for Developing an Arguable Claim
    Providing Good Reasons and Supporting Them with Evidence
    Acknowledging Possible Counterarguments
Guidelines: Questions for Evaluating Evidence
    Framing Your Argument as Part of the Scholarly Conversation
    Using Media to Strengthen Your Argument
Guidelines: 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
     Reading:  Daniel Stiepleman, “Literacy in America: Reading between the Lines”
For Thought, Discussion, and Writing

7 Doing Research: Joining the Scholarly Conversation
Guidelines: Questions for Analyzing Your Rhetorical Situation as a Researcher
Habits of Mind for Academic Research
Choosing a Topic
Exploring a Topic
    Considering Multiple Perspectives
    Hands-On Research
Guidelines: Guidelines for Hands-On Methods
Finding a Focus
Managing Uncertainty
Planning Ahead
    Searching with Keywords
    Revising and Refining Keywords
Guidelines: Questions to Ask as You Devise and Revise Your List of Keywords
    Learning from Your Results
Using Common Research Tools
   Field Searching
   Using Filters (Facets) and Advanced Tools
Guidelines: Questions to Consider When Using a New Research Tool
   Retrieving Full Text
Guidelines: Guidelines for Getting the Full Text of Articles
Using Tools—from Note Cards to Citation Managers—to Stay Organized
Asking for Help
Evaluating Sources
Choosing Evidence
    Navigating Source Requirements
    Understanding Academic Audiences
Guidelines: Questions to Consider as You Choose Sources
Synthesizing Information and Ideas
Structuring a Supporting Paragraph in a Research Project
Quoting, Paraphrasing, and Summarizing
Guidelines: When Should I Quote, Paraphrase or Summarize?
    Using Signal Phrases
    Quoting, Paraphrasing, and Summarizing Appropriately and Ethically
Avoiding Plagiarism
Guidelines: Guidelines for Avoiding Plagiarism
    Note for Multilingual Writers
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
    Reading: 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
Writing in the Humanities
Sample Student Essay in the Humanities
Guidelines: Questions for Analyzing Writing in the Disciplines
    Reading: Elizabeth Ridlington, “Lincoln’s Presidency and Public Opinion”
Writing in the Natural and Applied Sciences
Sample Student Essay in the Natural and Applied Sciences
    Reading: 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
    Reading: Tawnya Redding, “Mood Music: Music Preference and the Risk for Depression and Suicide in Adolescents
Writing in Business
Sample Student Email for Business Writing
    Reading: Michelle Rosowsky and Carina Abernathy, "Taylor Nursery Bid"

Part III Practical Strategies for Composing Texts
 9 Strategies for Invention, Planning, and Drafting 
Strategies for Invention 
Guidelines:  Guidelines for Group Brainstorming 
    Asking the Journalist’s Questions 
    Asking the Topical Questions 
Guidelines:  Questions for Exploring a Topic 
    Note for Multilingual Writers 
    Writing a Discovery Draft 
Strategies for Planning 
Guidelines: Questions for Establishing a Working Thesis 
Strategies for Drafting 
    Managing the Drafting Process 
Guidelines:  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  
For Thought, Discussion, and Writing 
 Strategies for Revising 
Guidelines:  Guidelines for Revising Objectively 
     Asking the Big Questions: Revising for Focus, Content, and Organization 
Guidelines:  Questions for Evaluating Focus, Content, and Organization 
    One Student Writer’s Revision for Focus, Content, and Organization 
    Reading: Stevon’s Early Draft 
    Reading: Stevon Roberts, “Identity, Rebooted”  
    Benefiting from Responses to Work in Progress 
    Note for Multilingual Writers 
Guidelines:  Guidelines for Responses from Classmates 
Guidelines:  Guidelines for Meeting with a Writing Tutor 
Guidelines:  Guidelines for Using Your Instructor’s Responses 
 Strategies for Editing 
     Keeping Your Readers on Track: Revising for Style 
Guidelines:  Guidelines for Editing for Coherence 
Guidelines:  Guidelines for Effective Prose Style 
 Proofreading: A Rhetorical Approach to Correctness 
Guidelines:  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 
    Managing the Demands of Multimodal Composition 
Guidelines:  Guidelines for Multimodal Composing 
 Multimodal Composing: Three Student Examples 
For Thought, Discussion, and Writing 

Writers' References
MLA Documentation Guidelines
APA Documentation Guidelines


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