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Allyn & Bacon Guide to Writing, The, Concise Edition,9780205823147

Allyn & Bacon Guide to Writing, The, Concise Edition

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Edition:
6th
ISBN13:

9780205823147

ISBN10:
0205823149
Format:
Paperback
Pub. Date:
1/20/2011
Publisher(s):
Longman
List Price: $79.80

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Summary

Solidly grounded in current theory and research, yet eminently practical and teachable, The Allyn & Bacon Guide to Writinghas set the standard for first-year composition courses in writing, reading, critical thinking, and inquiry.

Table of Contents

PART 1: 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 Continuum

CONCEPT 2 Good writers address problems rather than topics.

    Shared Problems Unite Writers and Readers

    Where Do Problems Come From?

CONCEPT 3 Good writers think rhetorically about purpose, audience, and genre.

    What Is Rhetoric?

    How Writers Think about Purpose

    How Writers Think about Audience

    How Writers Think about Genre

Chapter Summary

BRIEF WRITING PROJECT 1 TWO MESSAGES FOR DIFFERENT PURPOSES, AUDIENCES, AND GENRES

*BRIEF WRITING PROJECT 2 A LETTER TO YOUR PROFESSOR ABOUT WHAT WAS NEW IN CHAPTER 1

 

2     THINKING RHETORICALLY ABOUT YOUR SUBJECT MATTER

CONCEPT 4 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 5 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 6 In closed-form prose, a typical introduction starts with the problem, not the thesis.

    A Protypical Introduction

    Features of a Good Introduction

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 Vision

CONCEPT 9 Messages persuade through appeals to logos, ethos, and pathos.

CONCEPT 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

    Four Powerful Strategies for Improving Your Style

CONCEPT 12 Good writers make purposeful document design choices.

    Document Design for Manuscripts and Papers

    Document Design for Published Works

Chapter Summary

BRIEF WRITING PROJECT TWO CONTRASTING DESCRIPTIONS OF THE SAME SCENE

 

PART 2: WRITING PROJECTS

 

WRITING TO LEARN

 

5     READING RHETORICALLY: THE WRITER AS STRONG READER

Exploring Rhetorical Reading

*Michael Pollan, Why Bother?

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

READINGS

Thomas L. Friedman, 30 Little Turtles

Stephanie Malinowski (student), Questioning Thomas L. Friedman’s Optimism in “30 Little Turtles”

Mike Lane, Labor Day Blues (editorial cartoon)

 

WRITING TO EXPLORE

 

6     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 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

READINGS

James Gardiner (student), How Do Online Social Networks Affect Communication?

James Gardiner (student), What Is the Effect of Online Social Networks on Communication Skills? An Annotated Bibliography

 

WRITING TO INFORM

 

7     WRITING AN INFORMATIVE (AND SURPRISING) ESSAY

Exploring Informative (and Surprising) Writing

EnchantedLearning.com, Tarantulas

Rod Crawford, Myths about “Dangerous” Spiders

Understanding Informative Writing

    Informative Essay Using the Surprising-Reversal Strategy

WRITING PROJECT INFORMATIVE ESSAY USING THE SURPRISING-REVERSAL STRATEGY

Generating and Exploring Ideas

Shaping, Drafting, and Revising

Questions for Peer Review

READINGS

Kerri Ann Matsumoto (student), How Much Does It Cost to Go Organic?

Shannon King (student), How Clean and Green Are Hydrogen Fuel-Cell Cars? (APA Style Research Paper)

 

WRITING TO ANALYZE

 

8 ANALYZING IMAGES

Exploring 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

READINGS

*Lydia Wheeler (student), Two Photographs Capture Women’s Economic Misery

 

WRITING TO PERSUADE

 

13 WRITING A CLASSICAL ARGUMENT

What Is 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 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

Revising

Questions for Peer Review

READINGS

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 Angeles Times, No to Nukes

 

*10     PROPOSING A SOLUTION

Exploring Proposal Writing

Understanding Proposal Writing

    Special Problems 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 Review

WRITING PROJECT PROPOSAL SPEECH WITH VISUAL AIDS

Developing, Shaping, and Outlining Your Proposal Speech

Designing Your Visual Aids

Slide Titles: Using Points, Not Topics

*Student Example of a Speech Outline and Slides

*Sam Rothchild (student), Reward Work Not Wealth (oral presentation with visual aids)

Delivering Your Speech

Revising

Questions for Peer Review

READINGS

*Lucy Morsen (student), A Proposal to Improve the Campus Learning Environment by Banning Laptops and Cell Phones from Class

Dylan Fujitani (student), “The Hardest of the Hardcore”: Let’s Outlaw Hired Guns in Contemporary American Warfare

 

PART 3: A GUIDE TO COMPOSING AND REVISING

 

Chapter 11 WRITING AS A PROBLEM-SOLVING PROCESS

SKILL 11.1 Follow the experts’ practice of using multiple drafts.

    Why Expert Writers Revise So Extensively

    An Expert’s Writing Processes Are Recursive

SKILL 11.2 Revise globally as well as locally.

SKILL 11.3 Develop ten expert habits to improve your writing processes.

SKILL 11.4 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

 

12     COMPOSING AND REVISING CLOSED-FORM PROSE

SKILL 12.1 Understand reader expectations.

    Unity and Coherence

    Old before New

    Forecasting and Fulfillment

SKILL 12.2 Convert loose structures into thesis/support structures.

    Avoiding And Then Writing, or Chronological Structure

    Avoiding All About Writing, or Encyclopedic Structure

    Avoiding Engfish Writing, or Structure without Surprise

SKILL 12.3 Plan and visualize your structure.

    Making Lists of “Chunks” and a Scratch Outline Early in the Writing Process

     “Nutshelling” Your Argument as an Aid to Finding a Structure

    Articulating a Working Thesis with Main Points

    Using Complete Sentences in Outlines to Convey Meanings

    Sketching Your Structure Using an Outline,Tree Diagram, or Flowchart

    Letting the Structure Evolve

SKILL 12.4 Set up reader expectations through effective titles and introductions.

    Avoiding the “Topic Title” and the “Funnel Introduction”

    Hooking Your Reader with an Effective Title

    From Old to New: The General Principle of Closed-Form Introductions

    Typical Elements of a Closed-Form Introduction

    Forecasting the Whole with a Thesis Statement, Purpose Statement, or Blueprint Statement

SKILL 12.5 Create effective topic sentences for paragraphs.

    Placing Topic Sentences at the Beginning of Paragraphs

    Revising Paragraphs for Unity

    Adding Particulars to Support Points

SKILL 12.6 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 12.7 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 12.8 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 12.9 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 12.10 Write effective conclusions.

 

 

PART 4: A RHETORICAL GUIDE TO RESEARCH

 

13     USING SOURCES

SKILL 13.1 Evaluate sources for reliability, credibility, angle of vision, and degree of advocacy.

    Reliability

    Credibility

    Angle of Vision and Political Stance

    Degree of Advocacy

Criteria for Evaluating a Web Source

*SKILL 13.2 Know when and how to use summary, paraphrase, and quotation.

    Summarizing

    Paraphrasing

    Quoting

*SKILL 13.3 Use attributive tags to distinguish your ideas from a source’s.

    Attributive Tags Mark Where Source Material Starts and Ends

    Attributive Tags Are Clearer than Parenthetical Citations

    Attributive Tags Frame the Source Material Rhetorically

*SKILL 13.4 Avoid plagiarism by following academic conventions for ethical use of sources.

    Why Some Kinds of Plagiarism May Occur Unwittingly

    Strategies for Avoiding Plagiarism

 

14     CITING AND DOCUMENTING SOURCES

SKILL 14.1 Cite and document sources using MLA style.

    In-Text Citations in MLA Style

    Works Cited List in MLA Style

    MLA Citation Models

James Gardiner (student), Why Facebook Might Not Be Good for You (MLA-Style Research Paper)

SKILL 14.2 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

 

Acknowledgments

Index

 

*new to this edition

 



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