| Rhetorical Contents |
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xiv | |
| Preface |
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xvii | |
| Part One Introduction |
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1 | (54) |
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1 The Circle of Reading, Writing, and Critical Thinking |
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2 | (18) |
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How Writing Improves Reading |
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2 | (1) |
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How Reading Improves Writing |
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3 | (1) |
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How Reading and Writing Improve Thinking |
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3 | (3) |
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6 | (6) |
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The Four Levels of Reading |
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7 | (2) |
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9 | (1) |
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10 | (2) |
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12 | (1) |
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Differences Between Speaking and Writing |
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12 | (1) |
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13 | (1) |
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The Five Levels of Writing |
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13 | (6) |
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The Importance of Purpose |
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16 | (1) |
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17 | (1) |
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18 | (1) |
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Reading, Writing, Thinking, and This Book |
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19 | (1) |
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2 Essential Tools for College Writers: The Skills for Success |
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20 | (21) |
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The Essay: A Format Combining Reading, Writing, and Critical Thinking |
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20 | (5) |
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Research in Academic Writing |
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25 | (3) |
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26 | (1) |
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27 | (1) |
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The Essay: Writing a Personal Essay |
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28 | (5) |
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Cyber College: Writing, Reading, Thinking and Computers |
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33 | (4) |
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The Computer Skills You'll Need |
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34 | (1) |
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34 | (3) |
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Evaluation: Essay Exams, the Writing Process, and Portfolios |
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37 | (1) |
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English as a Second Language (ESL) and This Book |
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38 | (2) |
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38 | (1) |
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39 | (1) |
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Steps in the Reading and Writing Process |
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39 | (1) |
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40 | (1) |
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Using the Skills of College Reading, Writing, and Thinking |
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40 | (1) |
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3 Five Readings for Analysis |
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41 | (14) |
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"Measuring Success" by Renee Loth |
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41 | (1) |
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"My Father's Tribal Rule" by Mark Mathabane |
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42 | (4) |
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"Getting Off the Welfare Carousel" by Teresa McCrary |
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46 | (2) |
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"A Hanging" by George Orwell |
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48 | (4) |
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"The Story of an Hour" by Kate Chopin |
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52 | (3) |
| Part Two Using Essential Strategies for Writing Essays |
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55 | (214) |
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4 Reading in College: Surveying, Annotating, Reviewing, Evaluating |
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56 | (22) |
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Step 1. Prepare to Read: Open Up the Topic |
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56 | (2) |
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Step 2. Survey Before Reading: Get the Big Picture |
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58 | (3) |
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61 | (4) |
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65 | (4) |
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65 | (1) |
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Answer Your Own Questions |
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66 | (1) |
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Restate the Main Idea in Your Own Words |
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67 | (1) |
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68 | (1) |
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69 | (6) |
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72 | (1) |
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Recognizing the Author's Tone |
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73 | (1) |
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Recognizing Your Own Biases |
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74 | (1) |
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Step 6. Use the Reading as a Model |
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75 | (3) |
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5 Analyzing the Assignment for an Essay: Understanding the Question |
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78 | (21) |
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What Are You Expected to Focus On? |
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78 | (1) |
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What Actions Are You Expected to Take? |
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79 | (6) |
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If the Prompt Contains Direct Commands |
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80 | (2) |
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If the Prompt Contains Indirect Commands |
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82 | (1) |
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If the Prompt Contains Questions |
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83 | (2) |
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How Will You Bring the Focus and Actions Together? |
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85 | (4) |
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85 | (1) |
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86 | (1) |
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Bringing the Focus and the Actions Together |
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86 | (3) |
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Analyzing More Difficult Prompts |
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89 | (5) |
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89 | (1) |
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90 | (1) |
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90 | (1) |
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90 | (4) |
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94 | (1) |
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94 | (1) |
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Arguing Against the Assumption of the Prompt |
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95 | (4) |
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6 Prewriting: Freewriting, Listing, Mapping, Questioning |
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99 | (17) |
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99 | (2) |
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How Much Prewriting Is Required? |
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100 | (1) |
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Prewriting About a Reading |
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101 | (6) |
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101 | (1) |
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102 | (1) |
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103 | (2) |
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105 | (2) |
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Prewriting About Your Own Ideas and Experiences |
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107 | (6) |
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108 | (1) |
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109 | (1) |
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110 | (2) |
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112 | (1) |
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Prewriting Through Collaboration |
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113 | (3) |
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7 Organizing the Material: Planning, Outlining, and Thinking About Audience |
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116 | (32) |
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Reviewing the Prompt and Evaluating Your Prewriting |
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116 | (1) |
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Evaluating Prewriting About a Reading |
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117 | (9) |
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Eliminating Unrelated Material or Ideas |
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117 | (2) |
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Finding Repeated Material |
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119 | (2) |
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Matching Main Ideas to Examples and Details |
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121 | (3) |
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124 | (1) |
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Writing a Tentative Thesis |
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125 | (1) |
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Evaluating Prewriting About Your Own Reactions and Experience |
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126 | (6) |
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Eliminating Unrelated Material or Ideas |
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126 | (1) |
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Finding Repeated Material |
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127 | (1) |
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Matching Main Ideas to Examples and Details |
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127 | (3) |
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130 | (1) |
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Do the Groups Complete the Actions Required by the Prompt? |
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130 | (1) |
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131 | (1) |
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Is All This Really Necessary? |
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132 | (1) |
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Combining the Parts of Your Prewriting |
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132 | (3) |
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135 | (11) |
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135 | (1) |
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Thinking About Your Purpose |
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136 | (1) |
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Thinking About Your Audience |
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137 | (4) |
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Ordering Ideas and Information |
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141 | (1) |
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142 | (2) |
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Combining Organization Strategies |
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144 | (1) |
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144 | (2) |
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146 | (2) |
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148 | (21) |
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149 | (1) |
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An Introduction That Responds to a Reading |
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149 | (2) |
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151 | (4) |
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Author, Title, and Overview of the Reading |
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155 | (1) |
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The Author's Thesis or Main Point |
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156 | (1) |
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157 | (5) |
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Using the Prompt to Determine Your Thesis |
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158 | (1) |
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Using Your Prewriting to Determine Your Thesis |
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159 | (3) |
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162 | (1) |
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Putting the Introduction Together |
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163 | (2) |
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164 | (1) |
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Introductions That Respond to Issues |
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165 | (4) |
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9 Writing Body Paragraphs |
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169 | (15) |
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Body Paragraphs That Respond to a Reading |
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170 | (1) |
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171 | (1) |
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171 | (1) |
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Clarifying the Author's Ideas |
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172 | (1) |
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173 | (1) |
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Concluding Your Body Paragraph |
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174 | (1) |
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Putting the Body Paragraph Together |
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175 | (1) |
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Additional Body Paragraphs |
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176 | (3) |
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Body Paragraphs That Respond to Issues |
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179 | (5) |
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Providing Your Own Argument |
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179 | (1) |
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180 | (1) |
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181 | (1) |
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Using Sources to Make Your Point |
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182 | (2) |
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184 | (11) |
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The Components of a Conclusion |
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184 | (1) |
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185 | (6) |
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Conclusions to Essays on Issues |
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191 | (4) |
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11 Revising: Improving Ideas, Organization, and Style |
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195 | (40) |
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196 | (1) |
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Step 1. Preparing to Revise |
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197 | (2) |
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197 | (1) |
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197 | (1) |
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198 | (1) |
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Step 2. Making Sure Your Thesis Answers the Question |
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199 | (5) |
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199 | (5) |
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Step 3. Checking Structure and Organization |
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204 | (6) |
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Are All the Parts of the Essay Present? |
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204 | (2) |
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Does the Main Idea of Each Body Paragraph Correspond to Some Part of the Thesis? |
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206 | (2) |
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Are the Paragraphs Arranged in the Best Order? |
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208 | (2) |
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Step 4. Checking Development |
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210 | (17) |
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Evaluating Your Introduction |
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210 | (6) |
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Evaluating Your Body Paragraphs |
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216 | (9) |
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Evaluating Your Conclusion |
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225 | (2) |
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227 | (2) |
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229 | (4) |
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Developing Your Ideas with Research |
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233 | (2) |
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12 Editing: Improving Grammar, Usage, and Punctuation Skills |
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235 | (22) |
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Writing and Speaking Standard English |
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235 | (1) |
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236 | (1) |
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236 | (3) |
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Combining Tools to Locate Your Own Errors |
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237 | (2) |
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239 | (12) |
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Correcting Errors You Understand |
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239 | (1) |
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Finding Help for Errors You Don't Understand |
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240 | (6) |
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Sample Entries in an Editing Log |
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246 | (1) |
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When to Use Your Editing Log |
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246 | (5) |
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251 | (6) |
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252 | (1) |
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253 | (1) |
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253 | (1) |
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254 | (3) |
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13 Finishing the Essay: Formatting and Proofreading |
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257 | (12) |
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257 | (3) |
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257 | (1) |
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258 | (1) |
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Headings and Page Numbers |
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258 | (1) |
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Cover Page and Works Cited List |
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258 | (2) |
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260 | (1) |
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Proofreading as a Reading Process |
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261 | (1) |
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Looking for Typical Trouble Spots in the Final Draft |
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261 | (1) |
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An Overview of Proofreading Techniques |
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261 | (5) |
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Proofreading for Coherence: Does It All Fit Together? |
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261 | (1) |
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Tools and Techniques for Locating Specific Errors |
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262 | (1) |
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Combining Proofreading Tools to Locate Your Own Errors |
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262 | (1) |
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Examples of Errors Corrected in Proofreading |
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262 | (4) |
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266 | (3) |
| Part Three Essay Options |
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269 | (88) |
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14 Writing For Evaluation |
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270 | (12) |
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Modifying the Process to Meet Your Needs |
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270 | (2) |
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Modifying the Process to Match Your Task |
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272 | (2) |
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Modifying the Process for Essay Exams |
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274 | (4) |
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Prewriting for Essay Exams |
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274 | (2) |
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Drafting the In-Class Essay |
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276 | (1) |
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Revising, Editing, and Proofreading: Readability vs. Neatness |
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276 | (2) |
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278 | (4) |
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What Do All Portfolios Have in Common? |
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278 | (1) |
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279 | (3) |
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15 Writing in the Expository Modes |
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282 | (21) |
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282 | (2) |
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282 | (1) |
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282 | (1) |
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283 | (1) |
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284 | (3) |
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285 | (1) |
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285 | (1) |
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286 | (1) |
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287 | (3) |
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287 | (1) |
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288 | (1) |
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289 | (1) |
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290 | (3) |
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290 | (1) |
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291 | (1) |
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292 | (1) |
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293 | (3) |
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293 | (1) |
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293 | (1) |
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294 | (2) |
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296 | (2) |
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296 | (1) |
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296 | (1) |
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297 | (1) |
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298 | (2) |
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298 | (1) |
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298 | (1) |
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299 | (1) |
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300 | (3) |
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300 | (1) |
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300 | (1) |
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301 | (2) |
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16 Writing in the Argument and Persuasive Modes |
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303 | (7) |
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303 | (3) |
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303 | (1) |
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304 | (1) |
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305 | (1) |
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306 | (2) |
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306 | (1) |
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306 | (1) |
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307 | (1) |
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308 | (2) |
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17 Writing About Literature |
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310 | (18) |
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310 | (1) |
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310 | (8) |
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Prepare to Read and Survey |
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311 | (1) |
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Read Actively and Form Interpretations |
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312 | (1) |
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Develop an Interpretation |
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313 | (4) |
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317 | (1) |
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Developing a Writing Topic |
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318 | (1) |
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319 | (2) |
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321 | (2) |
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323 | (2) |
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325 | (3) |
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328 | (29) |
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Conducting Secondary Research |
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328 | (6) |
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329 | (1) |
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329 | (1) |
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330 | (3) |
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333 | (1) |
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Collecting Information During Research |
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334 | (1) |
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335 | (5) |
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335 | (2) |
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337 | (3) |
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340 | (4) |
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340 | (2) |
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342 | (2) |
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Conducting Primary Research |
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344 | (6) |
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Advantages to Primary Research |
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344 | (1) |
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Disadvantages to Primary Research |
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345 | (1) |
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345 | (2) |
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347 | (1) |
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348 | (2) |
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Selecting Material to Use in Your Writing |
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350 | (1) |
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350 | (2) |
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352 | (2) |
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Documentation Punctuation Exercises |
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354 | (3) |
| Part Four Working on Sentences |
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357 | (62) |
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19 A Handbook for Writing Correct Sentences |
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358 | (61) |
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358 | (1) |
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359 | (5) |
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360 | (1) |
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361 | (1) |
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1.3 More Complicated Verbs and Subjects |
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361 | (3) |
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1.4 Recognizing Prepositional Phrases |
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364 | (1) |
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364 | (8) |
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365 | (3) |
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2.2 Run-on Sentences, Comma Splices, and Fused Sentences |
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368 | (3) |
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2.3 Distinguishing Fragments and Run-ons |
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371 | (1) |
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372 | (11) |
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3.1 Noun Endings: Plurals and Apostrophes |
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373 | (3) |
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376 | (7) |
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383 | (3) |
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4.1 Subject-Verb Agreement |
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383 | (2) |
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385 | (1) |
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386 | (7) |
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5.1 Choosing the Right Word |
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386 | (2) |
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5.2 Writing Clear Sentences |
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388 | (3) |
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391 | (1) |
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5.4 Direct and Indirect Quotes and Paraphrasing |
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391 | (2) |
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393 | (1) |
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6. Frequently Used Punctuation and Styling Marks |
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393 | (11) |
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393 | (3) |
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396 | (1) |
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397 | (1) |
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398 | (1) |
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399 | (5) |
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7. English as a Second Language (ESL) |
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404 | (16) |
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404 | (1) |
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405 | (5) |
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410 | (9) |
| Part Five Essays and Readings |
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419 | (126) |
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20 Essays by Student Writers |
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420 | (16) |
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"Rituals ... for the Love of a Parent" by Keenan Johnson |
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420 | (1) |
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"Rituals: A Way of Life" by J.P. Myers |
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421 | (2) |
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"The Woman Chain: A Reflection of Women's Roles" by Meg Christmas |
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423 | (3) |
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"Single Parents' Adversities" by Larry Evans |
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426 | (1) |
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"Give the Needy a Break" by Rodelt S. Johnson |
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427 | (2) |
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"The Single Female Families" by Benjamin W. Munden, Sr. |
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429 | (1) |
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Capital Punishment" by Lois Johnson |
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430 | (2) |
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"Exposure of Public Executions" by Jane Smith |
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432 | (1) |
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"A Cry of Grief, or a Cry of Relief?" by Marilyn Mallory |
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433 | (3) |
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21 Readings by Professional Writers |
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436 | (109) |
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"Daddy Tucked the Blanket" by Randall Williams |
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436 | (4) |
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"Punished for the Sins of the Children" by John Leo |
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440 | (3) |
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"I, Too, Am a Good Parent" by Dorsett Bennett |
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443 | (3) |
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"Fingers" by Margaret Visser |
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446 | (5) |
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"Where Have All the Parents Gone?" by Barbara Dafoe Whitehead |
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451 | (7) |
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"The Struggle to Be an All-American Girl" by Elizabeth Wong |
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458 | (3) |
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"A Prison Education" by Malcolm X |
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461 | (3) |
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"The Sanctuary of School" by Lynda Barry |
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464 | (4) |
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"Lives on the Boundary" by Mike Rose |
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468 | (4) |
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"Thinking in Pictures" by Temple Grandin |
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472 | (4) |
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"How Good Are Your Opinions?" by Vincent Ryan Ruggiero |
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476 | (6) |
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482 | (2) |
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"Every Choice Has Its Consequences-Or at Least It Should" by Cindi Ross Scoppe |
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484 | (3) |
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"Is a Tree Worth a Life?" by Sally Thane Christensen |
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487 | (3) |
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"Beat on the Brat: The Economics of Spanking" by Steven E. Landsburg |
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490 | (3) |
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493 | (2) |
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"Survivor" by James Scott, as told to Paige Williams |
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495 | (3) |
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"Experiencing Poverty Might Do Us All Good" by Ernest L. Wiggins |
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498 | (2) |
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"Chopsticks" by Guanlong Cao |
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500 | (4) |
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"Champion of the World" by Maya Angelou |
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504 | (4) |
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"The Prisoner Who Wore Glasses" by Bessie Head |
|
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508 | (5) |
|
"Alabanza: In Praise of Local 100" by Martin Espada |
|
|
513 | (3) |
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|
|
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"The Medias Image of Arabs" by Jack G. Shaheen |
|
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516 | (3) |
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"The Bias of Language, The Bias of Pictures" by Neil Postman and Steve Powers |
|
|
519 | (6) |
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"The Myth of the Latin Woman: I Just Met a Girl Named Maria" by Judith Ortiz Cofer |
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525 | (7) |
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"Money for Morality" by Mary Arguelles |
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532 | (3) |
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"On Restoring the Moral Voice: Virtue and Community Pressure" by Amatai Etzioni |
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535 | (7) |
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"Why Nothing Is 'Wrong' Anymore" by Meg Greenfield |
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542 | (3) |
| Answers for Chapter 19 |
|
545 | (14) |
| Glossary |
|
559 | (6) |
| Credits |
|
565 | (4) |
| Index |
|
569 | |
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