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With a concrete, accessible approach to teaching writing with a purpose, Joining the Conversation helps your students become active participants in the exchange of ideas—with their peers, in academic communities, and in the world. Every chapter integrates advice about using technology that will help students build on the digital skills and genre awareness they already have in order to read, write, research, and respond in academic conversations. New e-Pages feature engaging selections in a range of academic and public genres, from literacy narratives and blogs to infographics and online reviews, bringing to life some of the topics students care about most. Choose Joining the Conversation with a new handbook section written by The Atlantic’s Barbara Wallraff, or add a Bedford Select e-Book to Go for even more readings. As accessible and student-friendly as the successful first edition, Joining the Conversation helps student writers gain a better understanding of—and confidence in—their own writing processes.
Mike Palmquist is an Associate Vice Provost for Learning and Teaching at Colorado State University and the Director of CSU’s Institute for Learning and Teaching. A professor of English and University Distinguished Teaching Scholar, he is recognized nationally for his work in computer-supported writing instruction and, in particular, in designing Web-based instructional materials to support writing. His most recent Web-based projects are Writing@CSU (http://writing.colostate.edu), an open-access, educational Web site for writers and writing instructors, and the WAC Clearinghouse (http://wac.colostate.edu), the leading site for communication across the curriculum. He is the author of numerous articles and essays on writing and teaching with technology and writing across the curriculum. In 2004, he received the Charles Moran Award for Distinguished Contributions to the Field, which recognizes "exemplary scholarship and professional service to the field of computers and writing." In 2006, the CCCC Committee on Computers in Composition and Composition named him Outstanding Technology Innovator. He currently serves on the Executive Committee of the National Council of Teachers of English and as chair of the NCTE’s College Section. He is the author of Joining the Conversation: Writing in College and Beyond (Bedford/St. Martin’s, 2010); The Bedford Researcher, Third Edition (Bedford/St. Martin’s, 2009); and Designing Writing: A Practical Guide (Bedford/St. Martin’s, 2005).
Table of Contents
Palmquist / Joining the Conversation 2eTable of Contents Part 1: Joining a Conversation Chapter 1: Making Connections Why think of writing as conversation? What should I know about writing situations? What should I know about genre and design? Chapter 2: Finding and Listening in on ConversationsHow can I analyze an assignment? How can I find interesting conversations? How can I "listen in" on written conversations? How can I prepare for a successful writing project? Chapter 3: Reading to Write How can I read critically? What strategies can I use to read actively? How can I take notes? How can I evaluate sources? How can I read like a writer? Chapter 4: Reviewing and Collaborating How can collaborative activities improve my writing? How can I use peer review to improve my writing? How can I conduct an effective peer review? What resources can I draw on as I review and collaborate? Part 2: Contributing to a Conversation Chapter 5: Writing to ReflectGenres in Conversation: Reflective Writing What is writing to reflect? The Writer’s Role: Observer What kinds of documents are used to share reflections? Reflective essays: Cheryl Strayed, What Kind of Woman Are You? Humor: David Sedaris, Keeping Up Photo essays : James Mollison, Where Children Sleep e-PagesLiteracy narratives: Salvatore Scibona, Where I Learned to Read [e-Page]Memoirs: Firoozeh Dumas, Waterloo [e-Page]Audio essays: Elvia Bautista, Remembering All the Boys [e-Page]How can I write a reflective essay? Student Essay: Mi Famiglia, by Caitlin Guariglia Project Ideas Chapter 6: Writing to Inform Genres in Conversation: Informative Writing What is writing to inform? The Writer’s Role: Reporter What kinds of documents are used to inform? Informative essays: George Chauncey, The Legacy of Antigay Discrimination Infographics: AVG.com, The History of the Internet Profiles: Colorado State Programs & People, Animal Welfare and Autism Champione-PagesWeb sites: The Centers for Disease Control, Concussion in Sports [e-Page]Brochures: FEMA, Preparing Your Pets for Emergencies Makes Sense [e-Page]Maps: The World Bank, World DataBank [e-Page]How can I write an informative essay? Student Essay: To Spray or Not to Spray: The Issue of DDT Use for Indoor Residual Spraying, by Ellen Page Project Ideas Chapter 7: Writing to AnalyzeGenres in Conversation: Analytical Writing What is writing to analyze? The Writer’s Role: InterpreterWhat kinds of documents are used to present an analysis? Magazine articles: Sito Negron, Baghdad, Mexico Rhetorical analyses: Brooke Gladstone, The Goldilocks Number Analytical blog posts: Nick Bilton, Disruptions: Digital Era Redefining Etiquette e-PagesNews analyses: Chicago Tribute, The Drone Future [e-Page]Documentary films: Adriana Barbaro and Jeremy Earp, Consuming Kids: The Commercialization of Childhood [e-Page]Analytical essays: Marlene Zuk, Misguided Nostalgia for Our Paleo Past [e-Page]How can I write an analytical essay? Student Essay: Living (and Dying) Large, by Ali Bizzul Project Ideas Chapter 8: Writing to Evaluate Genres in Conversation: Evaluative Writing What is writing to evaluate? The Writer’s Role: EvaluatorWhat kinds of documents are used to share evaluations? Evaluative essays: Christina Hoff Sommers and Sally Satel, Emotional Correctness Media reviews: Lindsay Zoladz, Review of Thao and the Get Down Stay Down, We the Common Food reviews: Steve Garbarino, The Crescent City’s Greatest Po’Boys e-PagesProgress reports: LIFT, LIFT Impact Report [e-Page]Comparison tools: U.S. Department of Education’s College Affordability and Transparency Center, College Scorecard [e-Page]Ratings Web sites: EnviroMedia Social Marketing & the University of Oregon, Greenwashing Index [e-Page]How can I write an evaluative essay? Student Essay: Making Better Choices: Two Approaches to Reducing College Drinking, by Dwight Haynes Project Ideas Chapter 9: Writing to Solve Problems Genres in Conversation: Problem-Solving Writing What is writing to solve problems? The Writer’s Role: Problem Solver What kinds of documents are used to solve problems? 00Problem-solving essays: Richard H. Thaler and Cass R. Sunstein, How to Make Lazy People Do the Right Thing Proposals: Dan Hughes, Proposal for Skateparks under Bridges News features: Jody Greenstone Miller, How to Get More Working Women to the Top e-PagesGuest editorials: Jim Trainum, Get it on Tape [e-Page]Advice: Atul Gawande, Suggestions on Becoming a Positive Deviant [e-Page] Audio reports: Cynthia Graber, FareStart [e-Page]How can I write a problem-solving essay? Student Essay: Death, Taxes, and College Tuition, by Jennie Tillson Project Ideas Chapter 10: Writing to Convince or Persuade Genres in Conversation: Argumentative Writing What is writing to convince or persuade? The Writer’s Role: Advocate What kinds of documents are used to convince or persuade? Argumentative essays: Anu Partenen, What Americans Keep Ignoring about Finland’s School Success Advertisements: Men Can Stop Rape, Where Do You Stand? Point/Counterpoint Editorials: Alexandra Le Tellier, Judge Stops NYC Soda Ban, But Don’t Celebrate ; Karin Klein, Soda’s a Problem, But Bloomberg Doesn’t Have the Solution e-PagesSpeeches: Michelle Obama, Who Are You Going to Be? [e-Page]Opinion column: Cyrus Habib, Show Us the Money Open Letters: SPARK Movement, Our Letter to LEGO [e-Page]How can I write an argumentative essay? Student Essay: A Different Vision for Online Gaming, by Vince Reid Project Ideas Part 3: Working with Sources Chapter 11: Beginning Your SearchHow should I focus my search for sources? How can I develop a search plan? How can I keep track of my sources? How can I create a bibliography? Chapter 12: Locating SourcesHow can I locate sources using electronic resources? How can I locate sources using print resources? How can I gather information using field research? Chapter 13: Avoiding PlagiarismWhat is plagiarism? What are research ethics? How can I avoid plagiarism? What should I do if I’m accused of plagiarism? Part 4: Crafting and Polishing Your Contribution Chapter 14: Developing a Thesis Statement How can I choose a main point? How can I draft my thesis statement? How can I support my thesis statement? Chapter 15: OrganizingHow can I choose an organizing pattern? How can I arrange my argument? How can I create an outline? Chapter 16: Drafting and DesigningHow can I use my outline to begin drafting? How can I draft an effective document? How can I draft my introduction? How can I draft my conclusion? How can I help my readers follow my argument? How can I design my document? What should I consider as I design an academic essay? Chapter 17: Working with Genres How can I choose the right genre? How can I write an article? How can I create a multimodal essay? How can I create a Web page?Chapter 18: Presenting Your Work How can I make an oral presentation? How can I create a multimedia presentation? How can I work on group presentations? How can I develop a portfolio? e-Pages Gallery of presentationsChapter 19: Using Sources Effectively How can I use sources to accomplish my purposes as a writer? How can I integrate sources into my draft? How can I ensure I’ve avoided plagiarism? How should I document my sources? Chapter 20: Revising and EditingWhat should I focus on when I revise? What strategies can I use to revise? What should I focus on when I edit? What strategies can I use to edit? Part 5. Documenting Your Sources Chapter 21: The MLA Documentation System How do I cite sources within the text of my document? How do I prepare the list of works cited? Chapter 22: The APA Documentation System How do I cite sources within the text of my document? How do I prepare the reference list? Part 6: Handbook Chapter 23: Style: Write Confidently Write clear, logical sentences Choose language that will earn you respect Choose concise, lively phrasing Chapter 24: Grammar: Write SkillfullyMake verbs work for you Write in complete sentences, not fragments Avoid run-ons and comma splices Use pronouns to help, not confuse, readers Use adjectives and adverbs wisely Chapter 25: Punctuation and Mechanics: Give Your Readers DirectionUse commas to keep your sentences readable Use periods, question marks, and exclamation points correctly Use quotation marks when you borrow words Use apostrophes in contractions and possessives of nouns Use colons to point at what comes next Use semicolons between equivalent elements Use other punctuation in specific situations
Use sentence mechanics to convey information