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This innovative rhetoric/reader provides an introduction to--and "extensive practice with--"the purposes, forms, and processes of academic reading and writing across the curriculum. It illustrates in detail all the steps in "the entire reading-writing process"--from reading the original source to revising the final draft--for a variety of essay types. Chapter topics include reading academic sources; learning the basic conventions: summarizing, paraphrasing, and quoting; responding to sources; comparing and contrasting sources; composing other types of multiple-source essays; drawing on sources for the argument essay; analysis and evaluation; and writing research papers. The anthology of readings contains a selection of high-interest, easily read thematic sources which treat both sides of timely issues and provocative topics. For students who want to master the basic conventions of academic writing, and effortlessly execute the processes involved.
Table of Contents
Introduction: The Academic Community and Its Conventions.
I. READING AND WRITING CONVENTIONS.
1. Reading Academic Sources. 2. Learning the Basic Conventions: Summarizing, Paraphrasing, and Quoting.
II. WRITING ACADEMIC ESSAYS.
3. Responding to Sources. 4. Comparing and Contrasting Sources. 5. Composing Other Types of Multiple-Source Essays. 6. Drawing on Sources for an Argument Essay. 7. Analysis and Evaluation. 8. Writing Research Papers.
III. READING SELECTIONS.
9. Grades and Learning.
Jerry Farber, A Young Person's Guide to the Grading System. Steven Vogel, Grades and Money. David Rothenberg, Learning in Finland: No Grades, No Criticism. Stephen Goode and Timothy W. Maier, Inflating the Grades.
10. Technology and Society.
Joshua Quittner, Invasion of Privacy. John Leo, When Life Imitates Video. Lee M. Silver, Jennifer and Rachel. Lori B. Andrews, The Sperminator.
11. Tastes in Popular Music.
Dave Berry,Bad Songs. Richard Brookhiser, All Junk, All the Time. David Byrne, I Hate World Music. Michael J Budds, From Fine Romance to Good Rockin'—and Beyond: Look What They've Done to My Song.
12. Euthanasia and Physician-Assisted Suicide.
Anonymous, It's Over, Debbie. Sidney Hook, In Defense of Voluntary Euthanasia. Ernest van den Haag, Make Mine Hemlock. Rand Richards Cooper, The Dignity of Helplessness: What Sort of Society Would Euthanasia Create? Charles Krauthammer, First and Last Do No Harm.
13. Racial Profiling.
Alton Fitzgerald White, Ragtime, My Time. Patricia J. Williams, Road Rage. Jeffrey Goldberg, The Color of Suspicion. David Cole, The Color of Justice.
14. Gender Equity in Sports.
Pat Griffin, Sport: Where Men Are Men and Women Are Trespassers. Douglas T. Putnam, Gender Games; What about Men? Leslie Heywood, Satellite. Walter Olson, Title IX from Outer Space. Don Sobo, Different Stakes: Men's Pursuit of Gender Equity in Sports. Laurie Tarkan, Unequal Opportunity. Craig T. Greenlee, Title IX: Does Help for Women Come at the Expense of African Americans?
Preface TO THE STUDENT When you come to college, you join a new community. It consists of a group of people who share knowledge, beliefs, and values and operate according to a set of agreed norms. The type of writing done in this community is well established, and it follows certain expectations and conventions. In some ways, it is like high-school writing. You will find yourself writing for similar purposes--to respond, compare and contrast, argue, and analyze. But in other ways, college writing is different. College writing assignments often have a greater degree of specificity than high-school assignments. Another important difference is that they require you to engage other writers' texts. When you use textual sources, you are expected to do more than simply report to your audience the set of facts or body of material that you have read. You are expected to alter the reading material so that it fits your own writing purpose. For example, a high-school writing assignment might ask you to write an essay on the causes of the growth of poverty in the United States, whereas a comparable college assignment might ask you to evaluate the views of Lester C. Thurow and Barbara Ehrenreich on the feminization of poverty. The college assignment focuses on a particular feature of poverty and requires you to read, analyze, and perhaps compare the texts of two authors and evaluate their positions. You will have to summarize, paraphrase, and quote the reading materials in your essay, and you will also have to keep in mind that your professor is more interested in your appraisal of Thurow's and Ehrenreich's views than in your explanation of them. Sometimes college students are mystified by academic writing assignments. They find them analytical, abstract, and impersonal and are puzzled by their inability to do well on them.Reading and Writing in the Academic Communityaims to make academic writing assignments accessible. Our goals are to help you attain the habits of mind needed for academic reading and writing and to give you a ready command of the forms, features, and conventions of academic prose. We take you through the reading and writing process, showing you how to tackle assignments in phases: prewriting, drafting, revising, and editing. We also provide you with many helpful models of other students' work. ThroughoutReading and Writing in the Academic Community,our foremost consideration is your purpose for writing academic essays. The book is divided into three parts. Part I, "Reading and Writing Conventions," focuses on your purpose for reading the sources that you will draw on in your essays. Part II, "Writing Academic Essays," is driven by a central question: What do you want to get across to readers in your academic community? At the heart of each essay you write is the particular purpose you want to accomplish. On one occasion you may decide that the best way to get your readers to understand a difficult issue is to compare and contrast two authors' views. Another time your aim is to persuade your readers of your viewpoint. In another paper you may want to analyze and evaluate other writers' views. Whatever your purpose for writing, you can fulfill it more easily if you know how to organize your essay using patterns that reflect your thinking. In each chapter in Parts I and II, we show you how student writers typically arrange texts for various purposes and we guide you through the process of composing essays of your own. Since so much of your college writing will require you to draw on sources, a key ability is critical reading. That is why Part I focuses on the reading process. Chapter 1 offers you a set of powerful strategies for assertive reading and shows you how to apply them to your assignments. Chapter 2 introduces you to three basic conventions of academic writing--summarizing, paraphrasing, and quoting--and provides you with ex