The Writing Context | |
How We Write | |
The Writer | |
The Writer's Purpose | |
The Writer's Role | |
The Reader | |
Individual Readers | |
Extended Readerships | |
The Perceptual World | |
The Discipline | |
Writing Contexts | |
The Writing Process | |
Critical Thinking | |
Avoiding Errors in Critical Thinking | |
Strategies for Enhancing Critical Thinking | |
Prewriting | |
Moving from Topic to Thesis | |
Elements of a Thesis Statement | |
Supporting the Thesis | |
Developing Outlines | |
How to Write an Essay | |
Strategies for Creating a Composing Style | |
Writing the Whole Composition | |
Prewriting | |
Planning | |
First Draft with Revision Notes | |
Revised Draft with Instructor's Annotations | |
Final Draft | |
Writing on a Computer | |
Strategies for Writing on a Computer | |
Collaborative Writing | |
Strategies for Collaborative Writing | |
Writer's Block | |
Strategies for Overcoming Writer's Block | |
Critical Reading | |
Reading Critically | |
Strategies for Critical Reading | |
Cornel WestBlack Political Leadership (annotated essay) | |
Using The Sundance Reader | |
Analyzing Visual Images | |
Photographs, Film, and Video | |
Perspective and Contrast Context | |
Visual Connotations | |
Timing and Duplication Manipulating Images | |
Gender and Cultural Issues | |
Perception and Analysis | |
Strategies for Analyzing Visual Images | |
Narration: Relating Events | |
What Is Narration? | |
The Writer's Purpose | |
Focus | |
Chronology | |
Strategies for Reading Narration | |
Understanding Meaning | |
Evaluating Strategy | |
Appreciating Language | |
Take This Fish and Look at It (annotated essay) | |
A Doctor's Dilemma | |
Champion of the World | |
Ramon "Tianguis" Pe?rez, The Fender-Bender | |
Thirty-Eight Who Saw a Murder and Didn't Call the Police | |
Ebola River | |
The Arrangement | |
Blending the Modes | |
Shooting an Elephant | |
Writing Beyond the Classroom | |
Federal Bureau of Investigation, Interrogation of Lee Harvey Oswald | |
Walter Lord, The Reconstructed Logbook of the Titanic | |
Responding to Images: New Orleans Following Hurricane Katrina, September 2005 | |
Strategies for Writing Narration | |
Suggested Topics for Writing Narration | |
Student Paper, Spare Change | |
Narration Checklist | |
Description: Presenting Impressions | |
What Is Description? | |
Objective and Subjective Description | |
The Language of Description | |
Strategies for Reading Descriptions | |
Understanding Meaning | |
Evaluating Strategy | |
Appreciating Language | |
Jonathan Schell, Letter from Ground Zero (annotated essay) | |
Lansing LamontThe Bomb | |
Truman Capote, Out There | |
Luis Alberto Urrea, Border Story | |
Jos? Antonio Burciaga, My Ecumenical Father | |
Unforgettable Miss Bessie | |
The Way to Rainy Mountain | |
American Islam | |
Blending the Modes | |
Once More to the Lake | |
Writing Beyond the Classroom | |
Hard Rock Caf? Want Ad | |
The Resume of Monica Ramos | |
Responding to Images: Seattle Street Kids with Gun, 1983 | |
Strategies for Writing Description | |
Suggested Topics for Descriptive Writing | |
Student Paper, My Bug | |
Description Checklist | |
Definition: Establishing Meaning | |
What Is Definition? | |
Methods of Definition | |
The Purpose of Definition | |
Definition in Context | |
Strategies for Reading Definitions | |
Understanding Meaning | |
Evaluating Strategy | |
Appreciating Language | |
Dyslexia (annotated essay) | |
Dan Cook, and Cristina Garcia, Spanglish | |
The Company Man | |
The Hoax | |
Needs | |
He Talk Like A White Boy | |
TV Addiction | |
Blending the Modes | |
The EconomistWhat Is Terrorism? | |
Writing Beyond the Classroom: Two Definitions of Depression | |
The Encyclopedia of Psychology, Depression | |
What Is Depression | |
Responding to Images: Anti-Gay Marriage Protest in Boston, 2004 | |
Strategies for Writing Definitions | |
Suggested Topics for Writing Definitions | |
Student Paper, Disneyland Dads | |
Definition Checklist | |
Comparison and Contrast: Indicating Similarities and Differences | |
What Is Comparison and Contrast? | |
The Purposes of Comparison and Contrast | |
Organizing Comparison and Contrast Papers | |
Strategies for Reading Comparison and Contrast | |
Understanding Meaning | |
Evaluating Strategy | |
Appreciating Language | |
Chinese Space, American Space (annotated essay) | |
A Fable for Tomorrow | |
Suzanne Britt Neat People vs. Sloppy People | |
Britt observes that neat people are lazier than sloppy people | |
Bruce Catton, Grant and Lee | |
Maman and America | |
Two Ways to Belong to America | |
Blending the Modes | |
Asians and Hispanics | |
Writing Beyond the Classroom | |
Communication Styles: United States and Taiwan | |
Responding to Images | |
Strategies for Writing Comparison and Contrast | |
Suggested Topics for Comparison and Contrast Writing | |
Student Paper, Parallel States: Israel and Ireland | |
Comparison and Contrast Checklist | |
Analysis: Making Evaluations | |
What Is Analysis? | |
Subjective and Objective Analysis | |
Detailed Observation | |
Critical Thinking for Writing Analysis | |
Strategies for Reading Analysis | |
Understanding Meaning | |
Evaluating Strategy | |
Appreciating Language | |
Judy Brady, Why I Want a Wife (annotated essay) | |
Kathleen Deveny with Raina Kelley, Girls Gone Wild: What Are Celebs Teaching Kids? | |
Walter Benn Michaels, The Trouble With Diversity | |
Benjamin Radford, How Television Distorts Reality | |
Darrell Huff, How to Lie with Statistics | |
Who's Listening to Your Cell Phone Calls? | |
The Tyranny of Imagery | |
Blending the Modes | |
Philip Gourevitch, What They Saw at the Holocaust Museum | |
Writing Beyond the Classroom | |
Surreptitious Recording of Suspects' Conversations | |
Responding to Images: Paris Hilton Arrives at Teen Choice Awards, 2004 | |
Strategies for Writing Analysis | |
Suggested Topics for Writing Analysis | |
Student Paper, Endless War | |
Analysis Checklist | |
Division and Classification: Separating Into Parts and Rating Categories | |
What Are Division and Classification? | |
Division | |
Critical Thinking for Writing Division | |
Classification | |
Critical Thinking for Writing Classification | |
Strategies for Reading Division and Classification | |
Understanding Meaning | |
Evaluating Strategy | |
Appreciating Language | |
Russell Baker, The Plot Against People (annotated essay) | |
Good Friends--and Such Good Friends | |
Three Ways of Meeting Oppression | |
Four Kinds of Chance | |
Three Kinds of Discipline tephanie Ericsson | |
The Ways We Lie | |
The Seven Deadly Sins of Students | |
Blending the Modes | |
Northrop Frye, Our Three Languages | |
Writing Beyond the Classroom | |
Black's Law Dictionary, Homicide | |
Motion Picture Association of America, Parents: Stay Ahead of the Curve! Responding to Images: Symbols of Three Faiths | |
Strategies for Division and Classification Writing | |
Suggested Topics for Division and Classification Writing | |
Student Paper, Hispanics on Campus | |
Division and Classification Checklist | |
Process: Explaining How Things Work and Giving Directions | |
What Is Process? | |
Explaining How Things Work | |
Critical Thinking for Writing Explanations | |
Giving Directions | |
Critical Thinking for Writing Directions | |
Strategies for Reading Process | |
Understanding Meaning | |
Evaluating Strategy | |
Appreciating Language | |
How to Mark a Book (annotated essay) | |
How to Write a Letter | |
Fender Benders: Legal Do's and Don't's | |
How Our Skins Got Their Color | |
Don't Let "Phishers" Steal from You | |
Resumes That Rate a Second Look | |
Seeing Your Way Past Interview Jitters | |
Evaluating a Job Opportunity | |
Blending the Modes | |
My First Conk | |
Writing Beyond the Classroom | |
Cleaning Battery Terminals | |
Responding to Images: Election Day | |
Strategies for Process Writing | |
Suggested Topics for Process Writing | |
Student Paper, Securing Your Home | |
Process Checklist | |
cause and Effect: Determining Reasons and Predicting Results | |
What Is Cause and Effect? | |
Deduction and Induction | |
Establishing Causes | |
Predicting Results | |
Critical Thinking for Cause-and-Effect Writing | |
Strategies for Reading Cause and Effect | |
Understanding Meaning | |
Evaluating Strategy | |
Appreciating Language | |
The Effects of the Telephone (annotated essay) | |
Why Schools Don't Educate | |
Katha Pollitt Why Boys Don't Play With Dolls | |
Refuse to Live in Fear | |
Who Killed Benny Paret | |
Blending the Modes | |
Black Men and Public Space | |
Opposing Viewpoints: The "Abuse Excuse." | |
The "Abuse Excuse" Is Detrimental to the Justice System | |
The Abuse Defense Balances the Justice System | |
Writing Beyond the Classroom | |
The Declaration of Independence | |
Solving Printer Operation Problems | |
Responding to Images: Starbucks Caf?, Kuwait | |
Strategies for Cause-and-Effect Writing | |
Suggested Topics for Cause-and-Effect Writing | |
Student Paper, Why They Hate Us | |
Cause-and-Effect Checklist | |
argument and Persuasion: Influencing Readers | |
What Is Argument and Persuasion? | |
Persuasive Appeals | |
Appealing to Hostile Readers | |
Critical Thinking for Writing Argument and Persuasion | |
Strategies for Reading Argument and Persuasion | |
Understanding Meaning | |
Evaluating Strategy | |
Appreciating Language | |
Anna Quindlen, Uncle Sam and Aunt Samantha: It's Simple Fairness: Women as Well as Men Should Be Required to Register for the Draft (annotated essay) | |
Blending the Modes | |
In Praise of the "F" Word | |
Opposing Viewpoints: Capital Punishment | |
Death and Justice: How Capital Punishment Affirms Life | |
Why I Changed My Mind on the Death Penalty | |
Opposing Viewpoints: Granting Legal Status to Illegal Immigrants | |
Illegal Immigrant Workers Should be Granted Legal Status | |
Illegal Immigrants Should Not be Granted Legal Status | |
Opposing Viewpoints: Ethnic Identity | |
Hyphenated Americans | |
Still Hyphenated Americans | |
Writing Beyond the Classroom | |
Letter to President RooseveltAugust 2, 193 | |
Covenant House Needs Your Help Covenant House | |
Responding to Images: Sign Warning Drivers of Illegal Immigrants | |
Strategies for Writing Argument and Persuasion | |
Suggested Topics for Writing Argument and Persuasion | |
Student Paper, Why a Black Student Union? | |
Argument and Persuasion Checklist | |
Appendix: Writer's Guide to Documenting Sources | |
What Is Documentation? | |
Why Document Sources? | |
When to Document | |
What Not to Document | |
What to Document | |
Evaluating Internet Sources Checklist | |
Using Quotations | |
Using Paraphrases | |
Using MLA Documentation | |
Building a Works Cited List | |
In-text Citations | |
Sources and Sample Documented Essay | |
Using APA Documentation | |
Building a Reference List | |
In-text Citations | |
Strategies for Avoiding Common Documentation Problems | |
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