The Allyn & Bacon Guide To Writing

by Ramage, John D.; Bean, John C.; Johnson, June

• ISBN13: 9780321291509
• ISBN10: 0321291506
• Additional ISBN(s): 9780205598748, 9780321236357
• Edition: 4th
• Format: Hardcover
• Copyright: 2009-01-01
• Publisher: Longman
• More Book Details
• Purchase Benefits

Summary

The most successful college rhetoric published in over a decade, The Allyn & Bacon Guide to Writing offers the most progressive and teachable introduction now available to academic and personal writing. The four-color guide offers engaging instruction in rhetoric and composition, a flexible sequence of comprehensive writing assignments, numerous examples of student and professional writing, and thorough guides to research and editing. Solidly grounded in current theory and research, yet eminently practical and teachable, The Allyn & Bacon Guide to Writing has set the new standard for first-year composition courses in writing, reading, critical thinking, and inquiry.

Table of Contents

Writing Projects	xxv
Thematic Contents	xxvii
Preface	xxxv
PART ONE A Rhetoric for College Writers	2	(92)
Posing Problems: The Demands of College Writing	5	(22)
Why Take a Writing Course?	6	(1)
Subject-Matter Problems: The Starting Point of Writing	7	(8)
Shared Problems Unite Writers and Readers	7	(1)
Posing a Problem: A Case Study of a Beginning College Writer	8	(1)
Posing Your Own Subject-Matter Questions	9	(2)
Characteristics of Good Subject-Matter Questions	11	(4)
Rhetorical Problems: Reaching Readers Effectively	15	(1)
An Example of a Rhetorical Problem: When to Choose Closed Versus Open Forms	16	(6)
Readings	17	(1)
David Rockwood, ``A Letter to the Editor''	17	(1)
Thomas Merton, ``A Festival of Rain''	18	(1)
Distinctions between Closed and Open Forms of Writing	19	(1)
Where to Place Your Writing along the Continuum	20	(2)
Chapter Summary	22	(5)
Brief Writing Project	22	(1)
Readings	23	(1)
Noel Gaudette (student), ``Questions about Genetically Modified Foods''	23	(1)
Brittany Tinker (student), ``Can the World Sustain an American Standard of Living?''	23	(1)
Showing Why Your Question Is Problematic and Significant (Option 2)	24	(2)
Planning Your Essay	26	(1)
Exploring Problems, Making Claims	27	(20)
What Does a Professor Want?	28	(2)
Learning to Wallow in Complexity	28	(2)
Seeing Each Academic Discipline as a Field of Inquiry and Argument	30	(1)
Posing an Engaging Question	30	(4)
How a Prototypical Introduction Poses a Question and Proposes an Answer	32	(2)
Seeking a Surprising Thesis	34	(4)
Try to Change Your Reader's View of Your Subject	35	(1)
Give Your Thesis Tension	36	(2)
Supporting Your Thesis with Points and Particulars	38	(3)
How Points Convert Information to Meaning	39	(1)
How Removing Particulars Creates a Summary	40	(1)
How to Use Points and Particulars When You Revise	41	(1)
Chapter Summary	41	(6)
Brief Writing Project	41	(1)
Playing the Believing and Doubting Game	42	(1)
Reading	42	(1)
Anonymous (student), ``Believing and Doubting Paul Theroux's Negative View of Sports''	43	(1)
Option 1: Energy Issues	44	(2)
Option 2: Other Issues	46	(1)
Thinking Rhetorically about Purpose, Audience, and Genre	47	(26)
How Writers Think about Purpose	48	(4)
Purpose as Rhetorical Aim	48	(1)
Purpose as a Response to a Motivating Occasion	48	(3)
Purpose as a Desire to Change Your Reader's View	51	(1)
How Writers Think about Audience	52	(2)
Assessing Your Audience	53	(1)
How Writers Think about Genre	54	(2)
Rhetorical Context and Your Choices about Structure	56	(1)
Rhetorical Context and Your Choices about Style	57	(3)
Factors That Affect Style	57	(1)
Recognizing Different Styles and Voices	57	(3)
Rhetorical Context and Your Choices along the Scale of Abstraction	60	(2)
Rhetorical Context and Your Choices about Document Design	62	(7)
Key Components of Document Design	63	(2)
Examples of Different Document Designs	65	(4)
A Generic Rhetorical Context for College Writing	69	(1)
What Do We Mean by a ``Default'' or ``Generic'' Rhetorical Context?	69	(1)
Assignments That Specify Different Rhetorical Contexts	70	(1)
Chapter Summary	70	(3)
Brief Writing Project	70	(3)
Thinking Rhetorically about How Messages Persuade	73	(21)
A Brief Introduction to Rhetorical Theory	74	(4)
Rhetoric and Symbolic Action	75	(1)
Inducing Cooperation: Rhetoric as Inquiry and Persuasion	76	(2)
Persuasion and Power	78	(1)
The Appeals to Logos, Ethos, and Pathos	78	(2)
Angle of Vision	80	(5)
Recognizing the Angle of Vision in a Text	80	(4)
Analyzing Angle of Vision	84	(1)
Thinking Rhetorically about Any Cultural ``Text''	85	(5)
Visual Rhetoric	85	(3)
The Rhetoric of Clothing and Other Consumer Items	88	(2)
Chapter Summary	90	(4)
Brief Writing Project	91	(1)
Background and Readings	91	(3)
PART TWO Writing Projects	94	(410)
WRITING TO LEARN
Seeing Rhetorically: The Writer as Observer	97	(20)
About Seeing Rhetorically	97	(1)
Exploring Rhetorical Observation	97	(5)
Exhibit 1: Web Page of the Arctic Power Advocacy Group	98	(1)
Exhibit 2: Photograph from a Pro-Environment Newspaper Op Ed Piece	99	(1)
Exhibit 3: Photograph Juxtaposing Alaskan Wildlife and Industry	99	(1)
Exhibit 4: Photograph and Description on the Arctic Power Web Site	100	(1)
Exhibit 5: Excerpt from a Newspaper Feature Article	100	(1)
Analyzing the Exhibits	101	(1)
Writing Project	101	(1)
Understanding Observational Writing	102	(8)
Considering the Factors That Shape Perception	103	(2)
Conducting a Simple Rhetorical Analysis	105	(3)
Readings	108	(1)
``Clash on the Congo: Two Eye Witness Accounts''	108	(2)
Composing Your Essay	110	(5)
Exploring Rationales and Details for Your Two Descriptions	110	(1)
Generating Details	111	(1)
Shaping and Drafting Your Two Descriptions	111	(1)
Using Show Words Rather than Tell Words	112	(1)
Revising Your Two Descriptions	113	(1)
Generating and Exploring Ideas for Your Self-Reflection	114	(1)
Guidelines for Peer Reviews	115	(2)
Reading Rhetorically: The Writer as Strong Reader	117	(50)
About Reading Rhetorically	117	(1)
Exploring Rhetorical Reading	117	(5)
Reading	118	(1)
Andres Martin, ``On Teenagers and Tattoos''	118	(4)
Writing Project	122	(1)
Understanding Rhetorical Reading	122	(4)
What Makes College-Level Reading Difficult?	123	(1)
Using the Reading Strategies of Experts	124	(1)
Reading With the Grain and Against the Grain	125	(1)
Understanding Summary Writing	126	(5)
Reading for Structure and Content	126	(5)
Understanding Strong Response Writing	131	(31)
Kinds of Strong Responses	131	(1)
Student Example of a Summary/Strong Response Essay: Sean Barry, ``Why Do Teenagers Get Tattoos? A Response to Andres Martin''	132	(2)
Questions for Analyzing and Critiquing a Text	134	(3)
Questions for Analyzing and Critiquing a Visual-Verbal Text	137	(2)
Questions for Developing Your Own Views about the Text's Subject Matter	139	(2)
Rereading Strategies to Stimulate Thinking for a Strong Response	141	(3)
Readings	144	(1)
Florence King, ``I'd Rather Smoke than Kiss''	144	(6)
Lyndon Haviland, ``A Silence That Kills''	150	(4)
Gasp Consultancy, Ltd., ``Steps to Stopping Smoking''	154	(2)
Adbusters.org, ``Welcome to Malboro Country''	156	(1)
Edward Abbey, ``The Damnation of a Canyon''	157	(4)
Friends of Lake Powell, Home Page	161	(1)
Composing Your Summary/Strong Response Essay	162	(3)
Generating and Exploring Ideas for Your Summary	162	(1)
Shaping, Drafting, and Revising Your Summary	162	(1)
Generating and Exploring Ideas for Your Strong Response	163	(1)
Writing a Thesis for a Strong Response Essay	164	(1)
Revising Your Strong Response	164	(1)
Guidelines for Peer Reviews	165	(2)
WRITING TO EXPRESS
Writing an Autobiographical Narrative	167	(24)
About Autobiographical Narrative	167	(1)
Exploring Autobiographical Narrative	168	(2)
Writing Project	169	(1)
Understanding Autobiographical Writing	170	(16)
Autobiographical Tension: The Opposition of Contraries	170	(1)
Using the Elements of Literary Narrative to Generate Ideas	170	(6)
Readings	176	(1)
Kris Saknussemm, ``Phantom Limb Pain''	176	(2)
Patrick Jose (student), ``No Cats in America?''	178	(3)
Anonymous (student), ``Masks''	181	(3)
Sheila Madden, ``Letting Go of Bart''	184	(2)
Composing Your Essay	186	(3)
Generating and Exploring Ideas	187	(1)
Shaping and Drafting	188	(1)
Revising	188	(1)
Guidelines for Peer Reviews	189	(2)
WRITING TO EXPLORE
Writing an Exploratory Essay	191	(28)
About Exploratory Writing	191	(1)
Exploring Exploratory Writing	192	(2)
Writing Project	194	(1)
Understanding Exploratory Writing	194	(15)
The Essence of Exploratory Prose: Considering Multiple Solutions	195	(2)
Readings	197	(1)
Christopher Leigh (student), ``An Exploration of How to Prevent Violence in Schools''	197	(5)
Dylan Fujitani (student), ``Hired Guns: Uncovering the Nature of Private Militaries in the Iraq War''	202	(7)
Composing Your Exploratory Essay	209	(7)
Generating and Exploring Ideas	209	(3)
Continuing with Research and Dialectic Thinking	212	(1)
Shaping and Drafting	213	(2)
Revising	215	(1)
Guidelines for Peer Reviews	216	(3)
WRITING TO INFORM
Writing an Informative (and Surprising) Essay	219	(28)
About Informative (and Surprising) Writing	219	(2)
Informative Writing and the Audience's Reasons for Reading	219	(1)
The Rhetorical Power of ``Surprising Reversal''	220	(1)
Exploring Informative (and Surprising) Writing	221	(4)
Readings	221	(1)
EnchantedLearning.com, ``Tarantulas''	221	(1)
Rod Crawford, ``Myths about `Dangerous' Spiders''	222	(2)
Writing Project	224	(1)
Understanding Informative (and Surprising) Writing	225	(14)
Informative Reports	225	(1)
Informative Writing Using Surprising Reversal	226	(2)
Readings	228	(1)
New York Times, ``Growing More Oil Dependent, One Vehicle at a Time''	228	(2)
Kerri Ann Matsumoto (student), ``How Much Does It Cost to Go Organic?''	230	(1)
Cheryl Carp (student), ``Behind Stone Walls''	231	(2)
Shannon King (student), ``How Clean and Green Are Fuel-Cell Cars?''	233	(3)
Jonathan Rauch, ``Coming to America''	236	(3)
Composing Your Essay---Option A, Informative Report	239	(1)
Generating and Exploring Ideas	239	(1)
Shaping and Drafting	239	(1)
Revising	240	(1)
Composing Your Essay---Option B, Informative Writing Using Surprising Reversal	240	(4)
Generating and Exploring Ideas	241	(1)
Shaping and Drafting	242	(2)
Revising	244	(1)
Guidelines for Peer Reviews	244	(3)
WRITING TO ANALYZE AND SYNTHESIZE
Analyzing Field Research Data from Observation, Interviews, or Questionnaires	247	(46)
About Analyzing Field Research Data	247	(1)
Exploring the Analysis of Field Research Data	247	(2)
Writing Project	248	(1)
Understanding the Analysis of Field Research Data	249	(41)
The Structure of an Empirical Research Report	249	(2)
How Readers Typically Read a Research Report	251	(1)
Posing Your Research Question	252	(3)
Collecting Data Through Observation, Interviews, or Questionnaires	255	(6)
Reporting Your Results in Words and Graphics	261	(4)
Analyzing Your Results	265	(4)
Following Ethical Standards	269	(1)
Readings	270	(1)
Gina Escamilla, Angie L. Cradock, and Ichiro Kawachi, ``Women and Smoking in Hollywood Movies: A Content Analysis''	271	(6)
Brittany Tinker, Trevor Tsuchikawa, and Tatiana Whizar (students), ``Energy Literacy: A Comparative Study of Seattle University Students Against a National Sample'' (APA-Style Research Paper)	277	(13)
Composing Your Research Report	290	(1)
Writing in Teams	290	(1)
Guidelines for Peer Reviews	290	(3)
Analyzing Images	293	(34)
About Analyzing Images	293	(2)
Exploring Image Analysis	295	(2)
Writing Project	296	(1)
Understanding Image Analysis	297	(27)
How Images Create a Rhetorical Effect	297	(6)
How to Analyze an Advertisement	303	(1)
How Advertisers Target Specific Audiences	304	(2)
Sample Analysis of an Advertisement	306	(3)
Cultural Perspectives on Advertisements	309	(6)
Readings	315	(1)
Paul Messaris, from Visual Persuasion: The Role of Images in Advertising	315	(5)
Stephen Bean (student), ``How Cigarette Advertisers Address the Stigma Against Smoking: A Tale of Two Ads''	320	(4)
Composing Your Essay	324	(1)
Generating and Exploring Ideas	324	(1)
Shaping and Drafting	324	(1)
Revising	325	(1)
Guidelines for Peer Reviews	325	(2)
Analyzing a Short Story	327	(30)
About Literary Analysis	327	(1)
Exploring Literary Analysis	328	(3)
Reading	328	(1)
Evelyn Dahl Reed, ``The Medicine Man''	328	(1)
Writing Project	329	(1)
Essay Assignment	330	(1)
Reading Log Assignment	330	(1)
Understanding Literary Analysis	331	(21)
The Truth of Literary Events	331	(1)
Reading the Story	332	(1)
Writing (about) Literature	333	(5)
Readings	338	(1)
Alice Walker, ``Everyday Use (For Your Grandmama)''	338	(7)
David Updike, ``Summer''	345	(4)
Betsy Weiler (student), ``Who Do You Want to Be? Finding Heritage in Walker's `Everyday Use'''	349	(3)
Composing Your Essay	352	(3)
Generating and Exploring Ideas	352	(2)
Shaping and Drafting	354	(1)
Revising	354	(1)
Guidelines for Peer Reviews	355	(2)
Analyzing and Synthesizing Ideas	357	(34)
About the Analysis and Synthesis of Ideas	357	(2)
Exploring the Analysis and Synthesis of Ideas	359	(7)
Readings	359	(1)
John Gallagher, ``Young Entrepreneurs' Disdain for Time Off''	359	(2)
Keith Goetzman, ``The Late, Great Outdoors''	361	(2)
Writing Project	363	(1)
Suggested Ideas for Synthesis Questions and Readings	364	(2)
An Explanation of the Student Examples in This Chapter	366	(1)
Understanding Analysis and Synthesis	366	(20)
The Challenge of Synthesizing Ideas	366	(1)
Understanding Your Texts Through Summary Writing	366	(2)
Examining the Rhetorical Strategies Used in Your Texts	368	(1)
Identifying Main Themes and Examining Similarities and Differences in the Ideas in Your Texts	369	(2)
Moving Toward Your Own Views	371	(1)
Taking Your Position in the Conversation: Your Synthesis	372	(2)
Student Example of a Synthesis Essay: Kate MacAulay, ``Technology's Peril and Potential''	374	(2)
Readings	376	(1)
Ellen Goodman, ``The Big Fat Case Against Big Macs''	377	(1)
Dale Buss, ``Is the Food Industry the Problem or the Solution?''	378	(3)
Marilynn Larkin, ``Can Cities Be Designed to Fight Obesity?''	381	(5)
Composing Your Synthesis Essay	386	(2)
Generating and Exploring Ideas	386	(1)
Shaping and Drafting	386	(1)
Writing a Thesis for a Synthesis Essay	387	(1)
Possible Organizations for Synthesis Essays	387	(1)
Revising	388	(1)
Guidelines for Peer Reviews	388	(3)
WRITING TO PERSUADE
Writing a Classical Argument	391	(56)
About Classical Argument	391	(1)
Exploring Classical Argument	392	(2)
Writing Project	393	(1)
Understanding Classical Argument	394	(46)
Stages of Development: Your Growth as an Arguer	394	(1)
Creating an Argument Frame: A Claim with Reasons	395	(2)
Articulating Reasons	397	(1)
Articulating Unstated Assumptions	398	(2)
Using Evidence Effectively	400	(3)
Addressing Objections and Counterarguments	403	(3)
Responding to Objections, Counterarguments, and Alternative Views Through Refutation or Concession	406	(2)
Appealing to Ethos and Pathos	408	(2)
Some Advanced Considerations	410	(4)
Readings	414	(1)
Ross Taylor (student), ``Paintball: Promoter of Violence or Healthy Fun?''	414	(4)
Clay Bennett, ``Patriots''	418	(1)
John Ashcroft, ``Prepared Remarks of Attorney General Ashcroft at the Federalist Society National Convention''	419	(7)
James Bovard, ``Surveillance State''	426	(7)
Leonard Pitts, Jr., ``Spare the Rod, Spoil the Parenting''	433	(2)
A. J. Chavez (student), ``The Case for (Gay) Marriage''	435	(5)
Composing Your Essay	440	(4)
Generating and Exploring Ideas	440	(2)
Shaping and Drafting	442	(2)
Revising	444	(1)
Guidelines for Peer Reviews	444	(3)
Making an Evaluation	447	(28)
About Evaluative Writing	447	(1)
Exploring Evaluative Writing	448	(2)
Writing Project	449	(1)
Understanding Evaluation Arguments	450	(20)
The Criteria-Match Process of Evaluation Arguments	450	(2)
The Role of Purpose and Context in Determining Criteria	452	(1)
Other Considerations in Establishing Criteria	453	(2)
Using Toulmin's System to Develop Evaluation Arguments	455	(1)
Conducting an Evaluation Argument: An Extended Example of Evaluating a Museum	456	(4)
Readings	460	(1)
Jackie Wyngaard (student), ``EMP: Music History or Music Trivia?''	460	(3)
Diane Helman and Phyllis Bookspan, ``Sesame Street: Brought to You by the Letters M-A-L-E''	463	(2)
Cecily Ballou (student), ``Shanghai Noon Is Not the Same Old West''	465	(5)
Composing Your Essay	470	(2)
Generating and Exploring Ideas	470	(2)
Shaping and Drafting	472	(1)
Revising	472	(1)
Guidelines for Peer Reviews	472	(3)
Proposing a Solution	475	(29)
About Proposal Writing	475	(1)
Exploring Proposal Writing	476	(2)
Writing Project	477	(1)
Understanding Proposal Writing	478	(4)
Special Demands of Proposal Arguments	478	(2)
Developing an Effective Justification Section	480	(2)
Proposal Arguments as Public Affairs Advocacy Advertisements	482	(18)
Understanding the Power of Condensed Advocacy Arguments	482	(2)
Document Design Features of Advocacy Advertisements	484	(1)
Creating an Advocacy Poster, Flyer, Brochure, One-Page Advertisement, or Web Page	485	(1)
Readings	486	(1)
Rebekah Taylor (student), ``A Proposal to Provide Cruelty-Free Products on Campus''	487	(5)
Jennifer Allen, ``The Athlete on the Sidelines''	492	(2)
Dylan Fujitani (student), ``'The Hardest of the Hardcore': Let's Outlaw Hired Guns in Contemporary American Warfare''	494	(6)
Composing Your Essay	500	(2)
Generating and Exploring Ideas	500	(1)
Shaping and Drafting	501	(1)
Revising	502	(1)
Guidelines for Peer Reviews	502	(2)
PART THREE A Guide to Composing and Revising	504	(94)
Writing as a Problem-Solving Process	507	(20)
Understanding How Experts Compose and Revise	508	(2)
A Working Description of the Writing Process	510	(2)
Improving Your Own Writing Processes	512	(7)
Practice the Composing Strategies of Experienced Writers	512	(2)
Explore Ideas through Freewriting, Idea Mapping, and Good Talking	514	(2)
Draft Purposefully	516	(1)
After Drafting, Revise Globally	517	(1)
Recognize Kinds of Changes Typically Made in Drafts	518	(1)
Using Peer Reviews to Stimulate Revision	519	(7)
Becoming a Helpful Reader of Classmates' Drafts	519	(9)
Conducting a Peer Review Workshop	528
Responding to Peer Reviews	525	(1)
Chapter Summary	526	(1)
Composing and Revising Closed-Form Prose	527	(46)
Lesson 1: Understanding Reader Expectations	528	(3)
Unity and Coherence	528	(1)
Old before New	529	(1)
Forecasting and Fulfillment	530	(1)
Lesson 2: Converting Loose Structures into Thesis/Support Structures	531	(4)
And Then Writing, or Chronological Structure	532	(1)
All About Writing, or Encyclopedic Structure	533	(1)
Engfish Writing, or Structure without Surprise	534	(1)
Lesson 3: Planning and Visualizing Your Structure	535	(7)
Use Scratch Outlines Early in the Writing Process	535	(1)
Before Making a Detailed Outline, ``Nutshell'' Your Argument	536	(1)
Articulate a Working Thesis and Main Points	537	(1)
Sketch Your Structure Using an Outline, Tree Diagram, or Flowchart	537	(3)
Let the Structure Evolve	540	(2)
Lesson 4: Writing Effective Titles and Introductions	542	(6)
What Not to Do: The ``Funnel Introduction''	542	(1)
From Old to New: The General Principle of Closed-Form Introductions	542	(2)
Typical Elements of a Closed-Form Introduction	544	(1)
Forecasting the Whole with a Thesis Statement, Purpose Statement, or Blueprint Statement	545	(1)
Writing Effective Titles	546	(2)
Lesson 5: Placing Points before Particulars	548	(4)
Place Topic Sentences at the Beginning of Paragraphs	549	(1)
Revise Paragraphs for Unity	550	(1)
Add Particulars to Support Points	551	(1)
Lesson 6: Signaling Relationships with Transitions	552	(4)
Use Common Transition Words to Signal Relationships	553	(2)
Write Major Transitions between Parts	555	(1)
Signal Transitions with Headings and Subheadings	556	(1)
Lesson 7: Binding Sentences Together by Following the Old/New Contract	556	(6)
An Explanation of the Old/New Contract	556	(2)
How to Make Links to the ``Old''	558	(2)
Avoid Ambiguous Use of ``This'' to Fulfill the Old/New Contract	560	(1)
How the Old/New Contract Modifies the Rule ``Avoid Weak Repetition''	561	(1)
How the Old/New Contract Modifies the Rule ``Prefer Active over Passive Voice''	561	(1)
Lesson 8: Learning Four Expert Moves for Organizing and Developing Ideas	562	(5)
The For Example Move	562	(1)
The Summary/However Move	563	(1)
The Division-into-Parallel-Parts Move	564	(2)
The Comparison/Contrast Move	566	(1)
Lesson 9: Writing Effective Conclusions	567	(3)
The Simple Summary Conclusion	568	(1)
The Larger Significance Conclusion	568	(1)
The Proposal Conclusion	568	(1)
The Scenic or Anecdotal Conclusion	569	(1)
The Hook and Return Conclusion	569	(1)
The Delayed-Thesis Conclusion	569	(1)
Lesson 10: Using Document Design Effectively	570	(3)
Match Your Document Design to the Genre Expectations of Your Audience	570	(1)
Consider Document Design an Important Part of Your Ethos	571	(1)
Use Document Design Components for Clarity and Emphasis	571	(1)
Use Design Components to Highlight and Reinforce---but Not Replace---Transitions, Points, and Key Explanations in the Text Itself	572	(1)
Composing and Revising Open-Form Prose	573	(25)
Lesson 1: Make Your Narrative a Story, Not an And Then Chronology	574	(8)
Readings	574	(1)
Patrick Klein (student), ``Berkeley Blues''	574	(4)
Depiction of Events Through Time	578	(2)
Connectedness	580	(1)
Tension or Conflict	580	(1)
Resolution, Recognition, or Retrospective Interpretation	581	(1)
Lesson 2: Write Low on the Ladder of Abstraction	582	(3)
Concrete Words Evoke Images and Sensations	582	(2)
Using Revelatory Words and Memory-Soaked Words	584	(1)
Lesson 3: Disrupt Your Reader's Desire for Direction and Clarity	585	(2)
Disrupting Predictions and Making Odd Juxtapositions	586	(1)
Leaving Gaps	586	(1)
Lesson 4: Tap the Power of Figurative Language	587	(1)
Lesson 5: Expand Your Repertoire of Styles	588	(2)
Lesson 6: Use Open-Form Elements to Create ``Voice'' in Closed-Form Prose	590	(8)
Introducing Some Humor	591	(1)
Using Techniques from Popular Magazines	592	(2)
Reading	594	(1)
Annie Dillard, ``Living Like Weasels''	594	(4)
PART FOUR A Rhetorical Guide to Research	598	(96)
An Introduction to Research	601	(6)
An Overview of Part Four, ``A Rhetorical Guide to Research''	601	(1)
Introduction to Research Writing	601	(2)
Why Research Writing Poses Difficulties for Novice Writers	603	(2)
Learning How to Ask Research Questions	603	(1)
Learning How to Find Sources	603	(1)
Learning Why to Find Sources	603	(1)
Learning How to Read Sources Rhetorically	604	(1)
Learning How to Work Sources into Your Own Writing	604	(1)
Learning How to Cite and Document Sources	605	(1)
Seven Essential Skills for Novice Researchers	605	(2)
Finding and Evaluating Sources	607	(36)
Skill 1: Compose and Argue Your Own Thesis	607	(4)
Formulating a Research Question	607	(1)
Establishing Your Role as a Researcher	608	(2)
A Case Study: Christopher Leigh's Research on School Violence	610	(1)
Skill 2: Understand the Different Kinds of Sources	611	(4)
Looking at Sources Rhetorically	611	(4)
Skill 3: Use Purposeful Strategies for Searching Libraries, Databases, and Web Sites	615	(9)
Perusing Your Library's Home Page	616	(1)
Finding Books: Searching Your Library's Online Catalog	616	(1)
Finding Print Articles: Searching a Licensed Database	617	(3)
Finding Cyberspace Sources: Searching the World Wide Web	620	(4)
Skill 4: Use Rhetorical Knowledge to Read and Evaluate Sources	624	(7)
Reading Your Sources Rhetorically	624	(2)
Taking Effective Notes	626	(2)
Evaluating Sources	628	(3)
Skill 5: Understand the Rhetoric of Web Sites	631	(12)
The Web as a Unique Rhetorical Environment	631	(1)
Analyzing the Purpose of a Site	632	(1)
Reading Web Sites Rhetorically: An Illustration	632	(7)
Evaluating a Web Source	639	(1)
An Example: Applying Evaluation Criteria	639	(4)
Using, Citing, and Documenting Sources	643	(51)
Skill 6: Use Sources Purposefully Through Clearly Attributed Summary, Paraphrase, or Quotation	643	(15)
Using Sources for Your Own Purposes	643	(1)
Reading	644	(1)
Roger D. McGrath, ``The Myth of Violence in the Old West''	644	(2)
Writer 1: Summary for an Analytical Paper on Causes of Violence	646	(1)
Writer 2: Partial Summary for a Persuasive Paper in Support of Gun Control	647	(1)
Writer 3: Partial Summary for an Analytical Paper on Shifting Definitions of Crime	647	(1)
Working Sources into Your Own Prose	648	(4)
Creating Rhetorically Effective Attributive Tags	652	(4)
Avoiding Plagiarism	656	(2)
Skill 7: Cite and Document Sources Effectively According to Appropriate Conventions	658	(36)
Understanding the Logic of Parenthetical Citation Systems	658	(3)
Understanding the MLA Method of In-Text Citation	661	(1)
Documenting Sources in a ``Works Cited'' List (MLA)	662	(1)
MLA Citation Models	663	(10)
Formatting an Academic Paper in MLA Style	673	(1)
Student Example of an MLA-Style Research Paper	674	(1)
Christopher Leigh (student), ``The Case Against Metal Detectors in Public Schools'' (MLA-Style Research Paper)	675	(12)
Understanding APA Style and Formatting	687	(1)
APA Formatting for In-Text Citations	687	(1)
Documenting Sources in a ``References'' List (APA)	688	(1)
APA Citation Models	688	(5)
Student Example of an APA-style Paper	693	(1)
PART FIVE A Guide to Special Writing and Speaking Occasions	694	(50)
Oral Communication: Working in Groups and Giving Speeches	697	(16)
About Working in Groups	697	(1)
Basic Principles of Successful Group Interaction	698	(5)
Avoid Clone-Think and Ego-Think	698	(1)
Listen Empathically	699	(1)
Play Assigned Roles	700	(1)
Be Sensitive to Body Language	700	(1)
Invest Time in Group Maintenance	700	(1)
Recognize How Personality and Culture Affect Group Participation	701	(1)
Manage Conflict by Dealing with an ``Impossible Group Member''	702	(1)
Thinking in Groups	703	(2)
Seeking Consensus	703	(1)
Brainstorming	704	(1)
Oral Rehearsal of Drafts	704	(1)
About Oral Presentations	705	(1)
Preparing Formal Speeches	705	(5)
Speech Outlines as Multipurpose Tools	706	(1)
Contents and Arrangement	707	(1)
Using Visual Aids to Support Your Presentation	708	(1)
Delivering a Formal Speech	709	(1)
Preparing and Delivering Impromptu Speeches	710	(1)
Handling Speech Anxiety	710	(1)
Chapter Summary	711	(2)
Essay Examinations: Writing Well Under Pressure	713	(14)
How Exams Written Under Pressure Differ from Other Essays	714	(1)
Preparing for an Exam: Learning and Remembering Subject Matter	715	(2)
Identifying and Learning Main Ideas	715	(1)
Applying Your Knowledge	716	(1)
Making a Study Plan	716	(1)
Analyzing Exam Questions	717	(5)
Dealing with Constraints: Taking an Essay Exam	722	(4)
Guidelines for Producing Successful Responses	724	(2)
Chapter Summary	726	(1)
Assembling a Portfolio and Writing a Reflective Self-Evaluation	727	(17)
Understanding Reflective Writing	728	(3)
What Is Reflective Writing?	728	(2)
Reflective Writing in the Writing Classroom	730	(1)
Why Is Reflective Writing Important?	731	(1)
Reflective Writing Assignments	731	(6)
Single Reflection Assignments	731	(1)
Guidelines for Single Reflection Assignments	732	(2)
Reading	734	(1)
Jaime Finger (student), ``A Single Reflection on an Exploratory Essay''	734	(1)
Comprehensive Reflection Assignments	735	(1)
Guidelines for Comprehensive Reflection Assignments	735	(2)
The Writing Portfolio as an Opportunity for Reflective Self-Evaluation	737	(4)
Keeping Track of Your Work	738	(1)
Selecting Work for Your Portfolio	738	(1)
Writing a Comprehensive Reflective Letter	739	(1)
Reading	739	(1)
Bruce Urbanik (student), ``A Comprehensive Reflective Letter''	740	(1)
Chapter Summary	741	(3)
PART SIX A Guide to Editing	744	(3)
HANDBOOK 1 Improving Your Editing Skills	747	(6)
Why Editing Is Important	747	(1)
Overview of This Guide to Editing	748	(1)
Improving Your Editing and Proofreading Processes	749	(2)
Keep a List of Your Own Characteristic Errors	749	(1)
Do a Self-Assessment of Your Editing Knowledge	749	(1)
Read Your Draft Aloud	749	(1)
Read Your Draft Backward	750	(1)
Use a Spell-Checker and (Perhaps) Other Editing Programs	750	(1)
Summary	750	(1)
Microtheme Projects on Editing	751	(2)
Microtheme 1: Apostrophe Madness	751	(1)
Microtheme 2: Stumped by However	751	(1)
Microtheme 3: The Comic Dangler	752	(1)
Microtheme 4: How's That Again?	752	(1)
Microtheme 5: The Intentional Fragment	752	(1)
Microtheme 6: Create Your Own	752	(1)
HANDBOOK 2 Understanding Sentence Structure	753	(16)
What You Already Know about Grammar	753	(1)
The Concept of the Sentence	754	(1)
Basic Sentence Patterns	755	(1)
Pattern One: Subject + Verb (+ Optional Adverb Modifiers)	755	(1)
Pattern Two: Subject + Verb + Direct Object (DO)	755	(1)
Pattern Three: Subject + Verb + Subject Complement (SC)	755	(1)
Pattern Four: Subject + Verb + Direct Object + Object Complement (OC)	756	(1)
Pattern Five: Subject + Verb + Indirect Object (IDO) + Direct Object	756	(1)
Parts of Speech	756	(7)
Nouns	757	(1)
Pronouns	757	(1)
Verbs	757	(4)
Adjectives and Adverbs	761	(1)
Conjunctions	762	(1)
Prepositions	763	(1)
Interjections	763	(1)
Types of Phrases	763	(2)
Prepositional Phrases	763	(1)
Appositive Phrases	764	(1)
Verbal Phrases	764	(1)
Absolute Phrases	765	(1)
Types of Clauses	765	(1)
Noun Clauses	766	(1)
Adjective Clauses	766	(1)
Adverb Clauses	766	(1)
Types of Sentences	766	(3)
Simple Sentences	766	(1)
Compound Sentences	767	(1)
Complex Sentences	767	(1)
Compound-Complex Sentences	767	(2)
HANDBOOK 3 Punctuating Boundaries of Sentences, Clauses, and Phrases	769	(10)
Why Readers Need Punctuation	770	(1)
Rules for Punctuating Clauses and Phrases within a Sentence	770	(2)
Identifying and Correcting Sentence Fragments	772	(2)
Types of Fragments	773	(1)
Methods for Correcting Sentence Fragments	773	(1)
Identifying and Correcting Run-Ons and Comma Splices	774	(3)
Methods for Correcting Run-Ons and Comma Splices	775	(2)
Overview of Methods for Joining Clauses	777	(2)
HANDBOOK 4 Editing for Standard English Usage	779	(16)
Fixing Grammatical Tangles	779	(1)
Mixed Constructions	779	(1)
Faulty Predication	780	(1)
Maintaining Consistency	780	(1)
Shifts in Tense	780	(1)
Shifts in the Person and Number of Pronouns	780	(1)
Maintaining Agreement	781	(4)
Subject-Verb Agreement	781	(3)
Pronoun-Antecedent Agreement	784	(1)
Maintaining Parallel Structure	785	(2)
Placement of Correlative Conjunctions	786	(1)
Use of and which/that or and who/whom	786	(1)
Avoiding Dangling or Misplaced Modifiers	787	(2)
Dangling Modifiers	787	(1)
Misplaced Modifiers	788	(1)
Choosing Correct Pronoun Cases	789	(3)
Cases of Relative Pronouns	790	(1)
Intervening Parenthetical Clauses	790	(1)
Pronouns as Parts of Compound Constructions	790	(1)
Pronouns in Appositive Constructions	791	(1)
Pronouns as Parts of Implied Clauses	791	(1)
Pronouns Preceding Gerunds or Participles	791	(1)
Choosing Correct Verb Forms	792	(1)
Choosing Correct Adjective and Adverb Forms	792	(3)
Confusion of Adjective and Adverb Forms	793	(1)
Problems with Comparative and Superlative Forms	793	(1)
Ambiguous Adverbs	794	(1)
HANDBOOK 5 Editing for Style	795	(10)
Pruning Your Prose	795	(2)
Cutting Out Deadwood	795	(1)
Combining Sentences	796	(1)
Enlivening Your Prose	797	(2)
Avoiding Nominalizations	797	(1)
Avoiding Noun Pileups	798	(1)
Avoiding Pretentious Language	798	(1)
Avoiding Cliches, Jargon, and Slang	798	(1)
Creating Sentence Variety	799	(1)
Using Specific Details	799	(1)
Avoiding Broad or Unclear Pronoun Reference	799	(1)
Avoiding Broad Reference	800	(1)
Avoiding Unclear Antecedents	800	(1)
Putting Old Information before New Information	800	(1)
Deciding between Active and Passive Voice	801	(1)
Strength of the Active Voice	801	(1)
When to Use the Passive Voice	801	(1)
Using Inclusive Language	802	(3)
Avoiding Sexist Labels and Stereotypes	802	(1)
Avoiding Use of Masculine Pronouns to Refer to Both Sexes	803	(1)
Avoiding Inappropriate Use of the Suffix-man	803	(1)
Avoiding Language Biased Against Ethnic or Other Minorities	804	(1)
HANDBOOK 6 Editing for Punctuation and Mechanics	805	(26)
Periods, Question Marks, and Exclamation Points	805	(1)
Courtesy Questions	805	(1)
Indirect Questions	806	(1)
Placement of Question Marks with Quotations	806	(1)
Exclamation Points	806	(1)
Commas	806	(7)
Using Commas	807	(4)
Omitting Commas	811	(2)
Semicolons	813	(2)
Semicolon to Join Main Clauses	813	(1)
Semicolon in a Series Containing Commas	814	(1)
Colons, Dashes, and Parentheses	815	(2)
Colons	815	(1)
Dashes	816	(1)
Parentheses	816	(1)
Apostrophes	817	(2)
Apostrophe to Show Possession	817	(1)
Forming the Possessive	818	(1)
Apostrophes with Contractions	818	(1)
Apostrophes to Form Plurals	818	(1)
Quotation Marks	819	(3)
Punctuating the Start of a Quotation	819	(1)
Placement of Attributive Tags	819	(1)
Punctuating the End of a Quotation	819	(1)
Indirect Quotations	820	(1)
Indented Block Method for Long Quotations	820	(1)
Single Quotation Marks	820	(1)
Quotation Marks for Titles of Short Works	821	(1)
Quotation Marks for Words Used in a Special Sense	821	(1)
Underlining (Italics)	822	(1)
Underlining or Italics for Titles of Long Complete Works	822	(1)
Underlining or Italics for Foreign Words and Phrases	822	(1)
Underlining or Italics for Letters, Numbers, and Words Used as Words	822	(1)
Brackets, Ellipses, and Slashes	822	(2)
Brackets	822	(1)
Ellipses	822	(1)
Slashes	822	(2)
Capital Letters	824	(2)
Capitals for First Letters of Sentences and Intentional Fragments	824	(1)
Capitals for Proper Nouns	825	(1)
Capitals for Important Words in Titles	826	(1)
Capitals in Quotations and Spoken Dialogue	826	(1)
Consistency in Use of Capitals	826	(1)
Numbers	826	(2)
Numbers in Scientific and Technical Writing	826	(1)
Numbers in Formal Writing for Nontechnical Fields	826	(1)
Numbers at the Beginning of a Sentence	827	(1)
Plurals of Numbers	827	(1)
Numbers in a Series for Comparison	827	(1)
Abbreviations	828	(1)
Abbreviations for Academic Degrees and Titles	828	(1)
Abbreviations for Agencies, Institutions, and Other Entities	828	(1)
Abbreviations for Terms Used with Numbers	828	(1)
Abbreviations for Common Latin Terms	829	(1)
Plurals of Abbreviations	829	(1)
Manuscript Form	829	(2)
Acknowledgments	831	(4)
Index	835