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Summary
With its process-oriented rhetoric, provocative thematic reader, up-to-date research manual, and comprehensive handbook,The Bedford Guide for College Writersgives your students the tools they need to succeed as writers -- all in one book. Each of the book's four main components has been carefully developed to provide an engaging, well-coordinated guide for student writers. This edition's new, more open design and sharper focus on active learning do even more to help students develop transferable skills.The Bedford Guide for College Writersprepares students to be the confident, resourceful, and independent writers they will need to be.
Author Biography
X.J. KENNEDY is an acclaimed poet, children's author, college teacher, and textbook author. He has taught freshman composition at the University of Michigan, the University of North Carolina, Greensboro, and Tufts University. Since 1966, more than 2 million students have treasured his introductory literature texts and The Bedford Reader, coedited with Dorothy M. Kennedy and Jane E. Aaron, now in its Ninth Edition.
DOROTHY M. KENNEDY is a writer and editor whose articles and reviews have appeared in both professional and academic journals. She has taught composition at the University of Michigan and Ohio University and, with X.J. Kennedy, is the recipient of the NCTE Teacher's Choice Award for Knock at a Star: A Child's Introduction to Poetry.
MARCIA F. MUTH is a teacher, writer, and editor. She has taught first-year composition at The Ohio State University and now offers writing workshops through the School of Education at the University of Colorado at Denver and Health Sciences Center. She is the author or co-author of several composition textbooks and ancillaries, including Getting the Picture, Researching and Writing, and Writing and Revising, all published by Bedford/St. Martin's. She also co-authored Harold D. Lasswell: An Annotated Bibliography.
Table of Contents
PART ONE: A College Writer's Process
1. Writing Processes Writing, Reading, and Critical Thinking A Process of Writing Getting Started Generating Ideas *Learning by Doing: Reflecting on Ideas Planning, Drafting, and Developing *Learning by Doing: Reflecting on Drafts Revising and Editing *Learning by Doing: Reflecting on Finishing Purpose and Audience Writing for a Reason *Learning by Doing: Considering Purpose Writing for Your Audience *Learning by Doing: Considering Audience Targeting a College Audience *Learning by Doing: Considering a College Audience What Matters Most Additional Writing Activities
2. Reading Processes A Process of Critical Reading *Learning by Doing: Describing Your Reading Strategies Getting Started Preparing to Read *Learning by Doing: Preparing to Read Responding to Reading *Learning by Doing: Annotating a Passage *Learning by Doing: Responding in a Reading Journal *Learning from Another Writer: Olof Eriksson, The Problems with Masculinity (Student Reading Summary and Response) Reading on Literal and Analytical Levels *Learning by Doing: Reading Analytically Generating Ideas from Reading *Learning from Another Writer: Stephanie Switzer, A Response to “Free the Children” (Student Reading Summary, Critique, and Application) *Learning by Doing: Reading Critically Jeffrey M. Leving and Glenn Sacks, Women Don't Want Men? Ha! *Reading Online and Multimodal Texts *Learning by Doing: Reading a Web Site Additional Writing Activities
3. Critical Thinking Processes A Process of Critical Thinking *Learning by Doing: Thinking Critically to Solve a Campus Problem Getting Started *Learning by Doing: Thinking Critically to Explore an Issue Applying Critical Thinking to Academic Problems *Learning by Doing: Thinking Critically to Respond to an Academic Problem Supporting Critical Thinking with Evidence Types of Evidence *Learning by Doing: Looking for Evidence Testing Evidence Using Evidence to Appeal to Your Audience Logical Appeal (Logos) Emotional Appeal (Pathos) Ethical Appeal (Ethos) *Learning by Doing: Identifying Types of Appeals *Learning from Another Writer: Richard Anson, Young Americans and Media News (Student Rhetorical Analysis) Presenting Your Critical Thinking *Learning by Doing: Testing Logical Patterns Avoiding Faulty Thinking *Learning by Doing: Analyzing Reasoning Al Knight: Perhaps We Should Move to Save Dogs from Their Owners Letter from an Irate Dog Owner Additional Writing Activities
PART TWO: A Writer's Situations
4. Recalling an Experience *Why Recalling an Experience Matters Learning from Other Writers Russell Baker, The Art of Eating Spaghetti Robert G. Schreiner, What Is a Hunter? (Student Essay) Learning by Writing The Assignment: Recalling a Personal Experience Facing the Challenge: Writing from Recall Generating Ideas *Learning by Doing: Creating Your Writing Space Planning, Drafting, and Developing *Learning by Doing: Stating the Importance of Your Experience *Learning by Doing: Selecting and Arranging Events Revising and Editing *Learning by Doing: Appealing to the Senses Additional Writing Assignments
5. Observing a Scene *Why Observing a Scene Matters Learning from Other Writers Eric Liu, The Chinatown Idea Michael Coil, Communications (Student Essay) Learning by Writing The Assignment: Observing a Scene Facing the Challenge: Observing a Scene Generating Ideas *Learning by Doing: Enriching Sensory Detail Planning, Drafting, and Developing *Learning by Doing: Experimenting with Organization Revising and Editing *Learning by Doing: Strengthening Your Main Impression Additional Writing Assignments
6. Interviewing a Subject *Why Interviewing a Subject Matters Learning from Other Writers *Paul Solotaroff, The Surfing Savant *Lorena A. Ryan-Hines, Looking Backwards, Moving Forward (Student Essay) Learning by Writing The Assignment: Interviewing Generating Ideas *Learning by Doing: Transcribing Your Interview Notes Planning, Drafting, and Developing *Learning by Doing: Stating a Dominant Impression Revising and Editing *Learning by Doing: Screening Your Details Additional Writing Assignments
7. Comparing and Contrasting *Why Comparing and Contrasting Matters Learning from Other Writers Suzanne Britt, Neat People vs. Sloppy People Tim Chabot, Take Me Out to the Ballgame, but Which One? (Student Essay) Learning by Writing The Assignment: Comparing and Contrasting Generating Ideas Facing the Challenge: Comparing and Contrasting *Learning by Doing: Making a Comparison-and-Contrast Table Planning, Drafting, and Developing *Learning by Doing: Pinpointing Your Purpose *Learning by Doing: Building Cohesion with Transitions Revising and Editing Additional Writing Assignments
8. Explaining Causes and Effects *Why Explaining Causes and Effects Matters Learning from Other Writers *Jeffrey Pfeffer, Lay Off the Layoffs Yun Yung Choi, Invisible Women (Student Essay) Learning by Writing The Assignment: Explaining Causes and Effects Generating Ideas Facing the Challenge: Causes and Effects *Learning by Doing: Visualizing the Situation *Learning by Doing: Making a Cause-and-Effect Table Planning, Drafting, and Developing *Learning by Doing: Focusing Your Introduction Revising and Editing Additional Writing Assignments
9. Taking a Stand *Why Taking a Stand Matters Learning from Other Writers Suzan Shown Harjo, Last Rites for Indian Dead *Marjorie Lee Garrettson, More Pros than Cons in a Meat-free Life (Student Essay) Learning by Writing The Assignment: Taking a Stand Generating Ideas Facing the Challenge: Taking a Stand *Learning by Doing: Asking Your Question *Learning by Doing: Supporting a Claim Planning, Drafting, and Developing *Learning by Doing: Refining Your Plans *Learning by Doing: Making Columns of Appeals Revising and Editing *Take Action: Strengthening Support for a Stand Additional Writing Assignments
10. Proposing a Solution *Why Proposing a Solution Matters Learning from Other Writers Wilbert Rideau, Why Prisons Don't Work *Lacey Taylor, It's Not Just a Bike (Student Essay) Learning by Writing The Assignment: Proposing a Solution Generating Ideas Facing the Challenge: Proposing a Solution *Learning by Doing: Describing Your Audience Planning, Drafting, and Developing *Learning by Doing: Making Problem-Solution Columns Revising and Editing Additional Writing Assignments
11. Evaluating and Reviewing *Why Evaluating and Reviewing Matters Learning from Other Writers *Seth Stevenson, Soft Sell Dennis O'Neil, Katrina Documentary Gives Voice to Survivors (Student Essay) Learning by Writing The Assignment: Writing an Evaluation Generating Ideas Facing the Challenge: Evaluating and Reviewing *Learning by Doing: Developing Criteria Planning, Drafting, and Developing *Learning by Doing: Stating Your Overall Judgment *Learning by Doing: Supporting Your Judgments Revising and Editing Additional Writing Assignments
12. Supporting a Position with Sources *Why Supporting a Position with Sources Matters Learning from Other Writers *Jake Halpern, The Popular Crowd Melissa Lamberth, Overworked! (Student Essay) Learning by Writing The Assignment: Supporting a Position with Sources Generating Ideas Facing the Challenge: Finding Your Voice *Learning by Doing: Selecting Reliable Sources Planning, Drafting, and Developing *Learning by Doing: Connecting Evidence and Thesis Revising and Editing *Learning by Doing: Launching Your Sources *Learning by Doing: Checking Your Presentation of Sources *Take Action: Integrating Source Information Effectively Additional Writing Assignments
PART THREE: Special Writing Situations
13. Responding to Literature Literary Analysis Learning from Other Writers Shirley Jackson, The Lottery Jonathan Burns, The Hidden Truth: An Analysis of Shirley Jackson's “The Lottery” (Student Literary Analysis) A Glossary of Terms for Literary Analysis Learning by Writing: Literary Analysis Learning by Doing: Developing Your Literary Analysis Strategies for Writing about Literature Learning from Another Writer: Synopsis Jonathan Burns, A Synopsis of “The Lottery” (Student Synopsis) Learning by Writing: Synopsis Kate Chopin, The Story of an Hour Learning from Another Writer: Paraphrase *Jonathan Burns, A Paraphrase from “The Lottery” (Student Paraphrase) Learning by Writing: Paraphrase Additional Writing Assignments
14. Responding to Visual Representations Using Strategies for Visual Analysis Level One: Seeing the Big Picture Purpose and Audience Prominent Element Focal Point *Learning by Doing: Seeing the Big Picture Level Two: Observing the Characteristics of an Image Cast of Characters Story of the Image Design and Arrangement Artistic Choices *Learning by Doing: Observing Characteristics Level Three: Interpreting the Meaning of an Image General Feeling or Mood Sociological, Political, Economic, or Cultural Attitudes Language Signs and Symbols Themes *Learning by Doing: Interpreting Meaning *Learning from Another Writer: Visual Analysis *Rachel Steinhaus, “Life, Liberty, and the Pursuit” (Student Analysis of an Advertisement) *Learning by Writing Learning from Another Writer: Visual Essay *Josh Birnbaum, Uphill Battle (Student Photo Essay) Additional Writing Assignments
*15. Writing Online Getting Started with Campus and Course Basics Learning by Doing: Identifying Online Writing Expectations Class Courtesy Online Ethics Learning by Doing: Making Personal Rules Common Online Writing Situations Messages to Your Instructor Learning by Doing: Finding a College Voice Learning from Other Writers: Messages to Your Instructor Heather Church, Subject: Reading Response (Student Question about an Assignment) Arthur Wasilewski, Subject: Comments on Last Paper (Student Question about Comments on a Draft) Learning by Doing: Contacting Your Instructor Online Profile Learning from Other Writers: Online Profile LaTanya Nash, My Profile as a Future Nurse (Student Online Profile) Learning by Doing: Posting a Personal Profile Lainie Costas, Interview of Tomas (Student Classmate Interview) Learning by Doing: Introducing a Classmate Online Threaded Discussions or Responses Learning from Other Writers: Threaded Discussion Instructor Kathleen Beauchene and Students Cristina Berrios, Joshua Tefft, Leah Threats, Arthur Wasilewski, and Joel Torres, Discussion of Writing Processes (Student Online Threaded Discussion) Learning by Doing: Joining a Threaded Discussion Course Management Systems (CMS) and Other Online Tools Course Management Systems Learning by Doing: Exploring Your CMS Other Online Tools File Management Learning by Doing: Preparing a Template Learning by Doing: Organizing Your Files Online Assessment Choosing Future Class Formats Learning by Doing: Choosing Future Class Formats Additional Writing Assignments
16. Writing and Presenting Under Pressure Essay Examinations Preparing for the Exam Learning from Another Writer: Essay Exam David Ian Cohn, Response to Psychology Question (Student Essay Exam Response) Generating Ideas Planning for Typical Exam Questions *Learning by Doing: Asking Questions Drafting: The Only Version Revising: Rereading and Proofing Short-Answer Examinations Timed Writings *Learning by Doing: Thinking Fast Writing for Portfolio Assessment Understanding Portfolio Assessment Tips for Keeping a Portfolio Oral Presentations *Learning from Other Writers: Visuals for Oral Presentations *Andrew Dillon Bustin and Crystal Chadwick, Traditional Urban Design (Student Face-to-Face Class Presentation) *Michelle Sausen, Parental Involvement (Student Future Conference Presentation) Additional Writing Assignments
17. Writing in the Workplace Guidelines for Writing in the Workplace Know Your Purpose Keep Your Audience in Mind Use an Appropriate Tone Present Information Carefully Résumés and Application Letters Résumés Application Letters *Learning by Doing: Planning a Job Application Business Letters Format for Business Letters Memoranda Format for Memoranda E-Mail Format for E-mail Brochures and Presentation Visuals Format for Brochures Format for Presentation Visuals Additional Writing Assignments
PART FOUR: A Writer's Strategies
*18. Strategies: A Case Study Generating Ideas Planning, Drafting, and Developing Rough Draft with Peer and Instructor Responses Learning by Doing: Responding as a Peer Revising and Editing Revised and Edited Draft Final Draft for Submission Erin Schmitt, Mr. Hertli (Student Essay) Reflecting as a Writer Reflective Portfolio Letter Learning by Doing: Writing a Reflective Letter
19. Strategies for Generating Ideas Finding Ideas Building from Your Assignment *Learning by Doing: Building from Your Assignment Brainstorming *Learning by Doing: Brainstorming Freewriting *Learning by Doing: Freewriting Doodling or Sketching *Learning by Doing: Doodling or Sketching Mapping *Learning by Doing: Mapping Imagining *Learning by Doing: Imagining Asking a Reporter's Questions *Learning by Doing: Asking a Reporter's Questions Seeking Motives *Learning by Doing: Seeking Motives Keeping a Journal *Learning by Doing: Keeping a Journal Getting Ready Setting Up Circumstances Preparing Your Mind
20. Strategies for Stating a Thesis and Planning Shaping Your Topic for Your Purpose and Your Audience *Learning by Doing: Considering Purpose and Audience Stating and Using a Thesis *Learning by Doing: Identifying Theses How to Discover a Working Thesis *Learning by Doing: Discovering a Thesis How to State a Thesis *Learning by Doing: Examining Thesis Statements How to Improve a Thesis *Take Action: Building a Stronger Thesis How to Use a Thesis to Organize *Learning by Doing: Using a Thesis to Preview Organization Organizing Your Ideas Grouping Your Ideas Outlining *Learning by Doing: Moving from Outline to Thesis *Learning by Doing: Responding to an Outline *Learning by Doing: Outlining
21. Strategies for Drafting Making a Start Enjoyable Restarting Paragraphing Using Topic Sentences Writing an Opening Writing a Conclusion *Learning by Doing: Openings and Conclusions Adding Cues and Connections *Learning by Doing: Identifying Transitions
22. Strategies for Developing Giving Examples *Learning by Doing: Giving Examples Providing Details *Learning by Doing: Providing Details Defining *Learning by Doing: Developing an Extended Definition Reasoning Inductively and Deductively *Learning by Doing: Reasoning Inductively and Deductively Analyzing a Subject *Learning by Doing: Analyzing a Subject Analyzing a Process *Learning by Doing: Analyzing a Process Dividing and Classifying *Learning by Doing: Dividing and Classifying Comparing and Contrasting *Learning by Doing: Comparing and Contrasting Identifying Causes and Effects *Learning by Doing: Identifying Causes and Effects
23. Strategies for Revising and Editing Re-viewing and Revising Revising for Purpose and Thesis Revising for Audience Revising for Structure and Support *Learning by Doing: Tackling Macro Revision Working with a Peer Editor Meeting with Your Instructor Decoding Your Instructor's Comments Revising for Emphasis, Conciseness, and Clarity Stressing What Counts Cutting and Whittling Keeping It Clear *Learning by Doing: Tackling Micro Revision Editing and Proofreading Editing Proofreading *Learning by Doing: Editing and Proofreading
*24. Strategies for Future Writing Transferring Knowledge Learning by Doing: Transferring Learning What Do They Want? Analyzing Expectations Connecting Expectations and Assessments Learning by Doing: Decoding an Assignment What Is It? Uncovering Assumptions Analyzing Genre Models Learning by Doing: Analyzing a Genre Model How Do I Write It? Learning by Doing: Reflecting on New Assignments Learning from Another Writer: A Multi-Genre History Assignment Shari O'Malley, Recognition [selections] (Student Essay)
A WRITERS READER
25. Families Christy De'on Miller, Give Me Five More Minutes Anjula Razdan, What's Love Got to Do with It? * Judith Warner, Helicopter Parenting Turns Deadly * Alfie Kohn, When a Parent's “I Love You” Means “Do as I Say” Danzy Senna, The Color of Love PAIRED ESSAYS: Amy Tan, Mother Tongue Richard Rodriguez, Public and Private Language
26. Men and Women Robert Jensen, The High Cost of Manliness Brent Staples, Black Men and Public Space Dave Barry, From Now On, Let Women Kill Their Own Spiders Judy Brady, I Want a Wife *Cheryl Mendelson, My Secret Life PAIRED ESSAYS: *Linda Babcock and Sara Laschever, Low Goals and Safe Targets *Michael Gurian, Disappearing Act: Where Have the Men Gone? No Place Good
27. Popular Culture Stephen King, Why We Crave Horror Movies *Sarah Seltzer, The (Girl) Geek Stands Alone Ruth LaFerla, Latino Style is Cool. Oh, All Right: It's Hot. *Frank Deford, NFL: Dodging the Concussion Discussion? PAIRED ESSAYS: * Kate Dailey and Abby Ellin, America's War on the Overweight * Michael Pollan, Out of the Kitchen, Onto the Couch
28. E-Technology *Clive Thompson, New Literacy David Gelernter, Computers Cannot Teach Children Basic Skills *Joseph Turow, Have They Got a Deal for You *Emily Yoffe, Seeking PAIRED ESSAYS: Sherry Turkle, How Computers Change the Way We Think *Michael Agger, Lazy Eyes
*29. Explorations on Living Well *Sarah Adams, Be Cool to the Pizza Dude *William F. Buckley, Jr., Why Don't We Complain? William Zinsser, The Right to Fail *Harold Taw, Finding Prosperity by Feeding Monkeys *Eric Weiner, The Geography of Bliss PAIRED ESSAYS: *Juliet Schor, The Creation of Discontent * Llewellyn H. Rockwell, In Defense of Consumerism
A WRITER'S RESEARCH MANUAL
30. Planning and Managing Your Research Project Beginning Your Inquiry The Assignment: Writing from Sources Generating Ideas and Asking a Research Question Exploring Your Territory Taking an Overview Turning a Topic into a Question Surveying Your Resources Using Keywords and Links *Learning by Doing: Proposing Your Project Managing Your Project Creating a Schedule Recording Information Starting a Research Archive
31. Working with Sources Drawing the Details from Your Sources Starting a Working Bibliography Source Navigator: Article in a Magazine Source Navigator: Article in a Scholarly Journal from a Database Source Navigator: Book Source Navigator: Page from a Web Site Source Navigator: Notes for a Field Source Capturing Information in Source Notes by Quoting, Paraphrasing, and Summarizing Quoting Paraphrasing Summarizing *Learning by Doing: Capturing Information from Sources Developing an Annotated Bibliography
32. Finding Sources in the Library, on the Internet, and in the Field Searching the Library Online Looking for Resources Grouped by Field Searching Library Databases Using Other Library Resources Consulting Reference Materials Bibliographies Locating Special Materials Using the Internet for Research Finding Recommended Internet Resources Selecting Search Engines Finding Specialized Online Materials Finding Sources in the Field Interviewing Observing Using Questionnaires Corresponding Attending Public and Online Events
33. Evaluating Sources Evaluating Library and Internet Sources Who Is the Author? Who Else Is Involved? What Is the Purpose? When Was the Source Published? Where Did You Find the Source? Why Would You Use This Source? How Would This Source Contribute to Your Paper? *Learning by Doing: Evaluating Your Sources Evaluating Field Sources Reconsidering Your Purpose and Your Thesis
34. Integrating Sources Using Sources Ethically Capturing, Launching, and Citing Evidence from Sources Quoting and Paraphrasing Accurately Summarizing Concisely Avoiding Plagiarism Launching Source Material Citing Each Source Clearly Synthesizing Ideas and Sources *Take Action: Integrating and Synthesizing Sources *Learning by Doing: Integrating and Synthesizing Your Sources
35. Writing Your Research Paper Planning and Drafting Using Your Sources to Support Your Ideas Launching and Citing Your Sources as You Draft Beginning and Ending Revising and Editing Documenting Sources Citing Sources in Your Text Listing Sources at the End Other Assignments
*36. MLA Style for Documenting Sources *Take Action: Citing and Listing Sources Accurately in MLA Style Citing Sources in MLA Style Who Wrote It? What Type of Source Is It? How Are You Capturing the Source Material? Listing Sources in MLA Style Who Wrote It? What Type of Source Is It? A Sample MLA Research Paper [heading should precede outline] *Candace Rardon, Meet Me in the Middle: The Student, the State, and the School (Student Essay)
37. APA Style for Documenting Sources Citing Sources in APA Style Who Wrote It? What Type of Source Is It? How Are You Capturing the Source Material? Listing Sources in APA Style Who Wrote It? What Type of Source Is It? A Sample APA Research Paper Linn Bourgeau, Crucial Choices: Who Will Save the Wetlands If Everyone Is at the Mall? (Student Essay)
39. Effective Sentences 10. Misplaced and Dangling Modifiers 11. Incomplete Sentences 12. Mixed Constructions and Faulty Predication 13. Parallel Structure 14. Coordination and Subordination 15. Sentence Variety
40. Word Choice 16. Appropriateness 17. Exact Words 18. Bias-Free Language 19. Wordiness
41. Punctuation 20. End Punctuation 21. The Comma 22. The Semicolon 23. The Colon 24. The Apostrophe 25. Quotation Marks 26. The Dash 27. Parentheses, Brackets, and the Ellipsis Mark
42. Mechanics 28. Abbreviations 29. Capital Letters 30. Numbers 31. Italics 32. The Hyphen 33. Spelling
*Quick Format Guide A. Following the Format for an Academic Paper B. Integrating and Crediting Visuals C. Designing a Document Template D. Solving Common Format Problems E. Designing Other Documents for Your Audience
Quick Research Guide A. Defining Your Quest B. Searching for Recommended Sources C. Evaluating Possible Sources D. Capturing, Launching, and Citing Evidence from Sources E. Citing and Listing Sources in MLA or APA Style
Quick Editing Guide A. Editing for Common Grammar Problems B. Editing to Ensure Effective Sentences C. Editing for Common Punctuation Problems D. Editing for Common Mechanics Problems