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| Tools For Thinking, Reading, And Writing | |
| Thinking Through Writing | |
| Thinking and Writing in College | |
| Becoming a Critical Thinker and Thoughtful Writer | |
| Qualities of a Thoughtful Writer | |
| The Thinking-Writing Model | |
| Rhetoric and the Writing Situation | |
| Purpose | |
| Audience | |
| Subject | |
| Writer | |
| From My American Journey | |
| Writing Thoughtfully, Thinking Creatively, Thinking Critically | |
| The Writing Process | |
| The Recursive Nature of the Writing Process | |
| Generating Ideas | |
| Keeping a Journal or Blog | |
| Defining a Focus | |
| Organizing Ideas | |
| Drafting | |
| Revising, Editing, and Proofreading | |
| "Writing Is Not a McDonald's Hamburger" | |
| Collaborating | |
| Chapter Summary | |
| Reading Actively, Reading Critically | |
| Reading in College | |
| Reading Actively | |
| Review the Table of Contents or Chapter Outlines | |
| Read the Introductory Paragraphs and the Concluding Paragraphs or Summary | |
| Scan the Reading Assignment, Taking Particular Note of Section Headings, Illustrations, and Diagrams | |
| Annotating | |
| Summarizing | |
| Reading Critically | |
| Asking Questions | |
| Using a Problem-Solving Approach | |
| Practicing Active and Critical Reading: One Student's Approach | |
| "On Plato's Cave" | |
| Using Metacognitive Strategies | |
| "Grounds for Fiction" | |
| Making Meaning | |
| Semantic Meaning (Denotation) | |
| Perceptual Meaning (Connotation) | |
| Syntactic Meaning | |
| Pragmatic Meaning | |
| Chapter Summary | |
| Thinking Critically, Writing Thoughtfully | |
| From Insight to Writing to Informed Beliefs (and Back Again) | |
| Thinking Actively and Writing | |
| Influences on Your Thinking | |
| Thinking Independently | |
| Viewing a Situation from Different Perspectives | |
| Supporting Diverse Perspectives with Reasons and Evidence | |
| Developing Informed Beliefs | |
| Experiences That Affected Beliefs | |
| From An American Childhood | |
| "Reversing Established Orders" | |
| "The Case Against Chores" | |
| Writing Project: An Experience That Influenced a Belief | |
| The Writing Situation | |
| The Writing Process | |
| Eli Sharp's Writing Process | |
| "An Argument for Chores" | |
| Alternative Writing Projects | |
| Chapter Summary | |
| Viewing Critically, Thinking Creatively | |
| Creative Thinking, Critical Viewing, and Writing | |
| Creativity in Topic Selection | |
| Moving from Topic to Thesis | |
| Creativity in Generating Ideas | |
| Creative and Critical Thinking About Images | |
| Images and the Writing Situation | |
| Additional Tips for Generating Ideas | |
| Reading Images Critically | |
| Semantic Meaning (Denotation) | |
| Perceptual Meaning (Connotation) | |
| Syntactic Meaning | |
| Pragmatic Meaning | |
| Living Creatively | |
| Becoming More Creative: Understand and Trust the Process | |
| Eliminate the Voice of Judgment | |
| Establish a Creative Environment | |
| Make Creativity a Priority | |
| Where Do Ideas Come From? | |
| "Revenge of the Right Brain" | |
| "The 6 Myths of Creativity" | |
| Writing Project: Imagining Your Life Lived More Creatively | |
| The Writing Situation | |
| The Writing Process | |
| Jessie Lange's Writing Process: Freewriting Student Writing | |
| "Discovering Creativity by Not Looking for It" | |
| Alternative Writing Projects | |
| Chapter Summary | |
| Making Decisions and Drafting | |
| Decisions While Drafting | |
| Decide What Your Purpose for Writing Is | |
| Decisions in Your Life | |
| An Organized Approach to Making Decisions | |
| Define the Decision and Its Goals Clearly (Audience) | |
| Consider All Possible Choices (Subject) | |
| Gather All Relevant Information and Evaluate the Pros and Cons of Each Possible Choice (Purpose) | |
| Select the Choice That Seems Best Suited to the Situation | |
| Implement a Plan of Action and Monitor the Results, Making Necessary Adjustments | |
| Analyzing Decisions | |
| From Narrative of the Life of Frederick Douglass, an American Slave | |
| "The Solution to World Hunger" | |
| Writing Project: Analyzing a Decision to Be Made | |
| The Writing Situation | |
| The Writing Process | |
| Student Writing: Wendy Agudo's Writing Process | |
| "Freedom" | |
| Student Writing: Cynthia Brown's Writing Process | |
| "Freedom and the Constraint of Time" | |
| Alternative Writing Projects | |
| Chapter Summary | |
| Revising Thoughtfully, Using Language Ethically | |
| Recognizing Effective Use of Language | |
| From The Autobiography of Malcolm Making: Decisions When Revising Drafts | |
| Specific Decisions to Make at Several Levels | |
| "The Maker's Eye: Revising Your Own Manuscripts" | |
| "If You Can't Master English, Try Globish" | |
| Using Language Ethically | |
| Improving Vague Language | |
| Using Figurative Language | |
| "I Have a Dream" | |
| Using Language to Influence | |
| Euphemistic Language | |
| "Beslan Atrocity: They're Terrorists -- Not Activists" | |
| Clich?s | |
| Emotive Language | |
| Writing Project: The Impact of Language on Our Lives | |
| The Writing Situation | |
| The Writing Process | |
| Student Writing: Jessie Lange's Writing Process | |
| "The Power of Language" | |
| Alternative Writing Projects | |
| Chapter Summary | |
| Thinking And Writing To Shape Our World | |
| Exploring Perceptions: Writing to Describe and Narrate | |
| Thinking Critically About Perceptions | |
| Becoming Aware of Your Own Perceptions | |
| Actively Selecting, Organizing, and Interpreting Sensations | |
| Noting Differences in People's Perceptions | |
| Writing Thoughtfully About Perceptions | |
| Writing Objectively and Subjectively | |
| Contrasting Objective and Subjective Writing | |
| "Animal Feelings" | |
| Chronological Relationships | |
| Narratives | |
| Writing About Processes | |
| Examples of Process Writing | |
| "The Learning Curve" | |
| Writing Project: A Narrative Showing the Effect of a Perception | |
| The Writing Situation | |
| The Writing Process | |
| Joshua Chaffee's Writing Process | |
| "We're All at Ground Zero" | |
| Alternative Writing Projects | |
| Chapter Summary | |
| Exploring Concepts: Writing to Classify and Define | |
| What Are Concepts? | |
| The Importance of Concepts | |
| The Structure of Concepts | |
| The Process of Classifying | |
| Forming Concepts | |
| Applying Concepts | |
| Determining the Requirements of a Concept | |
| Analyzing Complex Concepts | |
| A Casebook on Gender and Sexuality | |
| "Choosing Clothes, but Not Husbands" | |
| "Women and Femininity in U.S. Popular Culture" | |
| "The Second Coming of the Alpha Male" | |
| "My Papa's Waltz" | |
| "Men and Their Hidden Feelings" | |
| "Girl" | |
| Using Concepts to Classify | |
| Classifying People and Their Actions | |
| Writing and Classifying | |
| Defining Concepts | |
| Writing Thoughtfully to Define Concepts | |
| Writing Project: Defining an Important Concept | |
| The Writing Situation | |
| The Writing Process | |
| Nawang Doma Sherpa's Writing Process | |
| "Freedom for Enlightenment" | |
| Jordan Carlsen's Writing Process | |
| "Masculinity Makes a Good Man" | |
| Alternative Writing Projects | |
| Chapter Summary | |
| Exploring Perspectives and Relationships: Writing to Compare and Evaluate | |
| Perceptions and Perspectives | |
| Selecting Perceptions: Why Do We Notice the Things We Notice? | |
| Organizing Perceptions | |
| Interpreting Perceptions | |
| Casebook: Perception and Perspective on Reporting the Earthquake in Haiti | |
| "Haiti" | |
| "Making Sense of Haiti" | |
| "Suffering" | |
| "Aftershock" | |
| Changes in Perceptions and Perspectives | |
| Obtaining More Accurate Perceptions: Adjusting the Lenses | |
| Develop Awareness | |
| Get Input from Others | |
| Find Evidence | |
| Keep an Open Mind | |
| "Remarks Concerning the Savages of North America" | |
| (Gertrude Simmons Bonnin) from "The School Days of an Indian Girl" | |
| Writing Thoughtfully About Perspectives | |
| Comparison and ContraSt. Thinking in Comparisons | |
| "A Natural Disaster, and a Human Tragedy" | |
| Analogy | |
| Writing Project: Comparing Perspectives on an Issue or Event | |
| The Writing Situation | |
| The Writing Process | |
| Student Writing: Jennifer Wade's Writing Process | |
| "Where Did All of the Cherokees Go?" | |
| Alternative Writing Project: Comparing Two Reviews | |
| Chapter Summary | |
| Exploring Cause and Effect: Writing to Speculate | |
| Kinds of Causal Relationships | |
| Causal Chain | |
| Contributory Causes | |
| Interactive Causes | |
| Ways of Testing Causes | |
| Necessary Condition and Sufficient Condition | |
| Immediate Cause and Remote Cause | |
| Identifying Causal Fallacies | |
| Questionable Cause | |
| Misidentification of the Cause | |
| Post Hoc Ergo Propter Hoc | |
| Slippery Slope | |
| Detecting Causal Claims | |
| Exploring Cause and Effect: Human Longevity and Social Impact | |
| "Playing God in the Garden" | |
| Writing Thoughtfully About Causal Relationships | |
| Writing Project: Exploring Some Causes of a Recent Event | |
| The Writing Situation | |
| The Writing Process | |
| Student Writing: Daniel Eggers's Writing Process | |
| "Was It Only a Dream?" | |
| Alternative Writing Projects: Utopias and Dystopias | |
| Chapter Summary | |
| Thinking And Writing To Explore Issues And Take Positions | |
| Believing and Knowing: Writing to Analyze | |
| Ways of Forming Beliefs | |
| Beliefs Based on Personal Experience | |
| B. C. "Homeless in Prescott, Arizona" | |
| "For Katrina Evacuee, Getting Help Is a Full-Time Job" | |
| Beliefs Based on Indirect Experience | |
| Evaluating Sources and Information | |
| How Reliable Is the Source? | |
| What Are the Source's Purposes and Interests? | |
| How Knowledgeable or Experienced Is the Source? | |
| Table of Contents provided by Publisher. All Rights Reserved. |
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