Strategies for College Writing A Rhetorical Reader

by Funk, Robert W.; Day, Susan X.; Coleman, Linda S.

• ISBN13: 9780130982551
• ISBN10: 0130982555
• Edition: 2nd
• Format: Paperback
• Copyright: 2002-05-05
• Publisher: Pearson

Summary

Who? What? Why? How? Strategies for College Writing: A Rhetorical Reader, Second Edition, unifies the reading and writing processes through a Who, What, Why, How heuristic that is more accessible and easily practiced by beginning writers. NEW FEATURES: bull; bull;Twenty-five new readings, including essays by Langston Hughes, Gary Soto, Joan Didion, Alice Walker, Diane Ackerman, Amy Tan, Lewis Thomas, John Holt, Stephanie Ericsson, Scott Russell Sanders, Barbara Ehrenreich, and Bharati Mukherjee. bull;Expanded coverage of revision and audience throughout the next. bull;Updated suggestions for using computers and the Internet, including a text-tied Companion Website trade; -www.prenhall.com/funk-with quizzes, contextual information, and relevant web destinations.

Table of Contents

Preface	xiii
Thematic Table of Contents	xix
Engaged Reading	1	(13)
Getting Started	1	(1)
Marking the Text	2	(1)
Reading with a Plan: Who? What? Why? and How?	2	(2)
``Gender Gap in Cyberspace''	4	(4)
Deborah Tannen
Using Who? What? Why? and How?	8	(3)
Making the Reading-Writing Connection	11	(1)
Developing the Habit	12	(1)
Using the Core Strategies	12	(2)
Internet Activity	13	(1)
Writing from Reading	14	(19)
Developing Your Writing Skills	14	(1)
Constructing an Essay	15	(6)
Generating Ideas	15	(2)
Making a Plan	17	(1)
Organizing Your Ideas	17	(2)
Writing a Draft	19	(2)
Revising and Editing	21	(5)
Revising from the Top Down	21	(1)
Checklist for Revising	22	(1)
Getting Feedback: Peer Review	22	(1)
Revising in Peer Groups	23	(1)
Rewriting on a Word Processor	24	(1)
Editing the Final Draft	24	(1)
Checklist for Editing	24	(1)
Editing on a Word Processor	25	(1)
Sample Student Essay with Author's Comments	26	(4)
``Dealing with Death, Coping with Life''	26	(4)
Jennifer Hoff
Internet Sources for Writers	30	(1)
Using Interent Resources	30	(1)
``Twelve Tips to Search the Internet Successfully''	31	(2)
Bruce maxwell
Strategies for Discovering and Relating Experiences: Narration	33	(46)
Informal Discovery Writing	33	(3)
From Discovery to Narration	36	(1)
Fromal Narration: Relating Discoveries to Readers	37	(2)
Student Essay: Tara Coburn, ``A Better Place''	37	(2)
Writer's Workshop: Responding to a Narrative	39	(1)
Getting Started on a Narrative	39	(1)
Organizing a Narrative	40	(1)
Developing a Narrative	40	(1)
Opening and Closing a Narrative	41	(1)
Using the Model	42	(2)
Checklist for Reading and Writing Narrative Essays	43	(1)
``Jackie's Debut: A Unique Day''	44	(6)
Mike Royko
Writing from Reading Assignment	48	(2)
Langston Hughes, ``Salvation''	50	(4)
``Street Scene: Minor Heroism in a Major Metropolitan Area''	54	(4)
Ian Frazier
``No Name Woman''	58	(12)
Maxine Hong Kingston
``Shooting an Elephant''	70	(8)
George Orwell
Further Ideas for Using Narration	78	(1)
Strategies for Appealing to the Senses: Description	79	(43)
``The Grandfather''	80	(2)
Gary Soto
Writer's Workshop I: Responding to a Description	82	(1)
Writing from Reading	82	(2)
Student Essay: Kevin McNeal, ``Last Visit''	82	(2)
Getting Started on a Description	84	(1)
Organizing a Descrption	85	(1)
Developing a Description	86	(1)
Using the Model	87	(2)
Writer's Workshop II: Analyzing a Description	87	(1)
Checklist for Reading and Writing Descriptive Essays	88	(1)
``Two Views of the Mississippi''	89	(5)
Mark Twain
Writing from Reading Assignment	92	(2)
``Marrying Absurd''	94	(5)
Joan Didion
``White Breast Flats''	99	(7)
Emilie Gallant
``In the Kitchen''	106	(8)
Henry Louis Gates Jr.
``Once More to the Lake''	114	(7)
E. B. White
Further Ideas for Using Description	121	(1)
Strategies for Making a Point: Exemplification	122	(55)
``Just Walk On By: A Black Man Ponders His Power to Alter Public Space''	123	(4)
Brent Staples
Writer's Workshop I: Responding to an Exemplification Essay	127	(1)
Writing from Reading	127	(2)
Student Essay: Robet Lincoln, ``Out and About''	127	(2)
Getting Started on Exemplification	129	(1)
Organizing Exemplification	130	(1)
Developing Exemplification	131	(1)
Opening and Closing Exemplification	132	(1)
Using the Model	133	(1)
Writer's Workshop II: Analyzing an Exemplification Essay	133	(1)
Checklist for Reading and Writing Exemplification Essays	133	(1)
``On the Interstate: A City of Mind''	134	(6)
Sue Hubbell
Writing from Reading Assignment	138	(2)
``Shitty First Draft''	140	(6)
Anne Lamott
``Slow Descent into Hell''	146	(8)
Jon D. Hull
``In Search of Our Mothers' Gardens''	154	(11)
Alice Walker
``A Weight That Women Carry''	165	(11)
Sallie Tisdale
Further Ideas for Using Exemplification	176	(1)
Strategies for Examplaining How Things Work: Process Analysis	177	(46)
``Cat Bathing as a Martial Art''	178	(2)
Bud Herron
Writer's Workshop I: Responding to a Process Analysis	180	(1)
Writing from Reading	180	(3)
Student Essay: James R. Bryans, ``Buying Land: Easier Said Than Done''	181	(2)
Getting Started on a Process Analysis	183	(1)
Organizing a Process Analysis	183	(1)
Developing a Process Analysis	184	(1)
Opening and Closing a Process Analysis	185	(1)
Using the Model	186	(2)
Writer's Workshop II: Analyzing Process Writing	187	(1)
Checklist for Reading and Writing Process Essays	187	(1)
``Wall Covering''	188	(6)
Dereck Williamson
Writing from Reading Assignment	193	(1)
``Why Leaves Turn Color in the Fall''	194	(5)
Diane Ackerman
``Embalming Mr. Jones''	199	(9)
Jessica Mitford
``How to Write a Personal Letter''	208	(5)
Garrison Keillor
``The Trouble with French Fries''	213	(9)
Malcolm Gladwell
Further Ideas for Using Process Analysis	222	(1)
Strategies for Clarifying Meaning: Definition	223	(45)
``The Company Man''	224	(2)
Ellen Goodman
Writer's Workshop I: Responding to a Definition	226	(1)
Writing from Reading	226	(2)
Student Essay: Megan Quick, ``In Tune with His Students''	226	(2)
Getting Started on a Definition	228	(1)
Organizing a Definition	229	(1)
Developing a Definition	230	(1)
Opening and Closing a Definition	231	(1)
Using the Model	232	(2)
Writer's Workshop II: Analyzing a Definition	232	(1)
Checklist for Reading and Writing Definition Essays	233	(1)
``Who's a Hillbilly?''	234	(5)
Rebecca Thomas Kirkendall
Writing from Reading Assignment	238	(1)
``I Want a Wife''	239	(4)
Judy Brady
``Mother Tongue''	243	(8)
Amy Tan
``Father Hunger''	251	(7)
Michel Marriott
``The Fear''	258	(9)
Andrew Holleran
Further Ideas for Using Definition	267	(1)
Strategies for Organizing Ideas and Experience: Division and Classification	268	(57)
``The Technology of Medicine''	269	(5)
Lewis Thomas
Writer's Workshop I: Responding to a Classification	273	(1)
Writing from Reading	274	(3)
Student Essay: Jessica Swigart, ``Ambition, Good or Bad?''	274	(3)
Getting Started on Division and Classification Writing	277	(1)
Organizing Division and Classification Writing	278	(1)
Developing Division and Classification Writing	279	(1)
Opening and Closing Division and Classification Writing	280	(1)
Using the Model	281	(2)
Writer's Workshop II: Analyzing a Division and Classification Essay	282	(1)
Checklist for Reading and Writing Division and Classification Essays	282	(1)
``Doublespeak''	283	(8)
William Lutz
Writing from Reading Assignment	289	(2)
``Three Kinds of Discipline''	291	(5)
John Holt
``The Ways We Lie''	296	(10)
Stephanie Ericsson
``What Friends Are For''	306	(9)
Phillip Lopate
``What We Now Know about Memory''	315	(9)
Lee Smith
Further Ideas for Using Division and Classificaiton	324	(1)
Strategies for Examining Connections: Comparison and Contrast	325	(51)
``Day to Night: Picking Cotton''	326	(3)
Maya Angelou
Writer's Workshop I: Responding to Comparison and Contrast	329	(1)
Writing from Reading	329	(2)
Student Essay: Kara Kitner, ``Life: It's All About Choices''	329	(2)
Getting Started on Comparison and Contrast	331	(1)
Organizing Comparison and Contrast	332	(3)
Developing Comparison and Contrast	335	(1)
Opening and Closing Comparison and Contrast	335	(1)
Using the Model	336	(2)
Writer's Workshop II: Analysing Comparison and Contrast	337	(1)
Checklist for Reading and Writing Comparison and Contrast Essays	337	(1)
``Parallel Worlds: The Surprising Similarities (and Differences) of Country-and-Western and Rap''	338	(8)
Denise Noe
Writing from Reading Assignment	344	(2)
``Pole Vaulting''	346	(5)
William Finnegan
``Sex, Lies, and Conversation''	351	(8)
Deborah Tannen
``The Men We Carry in Our Minds''	359	(7)
Scott Russell Sanders
``Dividing American Society''	366	(9)
Andrew Hacker
Further Ideas for Using Comparison and Contrast	375	(1)
Strategies for Interpreting Meaning: Cause and Effect	376	(45)
``Shopping and Other Spritual Adventures in America Today''	377	(3)
Phyllis Rose
Writer's Workshop I: Responding to Cause and Effect	380	(1)
Writing from Reading	380	(2)
Student Essay: Benjamin Erwin, ``Choosing Your Life''	380	(2)
Getting Started on Cause and Effect	382	(1)
Organizing Cause and Effect	383	(2)
Developing Cause and Effect	385	(1)
Opening and Closing Cause and Effect	386	(1)
Using the Model	387	(2)
Writer's Workshop II: Analyzing Cause and Effect	387	(1)
Checklist for Reading and Writing Cause and Effect Essays	387	(2)
``Why Boys Don't Play with Dolls''	389	(6)
Katha Pollitt
Writing from Reading Assignment	393	(2)
``My Wood''	395	(5)
E. M. Forster
``The Greenland Viking Mystery''	400	(6)
Kathy A. Svitil
``On Reading and Writing''	406	(6)
Stephen King
``The Myth of the Latin Woman: I Just Met a Girl Named Maria''	412	(8)
Judith Ortiz Cofer
Further Ideas for Using Cause and Effect	420	(1)
Strategies for Influencing Opinion: Argument	421	(71)
``Bake Your Bread at Home''	422	(3)
Laurel Robertson
Writer's Workshop I: Responding to an Argument	425	(1)
Writing from Reading	425	(4)
Student Essay: Sean Stangland, ``The Educational Value of Film''	426	(3)
Getting Started on an Argument	429	(1)
Organizing an Argument	430	(2)
Developing an Argument	432	(1)
Opening and Closing an Argument	432	(1)
Using the Model	433	(2)
Writer's Workshop II: Analyzing an Argument	433	(1)
Checklist for Reading and Writing Argument Essays	434	(1)
``Marriage as a Restricted Club''	435	(7)
Lindsy Van Gelder
Writing from Reading Assignment	440	(2)
Further Ideas for Using Argument	442	(1)
Debate: How Is the Internet Affecting Young People?	443	(1)
``Young Cyber Addicts''	443	(4)
Amy Wu
``We're Teen, We're Queer, and We've Got E-mail''	447	(7)
Steve Silberman
``The Wired Teen''	454	(5)
Sue Ferguson
Ideas for Writing about the Teens Online Controversy	458	(1)
Debate: Are TV Talk Shows Harmful?	459	(1)
``Tuning in Trouble: Talk TV's Destructive Impact on Mental Health''	459	(7)
Jeanne A. Heaton
``In Defense of Talk Shows''	466	(5)
Barbara Ehrenreich
Ideas for Writing about Talk Shows	469	(2)
Debate: Should the Death Penalty Be Abolished?	471	(1)
``Death and Justice''	471	(6)
Edward I. Koch
``Forgiving the Unforgivable''	477	(6)
Claudia Dreifus
``The Death Penalty on Trial''	483	(9)
Jonathan Alter
Ideas for Writing about the Death Penalty	491	(1)
Further Readings: Two Thematic Clusters	492	(25)
On Immigration	492	(1)
``Life and Hard Times on the Mexican Border''	493	(3)
Luis Alberto Urrea
``Two Ways to Belong in America''	496	(3)
Bharati Mukherjee
``Five Myths about Immigration''	499	(5)
David Cole
Ideas for Writing about Immigration	503	(1)
On Sports	504	(1)
``Let's Get Rid of Sports''	505	(3)
Katha Pollitt
``SuAnne Marie Big Crow''	508	(4)
Ian Frazier
``Bad as They Wanna Be''	512	(5)
Thad Williamson
Ideas for Writing about Sports	516	(1)
Appendix Using and Documenting Sources	517	(25)
Citing Sources	517	(1)
Integrating Sources	518	(1)
Using Quotations	519	(1)
Incorporating Quotations	520	(3)
Avoiding Plagiarism	523	(2)
Documenting Sources Using MLA Style	525	(2)
Sample Entries for a Works Cited List	527	(6)
Sample Student Research Paper	533	(9)
Glossary	542	(12)
Acknowledgments	554	(5)
Index	559

Excerpts

Strategies for College Writing,second edition, emphasizes the interconnectedness of reading and writing by teaching students to read with a writer''s eye and to write with a reader''s expectations. The book employs a set of innovative and coordinated activities that enable students to understand their roles as readers and to connect their reading experiences to their own writing. The numerous readings, pedagogical features, and writing topics give instructors the freedom to select from a broad range of assignments and approaches. A Writer''s Approach to Analytical Reading.The opening chapter, "Engaged Reading," presents an effective and easy-to-use procedure for reading nonfiction from a writer''s perspective. The chapter applies the familiar journalists'' questions-- Who? What? Why? How?--to the process of reading and analyzing essays. This approach shows students how to evaluate their roles as readers and how to respond to the rhetorical contexts of their reading assignments. To illustrate the procedure, the chapter contains a professional essay, along with the responses of a student using the Who, What, Why,and Howquestions to analyze that essay. A Concise Survey of the Writing Process.Chapter 2, "Writing from Reading," offers practical guidance on the primary tasks of the writing process: discovering, organizing, drafting, revising, and editing. This chapter also explains how students can connect their reading experiences to their own writing. A sample student essay--based on the Who, What, Why,and Howanalysis from Chapter 1--illustrates these connections. A Contextual Study of Rhetorical Strategies.Chapters 3 through 11 explain and illustrate the strategies that students use to organize and develop their college writing assignments: narration, description, exemplification, process analysis, definition, division and classification, comparison and contrast, cause and effect, and argument. The discussions of the individual strategies include these important pedagogical features: A chapter introductionpresents each major rhetorical strategy in the context of a sample professional selection and a student essay written in response to that selection. The accompanying analysis points out how the student''s thinking and writing have been influenced by the reading. These introductions provide advice on how to get started, how to organize and develop content, how to open and close the essay, and how to use the professional model. Brief Writer''s Workshopactivities, which can be done collaboratively, help students review the key rhetorical points for the two essays in the introduction. A Checklist for Reading and Writingat the end of each introduction sums up the major issues for understanding and applying each strategy. A detailed Writing from Reading Assignmentfollows the second professional selection in each chapter. Students are given step-by-step directions for designing an essay written in response to the professional selection. Additional professional readingsprovide further examples of each major strategy. Interactive, Integrated Apparatus.The connection between reading and writing is stressed in the apparatus that accompanies each of the professional selections: The prereading apparatusconsists of a "preparing to read" question (which can be used as a journal prompt) and an introductory headnote. The postreading apparatusfollows the Who, What, Why,and Howapproach established in the opening chapter. It includes "First Responses" (which could also be used for journal writing) and questions that explore voice and tone ( Who), content and meaning ( What), purpose ( Why), and style and structure ( How). Several Ideas for Writingdirect students to try their hand at writing a short essay using the ideas and strategies they have examined in the professional selection. Each chapter ends with Further Ideas for Usingthe strategy. These topics include suggestions for collaborative writingand for combining strategies. Internet activities,part of the postreading apparatus, include suggestions for using the resources of the Internet to answer questions about the professional essays and to gather ideas and information for writing essays. A brief article on Internet use, "Twelve Tips to Search the Internet Successfully," appears at the end of Chapter 2. This extensive apparatus gives teachers and students a wide variety of choices for exploring the reading-writing connection. Varied, Thought-Provoking Readings.The sixty-six professional selections have been chosen to illustrate the major rhetorical strategies used in nonfiction writing. They include essays and excerpts of various lengths and cover a wide range of styles and viewpoints. Each chapter begins with two relatively brief readings and then offers longer, more demanding selections for analysis and writing. The topics and issues are intended to engage students and stimulate their thinking. A special effort has been made to appeal to a cross section of readers by including a number of essays by women and multicultural writers. There is a mix of standard works and new selections. The ten student essaysare an important component of the book''s pedagogy. They were written by college freshmen and sophomores employing the reading-writing approach that this book teaches. These essays demonstrate how student writers are able to use the ideas and strategies they encounter in professional readings by applying and adapting them to their own writing. Other Features.For instructors who want to correlate reading assignments or organize their course around issue-centered units, the Thematic Table of Contentsgroups the readings according to several common themes. Each group includes a .pair of essays that can be studied together for the way they complement or challenge each other with their individual takes on a specific theme. The text also contains a glossaryof useful rhetorical terms. WHAT''S NEW IN THE SECOND EDITION New Readings.Twenty-six new readings--more than a third of the selections--address a variety of current topics, from the ordinary (French fries, shopping) to the controversial (immigration, the Internet). Many of these new essays include proven favorites by Langston Hughes, Gary Soto, Joan Didion, Alice Walker, Diane Ackerman, Amy Tan, Lewis Thomas, John Holt, Stephanie Ericsson, Scott Russell Sanders, Barbara Ehrenreich, and Bharati Mukherjee, whereas others introduce newer pieces by Malcolm Gladwell, William Finnegan, Phyllis Rose, Stephen King, Amy Wu, Steve Silberman, Claudia Dreifus, Ian Frazier, and Thad Williamson. Four of the ten student essays are also new to this edition. Three Pro-Con Debates on New Topics in the Argument Chapter.To meet the changing interests and concerns of both students and instructors, the chapter on argument now includes three debates: on the pros and cons of young people on the Internet, on daytime TV talk shows, and on the death penalty. Appendix on Using and Documenting Sources.The appendix offers concise but complete guidance on the use of secondary sources: using and incorporating quotations, avoiding plagiarism, and citing and documenting sources (including electronic sources) in the latest MLA style. The appendix also includes a sample documented student essay that uses nonfiction sources, the kind of research paper that undergraduates are frequently asked to write. Two Thematic Clusters in Chapter 12.This chapter presents a cluster of three essays on two provocative topics of current interest: immigration a