Synopses & Reviews
Treating writing as thinking, the popular WRITING ANALYTICALLY, 7e delivers a sequence of specific prompts that teach students across the curriculum how the process of analysis and synthesis is a vehicle for original and well-developed ideas. The governing premise of this concise rhetoric is that learning to write well means learning to use writing in order to think well. The book treats writing as a tool of thought-a means of undertaking sustained acts of inquiry and reflection. An all-new Chapter 1 "Introduction to This Book, to College Writing, and to Thinking About Thinking" shows students how to best utilize the text to maximize their academic success. Two all-new "Toolkit" chapters help students sharpen their problem-solving skills. In addition, a fully revised and expanded chapter on reading offers a more developed presentation of "How to Read" as well as exercises to practice the reading-writing connection presented in the chapter.
Rosenwasser and Stephen present students, academics, and writers withthe seventh edition of their text. They offer writing prompts that lead writers through the analytical exercise of writing, providingsteps toward analysis and synthesis that enable the generation of original and well-developed thoughts. Their text is organized ineleven chapters, focusing on a wide variety of related concepts, including the analytical frame of mind, reading analytically,responding to traditional writing assignments from an analytical perspective, and a great many more. The authors are both faculty members of Muhlenberg College, Pennsylvania.Annotation ©2015 Ringgold, Inc., Portland, OR (protoview.com)
Writing Analytically treats writing as a tool of thought, offering prompts that lead you through the process of analysis and synthesis and help you to generate original, well-developed ideas. The authors of this brief, popular rhetoric believe that learning to write well requires learning to use your writing as a tool to think well. In the new edition, materials are better integrated, more contextualized, and--when possible--condensed.
About the Author
David Rosenwasser teaches at Muhlenberg College, a small liberal arts college in Pennsylvania, where he has been since the late 1980s. He and Jill Stephen created and implemented the Writing Across the Curriculum program there through a series of faculty seminars. During these seminars, Dr. Rosenwasser and Dr. Stephen discovered that while content faculty from across the disciplines maintained disciplinary-specific writing protocols, they essentially wanted the same thing from student writing: analysis. From this premise, WRITING ANALYTICALLY was born. Dr. Rosenwasser received his B.A. from Grinnell College and his Ph.D. from the University of Virginia in the theory and history of narrative. His current interests include contemporary Irish literature and comic theory. His most recent literary papers include a study of the contemporary Irish writer Edna O'Brien in relation to the work of Joyce and Yeats as well as an analysis of the politics of Bruce Springsteen's albums during the Bush presidency, written collaboratively with a political science professor. Jill Stephen teaches at Muhlenberg College, a small liberal arts college in Pennsylvania, where she's been since the late 1980s. Along with David Rosenwasser, she created and implemented the Writing Across the Curriculum program there through a series of faculty seminars. In these seminars, they discovered that content faculty from across the disciplines, although they maintained disciplinary-specific writing protocols, essentially wanted the same thing from student writing: analysis. From this premise, their textbook, Writing Analytically, was born. Stephen worked in the expository writing program at New York University under Lil Brannon and Cy Knoblauch. She received her B.A. from the University of Illinois at Champaign-Urbana and received her Ph.D. from NYU on rhetorical theory as evidenced in Renaissance poetry and prose. Aside from her writing with Rosenwasser on composition and writing program administration, she writes on poetry, especially Renaissance lyrics. Her current interests include the poetry of Frank O'Hara, Emily Dickinson, and contemporary Irish women writers.
Table of Contents
Introduction: Fourteen Short Takes on Writing and the Writing Process. Unit I: DEVELOPING AN ANALYTICAL FRAME OF MIND. 1. Analysis: What It Is and What It Does. 2. Writing as a Way of Thinking. 3. Toolkit of Analytical Methods I: Seeing Better, Seeing More. 4. Toolkit of Analytical Methods II: Going Deeper. Unit 2: FINDING SOMETHING TO SAY. 5. 10 on 1: An Observation Strategy. 6. Writing about Reading: More Moves to Make with Written Texts. 7. Making Common Topics More Analytical. Unit 3: WRITING ANALYTICAL PAPERS. 8. Reasoning from Evidence to Claims. 9. Analyzing Arguments. 10. Essay Shapes: Two Kinds of Organization. 11. Using 10 on 1 to Build a Paper. 12. Making Interpretations Plausible. 13. Making a Thesis Evolve. 14. Recognizing and Fixing Weak Thesis Statements. 15. Using Sources Analytically: The Conversation Model. 16. Finding, Citing, and Integrating Sources. Unit 4: MATTERS OF FORM: THE SHAPES THAT THOUGHT TAKES. 17. Forms and Formats Across the Curriculum. 18. Introductions and Conclusions Across the Curriculum. 19. Revising for Style: Word Choice. 20. Revising for Style: The Rhetoric of the Sentence. 21. Revising for Correctness: Grammar and Punctuation.