Synopses & Reviews
Written in Lisa Ede's accessible, supportive style, The Academic Writer is an affordable, brief guide to the essentials of academic writing and research. By framing reading and writing situations in terms of the writer, reader, text, and medium, Ede helps students think rhetorically and make effective choices. The text provides abundant coverage of reading, including a new chapter—"Reading on Page and Screen"—that helps students match device to purpose, and a second chapter of strategies for active and critical reading. It emphasizes analysis and synthesis, key skills required to master the moves of academic writing. And it provides advice on writing in the disciplines as well as numerous student models. With its updated coverage of research and its attention to visuals and design, The Academic Writer is the perfect introduction to college writing—at a great price.
Synopsis
PACKAGE THIS TITLE WITH OUR 2016 MLA SUPPLEMENT, Documenting Sources in MLA Style (package ISBN-13: 9781319084417). Get the most recent updates on MLA citation in a convenient, 40-page resource based on The MLA Handbook, 8th Edition, with plenty of models. Browse our catalog or contact your representative for a full listing of updated titles and packages, or to request a custom ISBN.
Written in Lisa Ede's accessible, supportive style, The Academic Writer is an affordable, brief guide to the essentials of academic writing and research. By framing reading and writing situations in terms of the writer, reader, text, and medium, Ede helps students think rhetorically and make effective choices. The text provides abundant coverage of reading, including a new chapter--"Reading on Page and Screen"--that helps students match device to purpose, and a second chapter of strategies for active and critical reading. It emphasizes analysis and synthesis, key skills required to master the moves of academic writing. And it provides advice on writing in the disciplines as well as numerous student models. With its updated coverage of research and its attention to visuals and design, The Academic Writer is the perfect introduction to college writing--at a great price.
About the Author
Lisa Ede is professor of English at Oregon State University, where she has taught since 1980. She has published a number of books and articles collaboratively with Andrea A. Lunsford, including Singular Texts/Plural Authors: Perspectives on Collaborative Writing and Audience Addressed/Audience Invoked: The Role of Audience in Composition Theory and Pedagogy, which won the CCCCs Braddock Award in 1985. Ede is also a recipient of the prestigious Shaughnessy Award. Among her other publications are Situating Composition: Composition Studies and the Politics of Location, and Essays on Classical Rhetoric and Modern Discourse (with Andrea A. Lunsford and Robert J. Connors). In addition, for Bedford/St. Martins, Ede is the editor of On Writing Research: The Braddock Essays, 1975-1998, and editor, with Andrea Lunsford, of Selected Essays of Robert J. Connors.
Table of Contents
ContentsPreface for Instructors ixPART IWriting Matters: Writing and Rhetoric in the Twenty-First Century1. Rethinking Writing: A Rhetorical Process for Composing Texts 1Understanding the Impact of Communication Technologies on Writing 3Writing and Rhetoric 6Composing — and Designing — Texts 7Developing Rhetorical Sensitivity 12NOTE FOR MULTILINGUAL WRITERS 13NOTE FOR MULTILINGUAL WRITERS 16For Thought, Discussion, and Writing 172. Rethinking Reading: Reading on Page and Screen 18QUIZ: READING ON PAGE OR SCREEN 20Understanding the Impact of Communication Technologies on Reading 21Reading and Rhetoric 25NOTE FOR MULTILINGUAL WRITERS 30Analyzing Your Experiences and Preferences as a Reader 30Reading Rhetorically in a Time of Transition 30For Thought, Discussion, and Writing 323. Academic Writing: Committing to the Process 34Managing the Writing Process 37Identifying Composing Styles 39GUIDELINES FOR ANALYZING YOUR COMPOSING STYLE 41Composing Styles: Advantages and Disadvantages 41NOTE FOR MULTILINGUAL WRITERS 43Analyzing Your Composing Process 43QUIZ: ANALYZING YOUR COMPOSING PROCESS 44Writing Communities 47Finding a Community 47Working Collaboratively 48GUIDELINES FOR GROUP WORK 49For Thought, Discussion, and Writing 504. Analyzing Rhetorical Situations 52Learning to Analyze Your Rhetorical Situation 52NOTE FOR MULTILINGUAL WRITERS 53QUESTIONS FOR ANALYZING YOUR RHETORICAL SITUATION 54Using Your Rhetorical Analysis to Guide Your Writing 56Setting Preliminary Goals 56Mirlandra Eberts Analysis 57Alia Sandss Analysis 59Alia Sands, "A Separate Education" 61Using Aristotles Three Appeals 65Brandon Barretts Analysis 66Brandon Barrett, "The All-Purpose Answer" 68Analyzing Textual Conventions 69CHARACTERISTICS OF AN EFFECTIVE ACADEMIC ESSAY 72Observing a Professional Writer at Work: Comparing and ContrastingTextual Conventions 73NOTE FOR MULTILINGUAL WRITERS 84Using Textual Conventions 84For Thought, Discussion, and Writing 85PART IIWriting in College5. Analyzing and Synthesizing Texts 90Understanding the Centrality of Reading to Academic Writing 90Considering Analysis and Synthesis in the Context of the Academic Community 91Understanding Your Audience 91Hope Leman, "The Role of Journalists in American Society: A Comparison of the ‘Mirror and ‘Flashlight Models" 94Understanding How Analysis Works 96Establishing a Purpose for Your Analysis 97Developing an Appropriate Method for Your Analysis 98Understanding the Relationship between Analysis and Argument 98QUESTIONS FOR DEVELOPING AN APPROPRIATE METHOD FOR ANALYSIS 99Analyzing Academic Arguments 100Determining the Question at Issue 101STASIS QUESTIONS 101Amitai Etzioni, "Less Privacy Is Good for Us (and You)" 102Identifying an Authors Position on a Question 106Using Aristotles Three Appeals 106QUESTIONS FOR CRITICAL READING AND ANALYSIS 107Recognizing Fallacies 110GUIDELINES FOR IDENTIFYING FALLACIES 111Putting Theory into Practice I: Academic Analysis in Action 114Stevon Roberts, "The Price of Public Safety" 115Understanding How Synthesis Works 120QUESTIONS FOR SYNTHESIZING TEXTS 122Putting Theory into Practice II: Academic Synthesis in Action 122Amy Edwards, "Digital and Online Technologies: Friend or Foe?" 124For Thought, Discussion, and Writing 1286. Making and Supporting Claims 130Understanding — and Designing — Academic Arguments 130Exploring Aristotles Three Appeals 132Understanding the Role of Values and Beliefs in Argument 133GUIDELINES FOR ANALYZING YOUR OWN VALUES AND BELIEFS 135NOTE FOR MULTILINGUAL WRITERS 136Mastering the Essential Moves in Academic Writing 137Determining Whether a Claim Can Be Argued 137Developing a Working Thesis 138GUIDELINES FOR DEVELOPING AN ARGUABLE CLAIM 139Providing Good Reasons and Supporting Them with Evidence 141Acknowledging Possible Counterarguments 142QUESTIONS FOR EVALUATING EVIDENCE 143Framing Your Argument as Part of the Scholarly Conversation 145Using Visuals to Strengthen Your Argument 148Composing an Academic Argument: A Case Study ofOne Students Writing Process 152GUIDELINES FOR USING VISUALS IN ACADEMIC WRITING 153Daniel Stieplemans Annotation of the Public Service Announcement 154Daniels Cluster 155Daniels Discovery Draft 155Daniels Journal Entry 156Daniels Rhetorical Analysis 157Daniels Plan for His Essay 158Daniels First Draft 159Daniels Second Draft with Peer Comments 161Daniels Responses to Peer Comment 163Daniels Final Draft 164Daniel Stiepleman, "Literacy in America: Reading between the Lines" 165For Thought, Discussion, and Writing 1687. Doing Research: Joining the Scholarly Conversation 170QUESTIONS FOR ANALYZING YOUR RHETORICAL SITUATION AS A RESEARCHER 171EXPLORING 172Choosing a Topic 173Considering Multiple Perspectives 174Finding a Focus 174Looking at a Variety of Source Types 175Reference Sources 176A Note about Wikipedia 176Books 176Periodicals 177Blogs 177Government Documents 177Moving from Exploring to Gathering 178GATHERING 178Searching with Keywords 179Choosing a Word or Phrase 179QUESTIONS TO ASK AS YOU BRAINSTORM KEYWORDS 180Choosing a Research Tool 182Reviewing Results 182Using Common Research Tools 183Using Article (or Periodical) Databases 185QUESTIONS TO CONSIDER WHEN USING ARTICLE DATABASES 184Metasearch and Federated Search 184Library Catalogs 184 QUESTIONS TO CONSIDER WHEN USING LIBRARY CATALOGS 186Search Engines 187Refining Your Searches 188Getting the Full Text 189GUIDELINES FOR GETTING THE FULL TEXT OF ARTICLES 188Using Digital Workflows 190Retrieving Content 190Staying Organized 191Using Database Tools 191Using Citation Managers 192Using Cloud Storage 192Conducting Field Research 193Conducting Interviews 193Conducting Surveys 193GUIDELINES FOR CONDUCTING INTERVIEWS 194Conducting Observations 194GUIDELINES FOR DESIGNING AND USING SURVEYS 195Ethical Considerations 196GUIDELINES FOR CONDUCTING OBSERVATIONS 197EVALUATING 198Evaluating for Relevance 199Evaluating for Quality 199Evaluating Different Types of Sources 199Recognizing Digital Sources 200Using Checklists 201Understanding Peer Review 201A FRAMEWORK FOR EVALUATING SOURCES 202CREATING 206Using Sources: Synthesizing Information and Ideas 207The Importance of Reading Critically 207Putting Things Together 208ALLETTA BRENNER"S SYNTHESIS CHART 208Using Sources: Quoting, Paraphrasing, and Summarizing 209GUIDELINES FOR DETERMINING WHEN TO QUOTE, PARAPHRASE, OR SUMMARIZE 210A Note about Citations 212Quoting Accurately 212Paraphrasing Effectively 214Summarizing 215A Note about Plagiarism 216GUIDELINES FOR AVOIDING PLAGIARISM 217NOTE FOR MULTILINGUAL WRITERS 218Using Appropriate Citation Styles and Formatting 218Understanding Your Rights as a Content Creator 219Isnt There More to Say Here on Writing? 219Sample Research Essay Using MLA Documentation Style 220Alletta Brenner, "Sweatshop U.S.A.: Human Trafficking in theAmerican Garment-Manufacturing Industry" 221For Thought, Discussion, and Writing 2318. Writing in the Disciplines: Making Choices as You Write 233Thinking Rhetorically about Writing in the Disciplines 233QUESTIONS FOR ANALYZING WRITING IN THE DISCIPLINES 235Writing in the Humanities 236Sample Student Essay in the Humanities 236Elizabeth Ridlington, "Lincolns Presidency and Public Opinion" 237Writing in the Natural and Applied Sciences 239Sample Student Essay in the Natural and Applied Sciences 240Tara Gupta, "Field Measurements of Photosynthesis and Transpiration Rates in Dwarf Snapdragon (Chaenorrhinum minus Lange): An Investigation of Water Stress Adaptations" 241Writing in the Social Sciences 245Sample Student Essay in the Social Sciences 247Tawnya Redding, "Mood Music: Music Preference and the Risk forDepression and Suicide in Adolescents" 248Writing in Business 257Sample Student Email for Business Writing 258Michelle Rosowsky and Carina Abernathy, "Taylor Nursery Bid" 259For Thought, Discussion, and Writing 260PART IIIPractical Strategies for Reading and Writing9. Strategies for Reading 261Applying Rhetorical Sensitivity to Your Reading 261Recognizing the Importance of Genre 262QUESTIONS TO ASK ABOUT GENRES 265NOTE FOR MULTILINGUAL WRITERS 266Becoming a Strong Reader 266GUIDELINES FOR STRONG READING 267Developing Critical Reading Skills 270Previewing 270QUESTIONS FOR PREVIEWING A TEXT 271NOTE FOR MULTILINGUAL WRITERS 272FRANK ROSE, "THE SELFISH MEME" 273Annotating 272QUESTIONS FOR ANNOTATING A TEXT 275Summarizing 277Analyzing Lines of Argument 278GUIDELINES FOR SUMMARIZING A TEXT 278 NOTE FOR MULTILINGUAL WRITERS 279QUESTIONS FOR ANALYZING A TEXTS ARGUMENT 280For Thought, Discussion, and Writing 28110. Strategies for Analyzing Visual Texts 283GUIDELINES FOR ANALYZING VISUAL TEXTS 284For Thought, Discussion, and Writing 29011. Strategies for Invention 292Discovering Ideas 293NOTE FOR MULTILINGUAL WRITERS 293Freewriting 293Looping 294Brainstorming 295GUIDELINES FOR GROUP BRAINSTORMING 296Clustering 297Asking the Journalists Questions 299Exploring Ideas 300Asking the Topical Questions 300Researching 301QUESTIONS FOR EXPLORING A TOPIC 302 NOTE FOR MULTILINGUAL WRITERS 304Writing a Discovery Draft 304For Thought, Discussion, and Writing 30512. Strategies for Planning and Drafting 306Understanding the Process of Planning 306Establishing a Working Thesis 307QUESTIONS FOR ESTABLISHING A WORKING THESIS 308Formulating a Workable Plan 309NOTE FOR MULTILINGUAL WRITERS 310Developing Effective Strategies for Drafting 310Managing the Drafting Process 311GUIDELINES FOR OVERCOMING WRITERS BLOCK 312GUIDELINES FOR DRAFTING ON A COMPUTER 314Developing and Organizing Your Ideas 315Using a Thesis Statement 315Developing Ideas 316Following Textual Conventions 317For Thought, Discussion, and Writing 31713. Strategies for Designing Pages and Screens 319Looking at Design and the Rhetorical Situation 320NOTE FOR MULTILINGUAL WRITERS 320Understanding the Basic Principles of Design 321GUIDELINES FOR THINKING RHETORICALLY ABOUT DOCUMENT DESIGN 322Alignment 323Proximity 324Repetition 324Contrast 324Formatting and Layout 325Color 325Fonts and Typefaces 325GUIDELINES FOR USING COLOR EFFECTIVELY 326Spacing 327Pagination 328Choosing Effective Headings 328Wording 329Type Size and Style 329Positioning 329Using Visuals Effectively 329GUIDELINES FOR USING VISUALS EFFECTIVELY 330ABBEY SCHWARZ< sample="" email="" requesting="" permission 331making="" effective="" decisions="" about="" design:="" sample="" documents 333for="" thought,="" discussion,="" and="" writing 33614.="" strategies="" for="" revision 338revising="" through="" re-vision 338guidelines="" for="" revising="" objectively 339asking="" the="" big="" questions:="" revising="" for="" focus,="" content,="" and="" organization 340examining="" your="" own="" writing 340questions="" for="" evaluating="" focus,="" content,="" and="" organization 341one="" student="" writers="" revision="" for="" focus,="" content,="" and="" organization 342stevon="" roberts,="" "identity,="" rebooted" 347benefiting="" from="" responses="" to="" work="" in="" progress 352note="" for="" multilingual="" writers 352responses="" from="" friends="" and="" family="" members 353responses="" from="" classmates 353guidelines="" for="" responses="" from="" classmates 354responses="" from="" writing="" center="" tutors 355responses="" from="" your="" instructor="" and="" others 355guidelines="" for="" meeting="" with="" a="" writing="" tutor 356keeping="" your="" readers="" on="" track:="" revising="" for="" style 356guidelines="" for="" using="" your="" instructors="" responses="" 357achieving="" coherence 358guidelines="" for="" revising="" for="" coherence 359finding="" an="" appropriate="" voice 359revising="" for="" effective="" prose="" style 360guidelines="" for="" effective="" prose="" style 362for="" thought,="" discussion,="" and="" writing 363writers="" references="" 365mla="" documentation="" guidelines 367apa="" documentation="" guidelines 400index 423="">