نویسندهٔ دانشگاهی: راهنمایی مختصر

The Academic Writer is a brief guide that prepares students for any college writing situation through a solid foundation in rhetorical concepts. By framing the reading and composing processes in terms of the rhetorical situation, Lisa Ede gives students the tools they need to make effective choices. With an emphasis on analysis and synthesis, and making and supporting claims, students learn to master the moves of academic writing across mediums. A new chapter on "Strategies for Multimodal Composing" and advice on writing in a multimodal environment throughout the text help instructors take students into new contexts for reading and composing. New coverage of drafting, editing, and revising, and updated coverage of academic research–including the 2016 MLA guidelines–ensures that students are supported at all stages of the writing process. Title Page......Page 4 Copyright......Page 5 Preface for Instructors......Page 7 1. Writing Rhetorically......Page 32 Understanding the Impact of Communication Technologies on Writing......Page 36 Writing and Rhetoric......Page 40 Composing—and Designing—Texts......Page 42 Developing Rhetorical Sensitivity......Page 45 Note for Multilingual Writers......Page 47 Rhetorical Sensitivity and Kairos......Page 49 Note for Multilingual Writers......Page 51 For Thought, Discussion, and Writing......Page 53 2. Reading Rhetorically......Page 55 Applying Rhetorical Sensitivity to Your Reading......Page 56 Understanding Your Purposes as a Reader......Page 57 Understanding How Genre Affects Your Reading......Page 58 Understanding How Medium and Device Affect Your Reading......Page 62 QUIZ: READING ON PAGE OR SCREEN......Page 63 Note for Multilingual Writers......Page 66 QUESTIONS FOR ANALYZING A TEXT’S RHETORICAL SITUATION......Page 68 Note for Multilingual Writers......Page 72 Developing the Habits of Mind Needed for Academic Reading......Page 73 Developing Critical Reading Skills......Page 77 Note for Multilingual Writers......Page 78 QUESTIONS FOR PREVIEWING A TEXT......Page 79 • Frank Rose, “The Selfish Meme”......Page 80 Annotating......Page 82 QUESTIONS FOR ANNOTATING A TEXT......Page 83 Summarizing......Page 86 GUIDELINES FOR SUMMARIZING A TEXT......Page 87 QUESTIONS FOR ANALYZING A TEXT’S ARGUMENT......Page 89 Note for Multilingual Writers......Page 91 QUESTIONS FOR ANALYZING VISUAL TEXTS......Page 96 For Thought, Discussion, and Writing......Page 103 3. Analyzing Rhetorical Situations......Page 106 The Rhetorical Situation......Page 107 Note for Multilingual Writers......Page 108 Using Your Rhetorical Analysis to Guide Your Writing......Page 109 Setting Preliminary Goals......Page 111 QUESTIONS FOR ANALYZING YOUR RHETORICAL SITUATION......Page 112 Alia Sands’s Analysis......Page 113 • Alia Sands, “A Separate Education”......Page 115 Using Aristotle’s Appeals......Page 121 Brandon Barrett’s Analysis......Page 123 • Brandon Barrett, “The All-Purpose Answer”......Page 124 Analyzing Textual Conventions......Page 127 CHARACTERISTICS OF AN EFFECTIVE ACADEMIC ESSAY......Page 129 Observing a Professional Writer at Work: Comparing and Contrasting Textual Conventions......Page 131 • Jean M. Twenge, Generation Me (Excerpt)......Page 132 • Jean M. Twenge, “Generation Me on Trial”......Page 134 • Jean M. Twenge, et al., “Generational Differences in Young Adults’ Life Goals, Concern for Others, and Civic Orientation, 1966–2009” (Excerpt)......Page 138 Note for Multilingual Writers......Page 151 For Thought, Discussion, and Writing......Page 153 4. Academic Writing: Committing to the Process......Page 166 Managing the Writing Process......Page 172 Identifying Composing Styles......Page 174 COMPOSING STYLES: ADVANTAGES AND DISADVANTAGES......Page 176 Note for Multilingual Writers......Page 179 QUIZ: ANALYZING YOUR COMPOSING PROCESS......Page 181 Finding a Community......Page 187 Working Collaboratively......Page 189 GUIDELINES FOR GROUP WORK......Page 190 For Thought, Discussion, and Writing......Page 191 5. Analyzing and Synthesizing Texts......Page 193 Understanding the Centrality of Reading to Academic Writing......Page 194 Considering Analysis and Synthesis in the Context of the Academic Community......Page 195 Understanding Your Audience......Page 196 • Hope Leman, “The Role of Journalists in American Society: A Comparison of the ‘Mirror’ and ‘Flashlight’ Models”......Page 197 Understanding How Analysis Works......Page 201 Establishing a Purpose for Your Analysis......Page 202 Developing an Appropriate Method for Your Analysis......Page 204 QUESTIONS FOR DEVELOPING AN APPROPRIATE METHOD FOR ANALYSIS......Page 205 Understanding the Relationship between Analysis and Argument......Page 206 Analyzing Academic Arguments......Page 208 STASIS QUESTIONS......Page 209 • Amitai Etzioni, “Less Privacy Is Good for Us (and You)”......Page 210 Identifying an Author’s Position on a Question......Page 216 QUESTIONS FOR CRITICAL READING AND ANALYSIS......Page 217 Note for Multilingual Writers......Page 218 Using Aristotle’s Three Appeals......Page 220 Recognizing Fallacies......Page 224 GUIDELINES FOR IDENTIFYING FALLACIES......Page 225 • Stevon Roberts, “The Price of Public Safety”......Page 228 Understanding How Synthesis Works......Page 237 QUESTIONS FOR SYNTHESIZING TEXTS......Page 239 • Elizabeth Hurley, “The Role of Technology in the Classroom: Two Views”......Page 241 For Thought, Discussion, and Writing......Page 246 6. Making and Supporting Claims......Page 248 Understanding—and Designing—Academic Arguments......Page 249 Exploring Aristotle’s Three Appeals......Page 252 Understanding the Role of Values and Beliefs in Argument......Page 253 GUIDELINES FOR ANALYZING YOUR OWN VALUES AND BELIEFS......Page 255 Note for Multilingual Writers......Page 257 Mastering the Essential Moves in Academic Writing......Page 259 Determining Whether a Claim Can Be Argued......Page 260 GUIDELINES FOR DEVELOPING AN ARGUABLE CLAIM......Page 261 Providing Good Reasons and Supporting Them with Evidence......Page 264 QUESTIONS FOR EVALUATING EVIDENCE......Page 266 Framing Your Argument as Part of the Scholarly Conversation......Page 270 Using Media to Strengthen Your Argument......Page 275 • Suzanne Chouljian, “Effects of Habitat Fragmentation on Bobcat (Lynx Rufus) Populations in the Pocono Mountains” (Excerpt)......Page 276 GUIDELINES FOR USING VISUALS IN ACADEMIC WRITING......Page 279 Composing an Academic Argument: A Case Study of One Student’s Writing Process......Page 281 Daniel Stiepleman’s Annotation of the Public Service Announcement......Page 283 Daniel’s Cluster......Page 285 Daniel’s Discovery Draft......Page 287 Daniel’s Journal Entry......Page 289 Daniel’s Rhetorical Analysis......Page 290 Daniel’s Plan for His Essay......Page 291 Daniel’s First Draft......Page 293 Daniel’s Second Draft with Peer Comments......Page 296 Daniel’s Response to Peer Comments......Page 300 • Daniel Stiepleman, “Literacy in America: Reading between the Lines”......Page 301 For Thought, Discussion, and Writing......Page 305 7. Doing Research: Joining the Scholarly Conversation......Page 307 Habits of Mind for Academic Research......Page 308 QUESTIONS FOR ANALYZING YOUR RHETORICAL SITUATION AS A RESEARCHER......Page 309 EXPLORING A TOPIC AND FINDING A FOCUS......Page 310 Choosing a Topic......Page 311 Exploring a Topic......Page 312 Considering Multiple Perspectives......Page 314 Hands-On Research......Page 315 GUIDELINES FOR HANDS-ON RESEARCH METHODS......Page 316 Finding a Focus......Page 319 Managing Uncertainty......Page 320 GATHERING INFORMATION AND STAYING ORGANIZED......Page 321 GUIDELINES FOR IDENTIFYING SOURCE TYPES......Page 322 Searching with Keywords......Page 327 QUESTIONS TO ASK AS YOU DEVISE AND REVISE YOUR LIST OF KEYWORDS......Page 328 Learning from Your Results......Page 331 Considering Your Research Tool......Page 332 Using Common Research Tools......Page 333 Getting the Most Out of Your Research Tools......Page 335 QUESTIONS TO CONSIDER WHEN USING A NEW RESEARCH TOOL......Page 336 Using Filters (Facets) and Advanced Tools......Page 338 Retrieving Full Text......Page 339 GUIDELINES FOR GETTING THE FULL TEXT OF ARTICLES......Page 342 Using Database Tools and Citation Managers......Page 345 Asking for Help......Page 346 SYNTHESIZING, WRITING, AND CITING......Page 347 Evaluating Sources......Page 348 QUESTIONS TO CONSIDER AS YOU CHOOSE SOURCES......Page 349 Navigating Source Requirements......Page 353 Understanding Academic Audiences......Page 354 Synthesizing Information and Ideas......Page 356 Structuring a Supporting Paragraph in a Research Project......Page 357 Quoting, Paraphrasing, and Summarizing......Page 359 Using Signal Phrases......Page 360 WHEN SHOULD I QUOTE, PARAPHRASE OR SUMMARIZE?......Page 361 Quoting, Paraphrasing, and Summarizing Appropriately and Ethically......Page 363 Note for Multilingual Writers......Page 368 GUIDELINES FOR AVOIDING PLAGIARISM......Page 369 Using Appropriate Citation Styles and Formatting......Page 370 Understanding Your Rights as a Content Creator......Page 371 Isn’t There More to Say Here on Writing?......Page 372 • Alletta Brenner, “Sweatshop U.S.A.: Human Trafficking in the American Garment-Manufacturing Industry”......Page 373 For Thought, Discussion, and Writing......Page 384 8. Writing in the Disciplines: Making Choices as You Write......Page 387 Thinking Rhetorically about Writing in the Disciplines......Page 388 QUESTIONS FOR ANALYZING WRITING IN THE DISCIPLINES......Page 390 Writing in the Humanities......Page 391 • Elizabeth Ridlington, “Lincoln’s Presidency and Public Opinion”......Page 392 Writing in the Natural and Applied Sciences......Page 396 • Tara Gupta, “Field Measurements of Photosynthesis and Transpiration Rates in Dwarf Snapdragon (Chaenorrhinum minus Lange): An Investigation of Water Stress Adaptations”......Page 397 Writing in the Social Sciences......Page 403 • Tawnya Redding, “Mood Music: Music Preference and the Risk for Depression and Suicide in Adolescents......Page 405 Writing in Business......Page 416 Sample Student Email for Business Writing......Page 417 For Thought, Discussion, and Writing......Page 419 9. Strategies for Invention, Planning, and Drafting......Page 421 Strategies for Invention......Page 422 Note for Multilingual Writers......Page 423 Freewriting......Page 424 Looping......Page 426 Brainstorming......Page 427 GUIDELINES FOR GROUP BRAINSTORMING......Page 428 Clustering......Page 430 Asking the Journalist’s Questions......Page 432 Exploring Ideas......Page 434 QUESTIONS FOR EXPLORING A TOPIC......Page 435 Note for Multilingual Writers......Page 438 Writing a Discovery Draft......Page 439 Strategies for Planning......Page 440 Establishing a Working Thesis......Page 441 Formulating a Workable Plan......Page 443 QUESTIONS FOR ESTABLISHING A WORKING THESIS......Page 444 Note for Multilingual Writers......Page 445 Strategies for Drafting......Page 447 Managing the Drafting Process......Page 448 GUIDELINES FOR OVERCOMING WRITER’S BLOCK......Page 449 Developing and Organizing Your Ideas......Page 452 Using a Thesis Statement......Page 453 Developing Ideas......Page 454 Following Textual Conventions......Page 455 Writing Effective Paragraphs......Page 456 For Thought, Discussion, and Writing......Page 459 10. Strategies for Revising, Editing, and Proofreading......Page 461 Strategies for Revising......Page 463 GUIDELINES FOR REVISING OBJECTIVELY......Page 464 Asking the Big Questions: Revising for Focus, Content, and Organization......Page 466 Examining Your Own Writing......Page 467 QUESTIONS FOR EVALUATING FOCUS, CONTENT, AND ORGANIZATION......Page 468 One Student Writer’s Revision for Focus, Content, and Organization......Page 469 Stevon’s Early Draft......Page 470 • Stevon Roberts, “Identity, Rebooted”......Page 472 Note for Multilingual Writers......Page 478 Responses from Friends and Family Members......Page 480 Responses from Classmates......Page 481 GUIDELINES FOR RESPONSES FROM CLASSMATES......Page 482 GUIDELINES FOR MEETING WITH A WRITING TUTOR......Page 484 GUIDELINES FOR USING YOUR INSTRUCTOR’S RESPONSES......Page 485 Practical Strategies for Editing......Page 487 Keeping Your Readers on Track: Editing for Style......Page 488 Achieving Coherence......Page 489 GUIDELINES FOR EDITING FOR COHERENCE......Page 491 Editing for Effective Prose Style......Page 493 GUIDELINES FOR EFFECTIVE PROSE STYLE......Page 494 Proofreading: A Rhetorical Approach to Correctness......Page 496 GUIDELINES FOR PROOFREADING YOUR WRITING......Page 499 Note for Multilingual Writers......Page 501 For Thought, Discussion, and Writing......Page 502 11. Strategies for Multimodal Composing......Page 504 Understanding Multimodal Composing......Page 505 The Rhetorical Situation and Multimodal Composing......Page 508 Multimedia Composition and the Importance of Design......Page 514 Alignment......Page 515 Proximity......Page 517 Repetition......Page 518 Contrast......Page 519 Managing the Demands of Multimodal Composition......Page 520 GUIDELINES FOR MULTIMODAL COMPOSING......Page 521 Multimodal Composing: Three Student Examples......Page 523 • Ben Myers, “Gap Year: Good or Bad?” (Home Page), Website......Page 524 • Ben Myers, “The Disability Conversation” (Film Still), Video Presentation......Page 526 For Thought, Discussion, and Writing......Page 527 Writers’ References......Page 534 MLA Documentation Guidelines......Page 535 APA Documentation Guidelines......Page 578 Acknowledgments......Page 607 Index......Page 609 "The Academic Writer helps your students develop the rhetorical common sense they will need to read and write successfully in college, no matter what the discipline or medium in which they are composing. With its "guidelines" flowcharts highlighting key processes of thinking, writing, and reading; its streamlined and updated advice for analysis, synthesis, and research; a new chapter on strategies for multimodal composing; and advice on writing in a multimodal environment throughout, this text is the perect introduction to college writing -- at a price your students will appreciate. Order this edition for the most current topics your students will want to read, discuss, and write about." -- from the back cover "The Academic Writer helps you develop the rhetorical common sense you need to read and write successfully in college, no matter what your discipline or medium. With its "guidelines" flowcharts highlighting key processes of thinking, writing, and reading; its streamlined and updated advice for analysis, synthesis, and research; its new chapter on multimodal composing; and advice on writing in multimodal environments throughout, this text is the perect introduction to college writing -- at a price you'll appreciate. This book includes the topics and assignments you need in order to do your coursework." -- from the jacket