Joining the Conversation: A Guide and Handbook for Writers by Mike Palmquist; Barbara Wallraff - Third Edition, 2017 from Macmillan Student Store
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Joining the Conversation: A Guide and Handbook for Writers

A Guide for WritersThird Edition ©2017 Mike Palmquist; Barbara Wallraff

Grounded in the best practices of effective writing instruction, Joining the Conversation’s rhetorical approach builds an awareness of writing purposes and genres as it teaches students to read critically, research effectively, and respond thoughtfully to the conversations around them. Compre...
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ISBN:9781319087432

ISBN:9781319087418

ISBN:9781319055547

Joining the Conversation: A Guide and Handbook for Writers by Mike Palmquist; Barbara Wallraff - Third Edition, 2017 from Macmillan Student Store

Prepare academic writers with the best practices of writing instruction

Grounded in the best practices of effective writing instruction, Joining the Conversation’s rhetorical approach builds an awareness of writing purposes and genres as it teaches students to read critically, research effectively, and respond thoughtfully to the conversations around them. Comprehensive assignment chapters span reflective, informative, analytical and persuasive writing, following real students throughout their writing processes.Supportive apparatus guides writers from finding a conversation to join all the way through documenting their essays. Throughout the text, with techno-literate practice at the fore, multimodality is always an option and the conversation metaphor empowers students to make their voices heard—with their peers, in academic communities, and in the world. Based on reviewer feedback, the third edition of Joining the Conversation offers a new opening chapter on understanding yourself as a writer, more substantial academic readings on compelling subjects that matter to students, and an expanded digital option in Launchpad for Joining the Conversation. With theory put into practice, Joining the Conversation exemplifies the best of what writing instruction should be.

Features

The conversation metaphor that makes sense to students. By framing writing as a conversation, Joining the Conversation helps students connect their real-world writing across media to the academic writing they do in class. The book’s focus on the rhetorical situation shows students that the questions they face when they write online are the same questions they encounter in academic writing: Who is my audience? What am I trying to say, and why? How can I best express my ideas?

Engaging readings that mix public and academic, traditional and multimodal. Current readings offer models in a variety of genres, from magazine profiles and advertisements to open letters and scholarly journal articles, and address timely topics, such as race in America and "FOMO" (fear of missing out) on social media.

Featured Student Writers in each assignment chapter that put a face on academic writing. In Process boxes throughout Part 2 follow the work of six real college students across a variety of purposes and topics, culminating in their final essays on topics from trigger warnings in course syllabi to the problem of puppy mills in America. Their brainstorming notes, research questions, database searches, and peer review materials along the way illustrate the real writing challenges students face and the solutions they forge.

Available in two versions—one with a handbook. Choose the guide and handbook version of Joining the Conversation for three chapters of lively examples and student-friendly advice on style, grammar, punctuation, and mechanics. Written by Barbara Wallraff, former editor and columnist at The Atlantic magazine, the handbook serves as both a quick reference and a foundation for in-depth revision and editing.

New to This Edition

NEW Chapter 1, Understanding Yourself as a Writer, helps students see themselves as writers and prepares them to engage with the writing processes that work for them. Emphasizing reflection, transfer, and the rhetorical situation, this chapter connects the key concepts of Part 1 to the first assignment chapter, Writing to Reflect, and in-depth support for writing process later in the book. A new scenario follows the path of student writers through their composition course, showing how students develop inquiry and reflection skills.

More sophisticated academic readings. Each assignment chapter now has 4 readings, offering a balance of complex academic pieces and real-world genres. Eighteen engaging new readings include

  • a profile on African-American ballerina Misty Copeland (Writing to Inform)

  • a Rolling Stone music review (Writing to Evaluate)

  • a literacy narrative showing one writer’s development from almost dropping out of high school to award-winning novelist (Writing to Reflect)

  • a student-written proposal for a campus bike share (Writing to Solve Problems)

Expanded "Starting a Conversation" questions about each selection address critical reading and reflection more prominently.

Expanded chapter on fieldwork. This new research chapter covers topics with real relevance to students, such as the ethics of taking photos in public.

Genre Talk, an engaging bridge between the book and LaunchPad. To help students check their understanding of genre, the online activity asks them to examine documents on provocative topics, such as child slavery in the cocoa industry or the global immigration crisis, and complete auto-graded activities to test their understanding of purpose, genre, design, and context.

Expanded Assessment Options and new Activities in LaunchPad In addition to the Genre Talk activities mentioned above, LaunchPad for Joining the Conversation also includes customizable, autoscored reading quizzes for every reading selection; diagnostic quizzes; an expanded set of LearningCurve adaptive quizzing activities on grammar, argument, source documentation, and other topics; and Exercise Central, a bank of searchable and customizable grammar, punctuation, style, writing, and research exercises

“This book approaches writing in the best Burkean sense as a way of joining a conversation, encouraging students to explore what has already been said as they consider what needs to be said.” – Janice Walker, Georgia Southern University

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Table of Contents

Part One: Joining a Conversation

Chapter 1: Understanding Yourself as a Writer 

    Why think of writing as conversation? 

    What should I know about writing situations? 

    What should I know about genre and design? 

    What should I know about writing processes? 

    How can I prepare for a successful writing project?

Chapter 2: Finding and Listening in on Conversations

    How can I analyze an assignment?

    How can I find interesting conversations?

    How can I “listen in” on written conversations?

Chapter 3: Reading to Write  

    How can I read critically? 

    What strategies can I use to read actively?

    How can I read like a writer? 

Chapter 4: Working with Sources 

    How can I take notes? 

    How can I evaluate sources? 

Chapter 5: Working Together

    How can collaborative activities improve my writing? 

    How can I use peer review to improve my writing?  

    How can I conduct an effective peer review?

    What resources can I draw on as I review and collaborate?

Part Two: Contributing to a Conversation

Chapter 6: Writing to Reflect

    What is writing to reflect? 

          The Writer’s Role: Observer

    What kinds of documents are used to share reflections?

          Memoir: Margo Jefferson, Negroland

          Humor: David Sedaris, Keeping Up

          Photo essays: James Mollison, Where Children Sleep

          Literacy narratives: Salvatore Scibona, Where I Learned to Read

    Genre Talk: Reflective Writing

    How can I write a reflective essay?

    Student Essay: Mi Famiglia, by Caitlin Guariglia

    Project Ideas

Chapter 7: Writing to Inform

    What is writing to inform? 

          The Writer’s Role: Reporter

    What kinds of documents are used to inform?

          Informative essays: Liana Aghajanian, Stealth Generation

          Infographics: INA/Princeton University, Magic Bean Shop/The Fries that Bind Us

          Profiles: Rivka Galchen, An Unlikely Ballerina

          Radio news reports: Bill Chappell, Four New Elements Are Added to the Periodic Table

    Genre Talk: Informative Writing

    How can I write an informative essay?

    Student Essay:  To Spray or Not to Spray: DDT Use for Indoor Residual Spraying, by Ellen Page

    Project Ideas

Chapter 8: Writing to Analyze

    What is writing to analyze? 

          The Writer’s Role: Interpreter

    What kinds of documents are used to present an analysis?

          Articles: Carly Lewis, The Writing on the Virtual Bathroom Wall

          Rhetorical analyses: Brooke Gladstone, The Goldilocks Number

          Analytical blog posts: Scott Barry Kaufman, Why Creativity Is a Numbers Game

          Issue analyses: Peter C. Baker, Reform of the Nerds

    Genres Talk: Analytical Writing

    How can I write an analytical essay?

    Student Essay:  Deadly Force: A Conservative Political Writer Takes On a Quickly Evolving Issue, by Mackenzie Owens 

    Project Ideas

Chapter 9: Writing to Evaluate

    What is writing to evaluate?

          The Writer’s Role: Evaluato

    What kinds of documents are used to share evaluations?

          Scholarly essays:  Eileen Ferrer et al, Playing Music to Relieve Stress in a College Classroom Environment

          Media reviews:  Jon Dolan, Adele ‘25’

          Evaluative interviews: Kathryn Edin and Luke Shaefer, The Truth about Food Stamps (Hint: They Work and Help Millions)

          Professional reports: High HOPES Campaign, Restorative Justice in Chicago Public School

    Genres in Conversation: Evaluative Writing

    How can I write an evaluative essay?

    Student Essay

          Making Better Choices: Two Approaches to Reducing College Drinking, by Dwight Haynes

    Project Ideas

Chapter 10: Writing to Solve Problems

    What is writing to solve problems? 

          The Writer’s Role: Problem Solver

    What kinds of documents are used to solve problems?

          Problem-solving articles and essays:  Anneke Jong, Leveling the Playing Field: How to Get More Women in Tech

          Proposals: Carpenter, et al, Iowa State Bike Share Studio

          Opinion pieces:  Patrik Jonsson, Five Ways to Reduce Mass Shootings in the U.S.

          Advice:  Chris Colin, Carpe FOMO

    Genre Talk: Problem-Solving Writing

    How can I write a problem-solving essay?

    Student Essay 

          The Truth about Puppy Mills: Exposing a Heartrending Industry, by James Hardjadinata

    Project Ideas

Chapter 11: Writing to Convince or Persuade

    What is writing to convince or persuade?
   
          The Writer’s Role: Advocate

    What kinds of documents are used to convince or persuade?

          Argumentative essays:  Anu Partenen, What Americans Keep Ignoring about Finland’s School Success

          Advertisements: Men Can Stop Rape, Where Do You Stand?

          Point/Counterpoint editorials:  David W. Kreutzer, Solar Power Presents Significant Environmental Problems;  Don Kusler, We Need to Continue to Invest in Solar

          Open letters: Charlotte Alter, An Open Letter to Open Letter Writers

    Genre Talk: Argumentative Writing

    How can I write an argumentative essay?

    Student Essay: Trigger Warnings in the College Classroom, by Elisabeth Layne

    Project Ideas

Part Three: Conducting Research

Chapter 12: Beginning Your Search

    How should I focus my search for sources?

    How can I develop a search plan?

    How can I keep track of my sources?

    How can I create a bibliography?

Chapter 13: Locating Sources

    How can I locate sources using digital resources?

    How can I locate sources using print resources?

Chapter 14: Conducting Field Research

    When should I use field research methods?

    How can I conduct an interview?

    How can I conduct an observation?

    How can I conduct a survey?

    How can I engage in other forms of field research?

Chapter 15: Avoiding Plagiarism

    What is plagiarism?

    What are research ethics?

    How can I avoid plagiarism?

    What should I do if I’m accused of plagiarism?

Part Four: Crafting and Polishing Your Contribution

Chapter 16: Developing and Supporting Your Thesis Statement

    How can I develop my position on an issue?

    How can I draft my thesis statement?

    How can I support my thesis statement?

Chapter 17: Organizing

    How can I choose an organizing pattern?

    How can I arrange my argument?

    How can I create an outline?

Chapter 18: Drafting and Designing

    How can I use my outline to begin drafting?

    How can I draft an effective document?

    How can I draft my introduction?

    How can I draft my conclusion?

    How can I help my readers follow my argument?

    How can I design my document?

    What should I consider as I design an academic essay?

Chapter 19: Working with Genres  

    How can I choose the right genre?

    How can I write an article?

    How can I create a multimodal essay?

    How can I create a Web page?

Chapter 20: Presenting Your Work 

    How can I make an oral presentation?

    How can I create a multimedia presentation?

    How can I work on group presentations?

    How can I develop a portfolio?

Chapter 21: Using Sources Effectively

    How can I use sources to accomplish my purposes as a writer?

    How can I integrate sources into my draft?

    How can I ensure I’ve avoided plagiarism?

    How should I document my sources?

Chapter 22: Revising and Editing

    What should I focus on when I revise?

    What strategies can I use to revise?

    What should I focus on when I edit?

    What strategies can I use to edit?

Part Five. Documenting Your Sources

Chapter 23: Using MLA Style

    How do I cite sources within the text of my document?

    How do I prepare the list of works cited?

Chapter 24: The APA Documentation System

    How do I cite sources within the text of my document?

    How do I prepare the reference list?

Part Six: Handbook  

Chapter 25: Style: Write Confidently 

    Write clear, logical sentences

    Choose language that will earn you respect

    Choose concise, lively phrasing

Chapter 26: Grammar: Write Skillfully

    Make verbs work for you

   Write in complete sentences, not fragments 

    Avoid run-ons and comma splices

    Use pronouns to help, not confuse, readers

    Use adjectives and adverbs wisely

Chapter 27: Punctuation and Mechanics: Give Your Readers Direction

    Use commas to keep your sentences readable

    Use periods, question marks, and exclamation points correctly

    Use quotation marks when you borrow words

    Use apostrophes in contractions and possessives of nouns

    Use colons to point at what comes next

   Use semicolons between equivalent elements

   Use other punctuation in specific situations

    Use sentence mechanics to convey information

Mike Palmquist

Mike Palmquist is an Associate Provost at Colorado State University, where he leads university-wide efforts to enhance learning and teaching in face-to-face, blended, and distance courses. A professor of English and University Distinguished Teaching Scholar, he is recognized nationally for his work in computer-supported writing instruction and, in particular, in designing Web-based instructional materials to support writing. His most recent Web-based projects are Writing@CSU (http://writing.colostate.edu), an open-access, educational Web site for writers and writing instructors, and the WAC Clearinghouse (http://wac.colostate.edu), the leading site for communication across the curriculum. He is the author of numerous articles and essays on writing and teaching with technology and writing across the curriculum. In 2004, he received the Charles Moran Award for Distinguished Contributions to the Field, which recognizes "exemplary scholarship and professional service to the field of computers and writing." In 2006, the CCCC Committee on Computers in Composition and Communication named him Outstanding Technology Innovator. From 2009 to 2011, he served on the Executive Committee of the National Council of Teachers of English and as chair of the NCTE’s College Section. He is the author of Joining the Conversation: Writing in College and Beyond (Bedford/St. Martin’s, 2010); The Bedford Researcher, Third Edition (Bedford/St. Martin’s, 2009); and Designing Writing: A Practical Guide (Bedford/St. Martin’s, 2005).

Barbara Wallraff

Barbara Wallraff is a professional writer and editor. She spent 25 years at the Atlantic Monthly, where she was the language columnist and an editor. The author of three books on language and style—the national bestseller Word Court, Your Own Words, and Word Fugitives—Wallraff has lectured at the Columbia School of Journalism, the Council of Science Editors, Microsoft, the International Education of Students organization, and the Radcliffe Publishing Program. Her writing about English usage has appeared in national publications including the American Scholar, the Wilson Quarterly, the Harvard Business Review blog, the Wall Street Journal, and the New York Times Magazine. Wallraff is also a contributing blogger to Bedford Bits where she writes on English usage and invites readers to “Ask Barbara” questions about language and grammar.

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Teaching with Joining the Conversation (Online Only)

Mike Palmquist | Third Edition | ©2017 | ISBN:9781319087395

Meet Mike Palmquist