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CM Achieve for Readers and Writers with The Academic Writer 4e (1-Term Online) for St. Cloud State University
A Brief GuideFirst Edition| ©2021 Bedford/St. Martin's; Lisa Ede
More Rhetorical, Better Writing
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.
Features
A focus on rhetorical common sense. Easy-to-understand guidelines help students learn to make effective choices as they read, write, and compose based on their rhetorical situation. Students learn the questions they need to ask to understand any rhetorical situation in terms of the writer or composer, reader, text, and medium. "Thinking Rhetorically" icons highlight this advice throughout the book.
"Guidelines" flowcharts to present key processes. These charts highlight the importance of decision-making and active engagement in the processes of thinking, writing, reading, and composing, and they make writing advice even easier for students to grasp.
Practical advice on analyzing texts and constructing effective arguments. Chapter 5 helps students develop the strong analytic skills that are central to academic writing and carefully reasoned arguments. Chapter 6 demonstrates how to make and support claims, focusing on mastering the essential moves of academic writing.
Essential help for academic for writing in the disciplines, and a wide range of model student essays. Chapter 8, "Writing in the Disciplines: Making Choices as You Write," helps students analyze writing tasks in the humanities, sciences, social sciences, and business and offers model student essays from across the curriculum. A multi-part case study in Chapter 6 and a variety of student models in chapter 8 and throughout the book instruct and inspire students to write effectively whatever their rhetorical situation. The text includes a multi-part case study in Chapter 6, a variety of student models in chapter 8 and throughout the book, and examples of multimodal academic writing in Chapter 11 editing, and proofreading
Pays careful attention to writing as design. Todays students need to employ all the resources available to them to write effectively: words, images, design elements, and media. Chapter 1 compares writing and design, providing a bridge that helps students develop the confidence and rhetorical sensitivity they need to succeed as academic writers, and Chapter 11 provides strategies for tailoring design to the rhetorical situation.
New to This Edition
Expanded attention to multimodal composing. Academic writing is no longer just about text, and effective rhetorical choices take place across mediums. With a new Chapter 11, “Strategies for Multimodal Composing,” and more multimodal examples and activities throughout the text, this edition expands the texts’ signature emphasis on design as a part of writing into multimodal contexts.
Foregrounding the importance of reading rhetorically. A revised chapter 2, "Reading Rhetorically," pulls together all the reading coverage into a single chapter that helps students apply rhetorical sensitivity to their reading; become active, critical readers; and “read” visuals in a rhetorically sensitive way. Within this chapter, in a section drawing on the framework for success in post-secondary writing developed by the National Council of Teachers of English, the Council of Writing Program Administrators, and the National Writing Program, students learn how certain habits of mind (such as curiosity, openness, flexibility, and responsibility) can help them become more active and reflective readers and researchers.
New coverage of kairos. Chapter 1 introduces the concept of kairos, the need to consider the occasion for composing and to respond to the rhetorical situation in a timely way. Later chapters show how students use the concept of kairos to lend urgency to their writing.
More attention to practical strategies for writing effectively. The fourth edition offers enhanced coverage of drafting, revising, and editing, with new emphasis on drafting paragraphs and proofreading.
Streamlined and updated advice for conducting academic research. Written in conjunction with Anne-Marie Deitering, an expert on research and learning technologies, Chapter 7, “Doing Research: Joining the Scholarly Conversation,” now highlights the importance of academic habits of mind to successful research, and it provides up-to-date coverage of research tools, from the using filters and facets of databases to staying organized with citation managers. In addition, the citation guidelines in the Appendix and documentation examples throughout the book have been updated to reflect the new guidelines issued by MLA in 2016.
CM Achieve for Readers and Writers with The Academic Writer 4e (1-Term Online) for St. Cloud State University
First Edition| ©2021
Bedford/St. Martin's; Lisa Ede
Digital Options
CM Achieve for Readers and Writers with The Academic Writer 4e (1-Term Online) for St. Cloud State University
First Edition| 2021
Bedford/St. Martin's; Lisa Ede
Table of Contents
Preface for Instructors
Part 1 Writing and Rhetoric in Action
1 Writing Rhetorically
Understanding the Impact of Communication Technologies on Writing
Writing and Rhetoric
Composing — and Designing — Texts
Developing Rhetorical Sensitivity
Note for Multilingual Writers
Rhetorical Sensitivity and Kairos
Note for Multilingual Writers
For Thought, Discussion, and Writing
2 Reading Rhetorically
Applying Rhetorical Sensitivity to Your Reading
Understanding Your Purposes as a Reader
Understanding How Genre Affects Your Reading
Understanding How Medium and Device Affect Your Reading
Guidelines: Quiz: Reading on Page or Screen
Note for Multilingual Writers
Understanding the Text’s Rhetorical Situation
Guidelines: Questions for Analyzing a Text’s Rhetorical Situation
Note for Multilingual Writers
Developing the Habits of Mind Needed for Academic Reading
Developing Critical Reading Skills
Previewing
Guidelines: Questions for Previewing a Text
Annotating
Guidelines: Questions for Annotating a Text
Summarizing
Guidelines: Guidelines for Summarizing a Text
Analyzing a Text’s Argument
Guidelines: Questions for Analyzing a Text’s Argument
Reading Visual Texts
Guidelines: Questions for Analyzing Visual Texts
For Thought, Discussion, and Writing
3 Analyzing Rhetorical Situations
Learning to Analyze Your Rhetorical Situation
The Rhetorical Situation
Note for Multilingual Writers
Guidelines: Questions for Analyzing Your Rhetorical Situation
Using Your Rhetorical Analysis to Guide Your Writing
Setting Preliminary Goals
Reading: Alia Sands’s Analysis
Using Aristotle’s Three Appeals
Reading: Brandon Barrett’s Analysis
Analyzing Textual Conventions
Guidelines: Characteristics of an Effective Academic Essay
Observing a Professional Writer at Work: Comparing and Contrasting Textual Conventions
Note for Multilingual Writers
Using Textual Conventions
For Thought, Discussion, and Writing
4 Academic Writing: Committing to the Process
Managing the Writing Process
Identifying Composing Styles
Composing Styles: Advantages and Disadvantages
Note for Multilingual Writers
Analyzing Your Composing Process
Guidelines: Quiz: Analyzing Your Composing Process
Note for Multilingual Writers
Writing Communities
Finding a Community
Working Collaboratively
Guidelines: Guidelines for Group Work
For Thought, Discussion, and Writing
Part II Writing in College
5 Analyzing and Synthesizing Texts
Understanding the Centrality of Reading to Academic Writing
Considering Analysis and Synthesis in the Context of the Academic Community
Understanding Your Audience
Reading: Hope Leman, "The Role of Journalists in American Society:
A comparison of the Mirror and Flashlight Models"
Understanding How Analysis Works
Establishing a Purpose for Your Analysis
Developing an Appropriate Method for Your Analysis
Understanding the Relationship between Analysis and Argument
Guidelines: Questions for Developing an Appropriate Method for Analysis
Analyzing Academic Arguments
Determining the Question at Issue
Guidelines: Stasis Questions
Reading: Amitai Etzioni, Less Privacy Is Good for Us (and You)
Identifying an Author’s Position on a Question
Using Aristotle’s Three Appeals
Guidelines: Questions for Critical Reading and Analysis
Note for Multilingual Writers
Recognizing Fallacies
Guidelines for Identifying Fallacies
Putting Theory into Practice I:Academic Analysis in Action
Reading: Stevon Roberts, “The Price of Public Safety”
Understanding How Synthesis Works
Guidelines: Questions for Synthesizing Texts
Putting Theory into Practice II: Academic Synthesis in Action
Reading: Ellie Hurley, “The Role of Technology in the Classroom: Two Views”
For Thought, Discussion, and Writing
6 Making and Supporting Claims
Understanding — and Designing — Academic Arguments
Exploring Aristotle’s Three Appeals
Understanding the Role of Values and Beliefs in Argument
Guidelines: Guidelines for Analyzing Your Own Values and Beliefs
Note for Multilingual Writers
Mastering the Essential Moves in Academic Writing
Determining Whether a Claim Can Be Argued
Developing a Working Thesis
Guidelines: Guidelines for Developing an Arguable Claim
Providing Good Reasons and Supporting Them with Evidence
Acknowledging Possible Counterarguments
Guidelines: Questions for Evaluating Evidence
Framing Your Argument as Part of the Scholarly Conversation
Using Media to Strengthen Your Argument
Guidelines: Guidelines for Using Visuals in Academic Writing
Composing an Academic Argument: A Case Study of One Student’s Writing Process
Daniel Stiepleman’s Annotation of the Public Service Announcement
Daniel’s Cluster
Daniel’s Discovery Draft
Daniel’s Journal Entry
Daniel’s Rhetorical Analysis
Daniel’s Plan for His Essay
Daniel’s First Draft
Daniel’s Second Draft with Peer Comments
Daniel’s Response to Peer Comments
Daniel’s Final Draft
Reading: Daniel Stiepleman, “Literacy in America: Reading between the Lines”
For Thought, Discussion, and Writing
7 Doing Research: Joining the Scholarly Conversation
Guidelines: Questions for Analyzing Your Rhetorical Situation as a Researcher
Habits of Mind for Academic Research
EXPLORING A TOPIC AND FINDING A FOCUS
Choosing a Topic
Exploring a Topic
Considering Multiple Perspectives
Hands-On Research
Guidelines: Guidelines for Hands-On Methods
Finding a Focus
Managing Uncertainty
GATHERING INFORMATION AND STAYING ORGANIZED
Planning Ahead
Searching with Keywords
Revising and Refining Keywords
Guidelines: Questions to Ask as You Devise and Revise Your List of Keywords
Learning from Your Results
Using Common Research Tools
Field Searching
Using Filters (Facets) and Advanced Tools
Guidelines: Questions to Consider When Using a New Research Tool
Retrieving Full Text
Guidelines: Guidelines for Getting the Full Text of Articles
Using Tools—from Note Cards to Citation Managers—to Stay Organized
Asking for Help
SYNTHESIZING, WRITING, AND CITING
Evaluating Sources
Choosing Evidence
Navigating Source Requirements
Understanding Academic Audiences
Guidelines: Questions to Consider as You Choose Sources
Synthesizing Information and Ideas
Structuring a Supporting Paragraph in a Research Project
Quoting, Paraphrasing, and Summarizing
Guidelines: When Should I Quote, Paraphrase or Summarize?
Using Signal Phrases
Quoting, Paraphrasing, and Summarizing Appropriately and Ethically
Avoiding Plagiarism
Guidelines: Guidelines for Avoiding Plagiarism
Note for Multilingual Writers
Using Appropriate Citation Styles and Formatting
Understanding Your Rights as a Content Creator
Isn’t There More to Say Here on Writing?
Sample Research Essay Using MLA Documentation Style
Reading: Alletta Brenner, “Sweatshop U.S.A.: Human Trafficking in the American Garment-Manufacturing Industry”
For Thought, Discussion, and Writing
8 Writing in the Disciplines: Making Choices as You Write
Thinking Rhetorically about Writing in the Disciplines
Writing in the Humanities
Sample Student Essay in the Humanities
Guidelines: Questions for Analyzing Writing in the Disciplines
Reading: Elizabeth Ridlington, “Lincoln’s Presidency and Public Opinion”
Writing in the Natural and Applied Sciences
Sample Student Essay in the Natural and Applied Sciences
Reading: Tara Gupta, “Field Measurements of Photosynthesis and Transpiration Rates in Dwarf Snapdragon (Chaenorrhinum minus Lange): An Investigation of Water Stress Adaptations”
Writing in the Social Sciences
Sample Student Essay in the Social Sciences
Reading: Tawnya Redding, “Mood Music: Music Preference and the Risk for Depression and Suicide in Adolescents
Writing in Business
Sample Student Email for Business Writing
Reading: Michelle Rosowsky and Carina Abernathy, "Taylor Nursery Bid"
Part III Practical Strategies for Composing Texts
9 Strategies for Invention, Planning, and Drafting
Strategies for Invention
Freewriting
Looping
Brainstorming
Guidelines: Guidelines for Group Brainstorming
Clustering
Asking the Journalist’s Questions
Asking the Topical Questions
Researching
Guidelines: Questions for Exploring a Topic
Note for Multilingual Writers
Writing a Discovery Draft
Strategies for Planning
Guidelines: Questions for Establishing a Working Thesis
Strategies for Drafting
Managing the Drafting Process
Guidelines: Guidelines for Overcoming Writer’s Block
Developing and Organizing Your Ideas
Using a Thesis Statement
Developing Ideas
Following Textual Conventions
Writing Effective Paragraphs
For Thought, Discussion, and Writing
10 Strategies for Revising, Editing, and Proofreading
For Thought, Discussion, and Writing
Strategies for Revising
Guidelines: Guidelines for Revising Objectively
Asking the Big Questions: Revising for Focus, Content, and Organization
Guidelines: Questions for Evaluating Focus, Content, and Organization
One Student Writer’s Revision for Focus, Content, and Organization
Reading: Stevon’s Early Draft
Reading: Stevon Roberts, “Identity, Rebooted”
Benefiting from Responses to Work in Progress
Note for Multilingual Writers
Guidelines: Guidelines for Responses from Classmates
Guidelines: Guidelines for Meeting with a Writing Tutor
Guidelines: Guidelines for Using Your Instructor’s Responses
Strategies for Editing
Keeping Your Readers on Track: Revising for Style
Guidelines: Guidelines for Editing for Coherence
Guidelines: Guidelines for Effective Prose Style
Proofreading: A Rhetorical Approach to Correctness
Guidelines: Guidelines for Proofreading Your Writing
Note for Multilingual Writers
For Thought, Discussion, and Writing
11 Strategies for Multimodal Composing
Understanding Multimodal Composing
The Rhetorical Situation and Multimodal Composing
Multimedia Composition and the Importance of Design
Managing the Demands of Multimodal Composition
Guidelines: Guidelines for Multimodal Composing
Multimodal Composing: Three Student Examples
For Thought, Discussion, and Writing
Writers References
MLA Documentation Guidelines
APA Documentation Guidelines
Index
CM Achieve for Readers and Writers with The Academic Writer 4e (1-Term Online) for St. Cloud State University
First Edition| 2021
Bedford/St. Martin's; Lisa Ede
Authors
Lisa Ede
Bedford/St.Martin's
CM Achieve for Readers and Writers with The Academic Writer 4e (1-Term Online) for St. Cloud State University
First Edition| 2021
Bedford/St. Martin's; Lisa Ede
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CM Achieve for Readers and Writers with The Academic Writer 4e (1-Term Online) for St. Cloud State University
First Edition| 2021
Bedford/St. Martin's; Lisa Ede
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