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The Wadsworth Guide to Research 2nd Edition

Susan K. Miller-Cochran, Rochelle L. Rodrigo

  • Published
  • Previous Editions 2009, 2009
  • 432 Pages

Overview

The first research guide explicitly grounded in the rhetorical situation, THE WADSWORTH GUIDE TO RESEARCH, Second Edition, encourages students to consider the impact of their audience, purpose, and context at every stage of the research process. With a focus on using technology more productively in research, this concise guide offers complete coverage of the "how" and "why" of researching, and the key research technologies important to success. Encouraging students to build on the research skills they use every day (buying a car, choosing a movie, etc.), the authors include annotated student samples, research scenarios, and Techno Tips, to help students every step of the way toward developing the research skills they need for success both academically and professionally. The text's visual display of content (including full-color spreads) allows students to quickly find the information they need, while its categorization of sources into static, syndicated, and dynamic helps students make sense of academic citation practices. Available with InfoTrac® Student Collections http://gocengage.com/infotrac.

Susan K. Miller-Cochran, The University of Arizona

Susan K. Miller-Cochran, now director of the Writing Program at The University of Arizona, helped shape the First-Year Writing Program at North Carolina State University while serving as director from 2007-2015. Prior to that, she was a faculty member at Mesa Community College in Arizona. Dr. Miller-Cochran serves as president of the Council of Writing Program Administrators (2015-2017). Her work focuses on the intersections of technology, second-language writing, and writing program administration. Widely published and a popular presenter, Dr. Miller-Cochran is also a co-author with Rochelle L. Rodrigo on the CENGAGE GUIDE TO RESEARCH (Cengage Learning). She received both her Master of Teaching English as a Second Language (MTESL) and her Ph.D. in English, with a concentration in Rhetoric/Composition and Linguistics, from Arizona State University.

Rochelle L. Rodrigo, Old Dominion University

Rochelle (Shelley) Rodrigo is currently Visiting Professor at The University of Arizona. Previously, she was Assistant Professor of Rhetoric and (New) Media at Old Dominion University. She was a full time faculty member for nine years in English and film studies at Mesa Community College in Arizona. Dr. Rodrigo researches how "newer" technologies better facilitate communicative interactions, more specifically teaching and learning. As well as co-authoring THE CENGAGE GUIDE TO RESEARCH, Shelley was also co-editor of RHETORICALLY RETHINKING USABILITY (Hampton Press). Her work has also appeared in Computers and Composition, Teaching English in the Two-Year College, EDUCAUSE Quarterly, Journal of Advancing Technology, Flow, as well as various edited collections.
  • Additional genres from a variety of academic disciplines. Research in Progress sections are now named "DIY" ("Do It Yourself"), and they include instructions for and samples of multiple genres from a variety of disciplines, increasing support for a Writing in the Disciplines approach. Genres include research proposals (topic, conference, and grant proposals), reviews of research (annotated bibliography, literature review), thesis-driven arguments, scientific reports, and rhetorical analysis.
  • New Chapter 11, "Understanding Citation Styles Rhetorically". One of the biggest challenges teachers of academic writing face is figuring out how to teach students to document sources accurately without just asking them to memorize rules that don't mean anything to them. The new chapter helps students understand how documentation styles are reflections of the values of different disciplines. It breaks down documentation through a rhetorical perspective to help students document sources more accurately.
  • InfoTrac® Student Collections are specialized databases expertly drawn from the Gale Academic One library. Each InfoTrac® Student Collection enhances the student learning experience in the specific course area related to the product. These specialized databases allow access to hundreds of scholarly and popular publications - all reliable sources - including journals, encyclopedias, and academic reports. Learn more and access at: http://gocengage.com/infotrac.
  • More guidance and examples for multimodal writing assignments. The first three DIY sections now include examples of how to write a project that is multimodal instead of print-based. The multimodal assignments ("Make It with Multiple Media") included are: Oral Presentations of Research Proposals (including an example using VoiceThread), Social Bookmarking Lists as Annotated Bibliographies, and Multimodal Presentations of Research (including PowerPoint/Prezi, posters, and infographics).
  • New DIY: Writing a Rhetorical Analysis of Citations. This innovative section teaches rhetorical analysis so that students can write about and investigate citation practices from a rhetorical perspective. In other words, this section helps students understand the reasons behind the disciplinary conventions.
  • A new student MLA paper in Chapter 12, MLA Guidelines. This new essay provides an in-chapter example for students, in addition to essays in MLA style given elsewhere throughout the book.
  • Simplified and color-coded documentation models. The student-friendly documentation models illustrate how to cite everything from a journal article accessed by online database to a Wall message on Facebook.
  • New "Presenting Data Visually" coverage. This section in Chapter 5 provides further support for students presenting primary research.
  • Fully integrated technology. Techno Tip boxes throughout the text offer suggestions and instructions for the integration of various technological tools into research. The book's CourseMate features tutorials to help students "Make It with Multiple Media."
  • Samples of student work at each research stage. DIY ("Do It Yourself") sections, found at the end of each part, explain the three key research assignments assigned by instructors—-the research proposal, the annotated bibliography or review of research, and the final research report or essay—-via annotated student samples.
  • Activity boxes. The Write and Reflect activity boxes found throughout the text help students at various stages of the writing process. The Write boxes walk students through the steps of writing about and drafting a report of their research by breaking the research process down into manageable pieces for them to tackle one at a time. The Reflect activity boxes ask students to explore aspects of the rhetorical situation of their own research project.
  • Focus on the rhetorical situation. Unique to THE WADSWORTH GUIDE TO RESEARCH, discussion of the rhetorical situation is found throughout the text. Chapters 1 and 8-10 focus on the importance of the rhetorical situation and the key role of argument in a successful research paper.
  • Student-friendly examples. Research in Action scenarios give students examples of how the principles in each chapter might work in a rhetorical context. These scenarios can act as discussion starters and are a great starting point for student analysis of the context of research.
PART I: PREPARING FOR RESEARCH.
1. Research and the Rhetorical Situation.
2. Writing Processes.
3. Identifying a Topic.
DIY: WRITING A RESEARCH PROPOSAL.
PART II: CONDUCTING RESEARCH.
4. Finding Resources through Secondary Research.
5. Conducting Primary Research.
6. Rhetorically Reading, Tracking, and Evaluating Resources.
7. Understanding Plagiarism and Integrating Resources.
DIY: WRITING A REVIEW OF RESEARCH.
PART III: REPORTING ON RESEARCH.
8. Developing an Argument.
9. Selecting and Integrating Evidence.
10. Sharing the Results.
DIY: PRESENTING YOUR RESEARCH RESULTS.
PART IV: FORMATTING YOUR RESEARCH.
11. Understanding Citation Styles Rhetorically.
12. MLA Guidelines.
13. APA Guidelines.
14. CMS Guidelines.
15. CSE Guidelines.
DIY: WRITING A RHETORICAL ANALYSIS OF CITATIONS.

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  • ISBN-10: 1285597818
  • ISBN-13: 9781285597812
  • STARTING AT $12.49

  • ISBN-10: 0495912875
  • ISBN-13: 9780495912873
  • Bookstore Wholesale Price $37.50
  • RETAIL $49.95

"The information is worth its weight in gold when course completion rates by comp students increase more than 10%."

"The activity based chapters and the logic with which they build upon one another are hands down FANTASTIC."

Cengage provides a range of supplements that are updated in coordination with the main title selection. For more information about these supplements, contact your Learning Consultant.

FOR INSTRUCTORS

Instructor's Companion Website with Instructor's Resource Manual

ISBN: 9781305646414
Find everything you need for your course in one place. This collection of book-specific lecture and class tools is available online via www.cengage.com/login.