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Overview

The first situation-based 3-in-1 writing guide (including a rhetoric, reader, and research manual), THE HARBRACE GUIDE TO WRITING, CONCISE 2nd Edition, brings the rhetorical situation to life. Renowned author and educator Cheryl Glenn translates rhetorical theory into easy-to-follow (and easy-to-teach) techniques that help sharpen students’ ability to observe what words, assertions, or opinions might work best with a particular audience in a specific situation.

Cheryl Glenn, The Pennsylvania State University

Distinguished Professor of English and Women's Studies and Director of the Program in Writing and Rhetoric at The Pennsylvania State University, Cheryl Glenn is widely known for her scholarship, leadership and teaching. Besides authoring THE HARBRACE GUIDE TO WRITING and co-authoring THE HARBRACE HANDBOOKS, she is author of the prize-winning RHETORIC RETOLD: REGENDERING THE TRADITION FROM ANTIQUITY THROUGH THE RENAISSANCE; UNSPOKEN: A RHETORIC OF SILENCE; RHETORICAL EDUCATION IN AMERICA; LANDMARK ESSSAYS ON RHETORIC AND FEMINISM; RHETORIC AND WRITING IN THE NEW CENTURY; the forthcoming RHETORICAL FEMINISM AND THIS THING CALLED HOPE and several other titles. Dr. Glenn's rhetorical scholarship has earned her many awards, including three National Endowment for the Humanities awards, the Conference on College Composition and Communication's Richard Braddock Award, Rhetoric Review's Outstanding Essay Award, Best Book/Honorable Mention from the Society for the Study of Early Modern Women and the 2007 Rhetorician of the Year. She has served as Chair of the Conference on College Composition and Communication (CCCC), as President of the Coalition of Feminist Scholars in the History of Rhetoric and Composition, on the CCCC and NCTE Executive Committees; as Chair of the Modern Language Association (MLA) Division on the History and Theory of Rhetoric and Composition and as a member of the MLA Delegate Assembly. Dr. Glenn's teaching and scholarship have earned her six university teaching and mentoring awards.
  • Rhetorical concepts updated for the 21st Century. To help students apply rhetorical principles to all of their writing situations, THE HARBRACE GUIDE TO WRITING uses student-friendly language to bring the rhetorical situation to life.
  • New chapter on composing with multimedia. To support those students who choose to create images, sound recordings, Web sites, and so on in response to their rhetorical opportunities, the second edition features a new chapter on multimodal composition, “Responding with Multimedia” (Chapter 12).
  • New focus on multimodal options for writing. New assignment options at the start of each Part 2 chapter prompt students to consider the visual, audio, digital, and print options for responding to the rhetorical situation. Students will understand immediately that the elements of the rhetorical situation, not a hard-and-fast set of rules, are what guide a fitting response.
  • New readings. New reading clusters show students the rhetorical considerations that go into the creation of presidential speeches, Steve Jobs’ multimedia presentations, and even canvas tote bags.
  • More emphasis on student research. New student written
  • Clear support of WPA objectives and outcomes. To help instructors and students consider shared goals as they work through the book, the second edition highlights its incorporation of the Writing Program Administrators’ objectives and outcomes. A chart that keys each outcome to corresponding sections of THE HARBRACE GUIDE TO WRITING is provided.
  • New Premium Website. The guide’s new Premium Website features multimodal examples of student and professional writing and interactive guides to the rhetorical situation for each writing project in Part 2.
  • Offers activities to help students think rhetorically and act locally. Activities such as “Identifying Your Opportunity” and “Community Connections” help students consider openings for composing in various media within their communities. “Analyzing the Situation” activities help students understand the elements of a response to a rhetorical situation, while “Your Writing Experiences” and “Write for Five” connect their everyday writing with more extensive writing projects.
  • Presents research as a rhetorical response. Rather than offer a series of lock-step procedures for students to follow as they approach a research project, the research manual in “A Guide to Research” (Part Four) draws students into research as a rhetorical activity. Students will learn to see research assignments not as a set of rules and requirements but as an effective way of responding to certain rhetorical opportunities. Because different research questions require different research methods, the research guide includes information on library, online, and field research.
  • Brings the rhetorical situation to life. THE HARBRACE GUIDE TO WRITING, CONCISE 2nd Edition, introduces students to the rhetorical principles that underlie all writing situations, providing them with a basic method for using those principles. This introduction to rhetoric is both adaptable to any composition classroom and transferable to students’ other writing tasks.
  • Easy to assign. Step by step writing guides help students through the processes outlined in Part 1, Entering the Conversation: The Rhetorical Situation. Students identify an opportunity for change and create a fitting response that takes advantage of all of their available means. In this way, manageable tasks build towards the larger writing project in direct, incremental ways.
PART I: ENTERING THE CONVERSATION: THE RHETORICAL SITUATION.
1. Understanding the Rhetorical Situation.
Rhetoric Surrounds Us. Rhetoric: The Purposeful Use of Language and Images. Analyzing the Rhetorical Situation. Shaping Reasons to Write. Judy Brady, “Why I Want a Wife”. Callout Card from ThatsNotCool.com. Creating or Finding a Rhetorical Opportunity. Selecting a Rhetorical Audience and Purpose. R. J. Matson, “Iranian Lady Liberty”. Michael Bérubé, excerpt from _Life as We Know It_.
2. Identifying a Fitting Response.
What is a Fitting Response? Amethyst Initiative, “Rethink the Drinking Age”. Recognizing a Fitting Response. Center for Science in the Public Interest, “Support 21 Coalition Press Conference on Minimum Drinking Age Law”. Academic Senate of San Francisco State University, “Resolution Regarding the Rodney King Verdict”. Barbara Smith, excerpt from “The Truth That Never Hurts”. Using the Available Means of Persuasion. Recognizing available means. Assignment: Writing a Rhetorical Analysis.
PART II: RHETORICAL SITUATIONS FOR COMPOSING.
3. Sharing the Experience of Taste: Responding with Memoirs.
Identifying an Opportunity for Change. Real Situations. Real Responses to Real Situations. Steve Inskeep, “Ruth Reichl: Favorite Food Memoirs” [interview]. Julie Powell, excerpt from “The Julie/Julia Project”. Margaret Mead, excerpt from “The Changing Significance of Food”. Corby Kummer, excerpt from “Good-bye, Cryovac”. Pooja Makhijani, “School Lunch”. Memoirs: A Fitting Response. Guide to Responding to the Rhetorical Situation. Understanding the Rhetorical Situation. Writing a Memoir: Working with Your Available Means. Memoirs in Three Media. Student Paper: Anna Seitz, “Herb’s Chicken”. Alternatives to the Memoir.
4. Portraying Successful Speakers and Writers: Responding with Profiles.
Identifying an Opportunity for Change. Real Situations. Real Responses to Real Situations. Ashley Parker, “What Would Obama Say?”. Barack Obama, “Iowa Caucus Speech”. Peggy Noonan, excerpt from “What I Saw at the Revolution: A Political Life in the Reagan Era”. Virginia Heffernan, “Confessions of a TED Addict”. Carmine Gallo, “Uncovering Steve Jobs’ Presentation Secrets”. Profiles: A Fitting Response. Marisa Lagos, “Successes Speak Well for Debate Coach”. Guide to Responding to the Rhetorical Situation. Identifying a Fitting Response. Writing a Profile: Working with Your Available Means. Profiles in Three Media. Student paper: Matthew Glasgow, “The Liberating Mind”. Alternatives to the Profile.
5. Investigating Corporations on Campus: Responding with Reports.
Identifying an Opportunity for Change. Real Situations. Real Responses to Real Situations. Don Hammonds, “Honda Challenges Students to Market Its Latest Car to Younger Buyers”. Eyal Press and Jennifer Washburn, excerpt from “The Kept University”. Sarah Schweitzer, excerpt from “Building a Buzz on Campus”. Mike Fish, excerpt from “Riding the Trojan Horse”. Investigative Reports: A Fitting Response. Jennifer Washburn, “Big Oil Buys Berkeley”. Guide to Responding to the Rhetorical Situation. Identifying a Fitting Response. Writing an Investigative Report: Working with Your Available Means. Reports in Three Media. Kelly McNeil, “Red Bull: Out-Marketing the Campus Competition One Energy Drinker at a Time”. Alternatives to the Investigative Report.
6. Persuading in a Multilingual Context: Responding with Position Arguments.
Identifying an Opportunity for Change. Real Situations. Real Responses to Real Situations. S. I. Hayakawa, excerpt from “One Nation … Indivisible? The English Language Amendment”. Geoffrey Nunberg, excerpt from “The Official English Movement: Reimagining America”. Hyon B. Shin with Rosalind Bruno, excerpt from “Language Use and English-Speaking Ability: Census 2000 Brief”. Juan F. Perea, excerpt from “Los Olvidados: On the Making of Invisible People”. Richard Rodriguez, excerpt from “Hunger of Memory”. Position Arguments: A Fitting Response. Gabriela Kuntz, “My Spanish Standoff”. Guide to Responding to the Rhetorical Situation. Identifying a Fitting Response. Writing a Position Argument: Working with Your Available Means. Arguments in Three Media. Alicia Williams, “The Ethos of American Sign Language”. Alternatives to the Position Argument.
7. Taking Up (Public) Space: Responding with Proposals.
Identifying an Opportunity for Change. Real Situations. Real Responses to Real Situations. Robert Moses, excerpt from “Working for the People”. Robert A. Caro, excerpt from “The Power Broker”. Jane Jacobs, excerpt from “The Death and Life of Great American Cities”. Adina Levin, “Ants and Jane Jacobs”. Proposals: A Fitting Response. Guide to Responding to the Rhetorical Situation. Identifying a Fitting Response. Writing a Proposal: Working with Your Available Means. Proposals in Three Media. Rupali Kumar, “Baal Leela”. Alternatives to the Proposal.
8. Reviewing Visual Culture: Responding with Critical Evaluations.
Identifying an Opportunity for Change. Real Situations. Real Responses to Real Situations. Kenneth Turan, “An Apocalypse of Kinetic Joy”. Bob Graham, “Lost in the Matrix”. Dmitri Siegel, “Paper, Plastic, or Canvas?”. Jonathan Glancey, “Classics of Everyday Design No 12”[: The Neon Light]. Evaluations: A Fitting Response. Mike D’Angelo, “Unreally, Really Cool: Stop-Motion Movies May Be Old School, But They Still Eat Other Animation for Breakfast”. Guide to Responding to the Rhetorical Situation. Identifying a Fitting Response. Writing an Evaluation: Working with Your Available Means. Evaluations in Three Media. Alexis Walker, “Donuts at Easton’s Center Circle: Slam Dunk or Cycle of Deterioration?”. Alternatives to the Evaluation.
PART III: STRATEGIES FOR COMPOSING.
9. Writing Processes and Strategies: From Tentative Idea to Finished Product.
Finding Pleasure in Writing. Recognizing an Opportunity for Change. Planning a Response. Drafting a Response. Revising a Response. Editing and Proofreading a Response.
10. Responding with Multimedia.
Multimedia and the Rhetorical Situation. A Rhetorical Approach to Wikis, Blogs, and Other Websites. A Rhetorical Approach to Podcasting. A Rhetorical Approach to Broadcasting over YouTube. Facebook and Twitter as Multimedia. Challenges and Pleasures of Multimedia.
PART IV: A GUIDE TO RESEARCH.
11. Research and the Rhetorical Situation.
An Overview of Research. Rhetorical Opportunity and the Research Question. Research and Audience. Research and Purpose. Research and a Fitting Response. Research and Constraints and Resources.
12. Research in the Library and Online.
Sources for Research. Finding Sources In Print and Online.
13. Field Research.
Basic Principles of Fieldwork. Methods for Fieldwork. Mike Rose, excerpt from “The Mind at Work.” Gillian Petrie, “Interview of Jan Frese”. Organizing a Field Research Study.
14. Reading, Evaluating, and Responding to Sources.
Reading with Your Audience and Purpose in Mind. Keeping a Research Log. Summarizing. William Lutz, “Doubts about Doublespeak”. Paraphrasing. Quoting Sources in Your Paper. Evaluating and Responding to Your Sources. Preparing a Working Bibliography. Annotating a Bibliography. Planning a Research Paper.
15. Acknowledging Sources.
Why Acknowledge Sources? Which Sources to Cite. Common Citation Errors. MLA Guidelines for In-Text Citations. MLA Guidelines for Documenting Works Cited. Formatting an MLA Research Paper. APA Guidelines for In-Text Citations. APA Guidelines for Documenting References. Sample APA Research Paper.

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This comprehensive Instructor's Manual includes detailed syllabi, sample syllabi, and chapter-by-chapter suggestions for using the guide in your classroom. The detailed syllabi are comprised of three annotated course plans that can be followed or consulted when teaching with this text in programs that focus on Academic Writing, Writing in the Disciplines, or Service Learning. Activities, exercises, and journal-writing prompts are provided for each class meeting, along with suggested goals, materials for instructors to review, and so on. If your course is organized around genres, themes, or rhetorical methods, you will find sample syllabi and journal-writing prompts to address those approaches as well.

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