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Writing Analytically 7th Edition

David Rosenwasser | Jill Stephen

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Overview

WRITING ANALYTICALLY treats writing as a tool of thought, offering prompts that lead students through the process of analysis and synthesis and help them to generate original, well-developed ideas. The authors of this brief, popular rhetoric believe that learning to write well requires learning to use writing as a tool to think well.

David Rosenwasser, Muhlenberg College

David Rosenwasser has taught at Muhlenberg College, a small liberal arts college in Pennsylvania, since the late 1980s. He and Jill Stephen created and implemented the Writing Across the Curriculum program there through a series of faculty seminars. During these seminars, Dr. Rosenwasser and Dr. Stephen discovered that while content faculty from across the disciplines maintained disciplinary-specific writing protocols, they essentially wanted the same thing from student writing: analysis. From this premise, WRITING ANALYTICALLY was born. Dr. Rosenwasser received his B.A. from Grinnell College and his M.A. and Ph.D. from the University of Virginia in the Theory and History of Narrative. His current interests include contemporary Irish literature and comic theory. His most recent literary papers include a study of the contemporary Irish writer Edna O'Brien in relation to the work of Joyce and Yeats as well as an analysis of the politics of Bruce Springsteen's albums during the Bush presidency, written collaboratively with a political science professor. His current interests include the plays of Martin McDonagh and the novels of Anne Enright.

Jill Stephen, Muhlenberg College

Jill Stephen has taught at Muhlenberg College, a small liberal arts college in Pennsylvania, since the late 1980s. Along with David Rosenwasser, she created and implemented the Writing Across the Curriculum program there through a series of faculty seminars. In these seminars, they discovered that content faculty from across the disciplines, although they maintained disciplinary-specific writing protocols, essentially wanted the same thing from student writing: analysis. From this premise, their textbook, WRITING ANALYTICALLY, was born. Dr. Stephen worked in the expository writing program at New York University under Lil Brannon and Cy Knoblauch. She received her B.A. from the University of Illinois at Champaign-Urbana and received her Ph.D. from NYU on Rhetorical Theory as evidenced in Renaissance poetry and prose. Aside from her writing with Dr. Rosenwasser on composition and writing program administration, she writes on poetry, especially Renaissance lyrics. Her current interests include the poetry of Frank O'Hara, Emily Dickinson and contemporary Irish women writers. Together, Stephen and Rosenwasser have travelled to campuses across the country giving workshops on how to think with student writers.

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  • Every chapter of the book is aimed at helping students develop an analytical frame of mind. Chapters 1-2 offer a set of habits for entering this frame of mind so that students can learn to do what strong thinkers do when they are confronted with data. The chapters also discusses counterproductive habits of mind to help students identify and work through common problems such as the premature leap, the judgment reflex, and so on.
  • Because the authors have heard from instructors that breaking the mold of the five-paragraph essay is particularly challenging, they present organizational strategies that can act as alternatives to the familiar five paragraphs and offer a full chapter, Chapter 3, on making common assignments (such as summary, personal response, agree/disagree, compare/contrast, and definition) more analytical.
  • Because it is designed to be used in writing-intensive courses in a variety of subject areas, as well as in first-year composition courses, Writing Analytically takes care to address similarities and differences across the disciplines, perhaps most visibly through its Voices from Across the Curriculum boxes, which speak directly to students on stylistic, rhetorical, and epistemological differences across the curriculum.
  • Sample readings (both brief and extended) represent a wide range of disciplines, including biology, chemistry, sociology, literary studies, political science, film studies, art history.
  • While Chapter 7 offers six strategies for analyzing sources (such as "Put Your Sources into Conversation with One Another"), Chapter 8 presents methods for getting started, finding quality on the Web, avoiding plagiarism, integrating quotations, writing an abstract, and citing sources--all prepared by a university reference librarian. Documentation styles included are MLA, APA, Chicago, and CSE.
  • The writing exercises in Writing Analytically take two forms: end-of-chapter assignments that could produce papers, and informal writing exercises called “Try This” that are embedded inside the chapters near the particular skills being discussed. Many of the “Try This” exercises can generate papers, but usually they are more limited in scope, asking readers to experiment with various kinds of data-gathering and analysis.

Writing Analytically

TABLE OF CONTENTS

1. The Analytical Frame of Mind.
2. Reading Analytically.
3. Responding To Traditional Writing Assignments More Analytically.
4. Reasoning from Evidence to Claims.
5. Interpretation.
6. Finding and Evolving a Thesis.
7. Using Sources Analytically: The Conversation Model.
8. Finding, Evaluating, and Citing Sources.
9. From Paragraphs to Papers: Forms and Formats Across the Curriculum.
10. Sentence Style: The Best Words in the Best Order.
11. Nine Basic Writing Errors and How to Fix Them.

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

Online Instructor's Manual

ISBN: 9781285436548
Available for download on the book companion website, the Instructor's Manual contains teaching tips, syllabus planning, and lesson organization.