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Writing Analytically 6th Edition

David Rosenwasser, Jill Stephen

  • Published
  • Previous Editions 2009, 2006, 2003
  • 496 Pages


The popular, brief rhetoric that treats writing as thinking, WRITING ANALYTICALLY, Sixth Edition, offers a sequence of specific prompts that teach students across the curriculum how the process of analysis and synthesis is a vehicle for original and well-developed ideas. The book’s governing premise is that learning to write well means learning to use writing in order to think well. To that end, the strategies of this book describe thinking skills that employ writing. This book treats writing as a tool of thought--a means of undertaking sustained acts of inquiry and reflection.

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.
  • New introductory chapter. Chapter 1, “Introduction to This Book, to College Writing, and to Thinking About Thinking,” shows students how they can take best advantage of the text and its features. For instance, the chapter includes a series of 15 “Short Takes” that forecast the modular organization of the text and serve as a reference tool for locating extended topical discussions throughout the text.
  • New “Toolkit” chapters. The extraordinary WRITING ANALYTICALLY heuristics are now divided into two “Toolkits of Analytical Methods” chapters. The first “Toolkit” chapter (Chapter 2) equips the student with foundational observation techniques, while the second (Chapter 4) provides activities that allow the student to extend and deepen his analysis.
  • Revised Chapter 3, “Analysis.” This chapter maintains its focus on the “Five Analytical” moves and now also includes discussion of the counterproductive habits of mind that often supplant effective analysis. There is a new example of the application of the “Five Analytical” moves to a Harvard University commencement speech. New “Try This” exercises are included in Description, Inferring Implications from Observations and Applying the Five Analytical Moves to a Speech. The chapter has new student writing examples from students of Biology, History, and English, and a professional writing form Jane Jacobs’ The Death and Life of Great American Cities.
  • Newly revised and expanded chapter on reading. Moved forward in the sixth edition, this chapter offers a more developed presentation of “How to Read” with a new “Try This” exercise called, “Writing and Reading with Others.” New examples of student writing in this chapter include responses to David Bartholomae’s “Inventing the University” essay. The reading chapter now has a new section on analyzing an audience and specific application of Uncovering Assumptions and Reformulating Binaries heuristics to Christopher Borick’s essay, “On Political Labels.” The chapter also has a new “Voices form Across the Curriculum” section on critical reading, from a music professor’s point of view.
  • New Chapter 6, “Interpretation and Argument.” Combining the prior edition’s chapters on Interpretation and Argument, this single, integrated chapter now illustrates how to make plausible claims and take reasonable positions.
  • Expanded discussion of the thesis statement. Newly revised Unit II sequences two chapters on the Thesis Statement so that a student can study what makes a good thesis (Chapter 10) and then study a chapter about how to fix thesis statements (Chapter 11) that could be made more effective. These thesis chapters also contain new examples of student writing.
  • Integrated “Voices From Across the Curriculum” sections. These sections are now integrated throughout the text to more clearly illustrate the connections between writing and various academic disciplines.
  • In this book, the authors also show students what not to do, using the premise that students have a hard time developing new skills until they’ve come to understand what is counterproductive about their current practice.
  • This book advocates locating observation as a separate phase of thinking before committing to a thesis. As writers and thinkers, we all need to slow down--to dwell longer in the open-ended, exploratory, information-gathering stage. So, the text supplies tasks for each phase of the writing and idea-generating process: making observations, inferring implications, and making the leap to possible conclusions.
  • To make the book’s arguments and advice clearer, easier to find, and more clearly incremental, the sixth edition of WRITING ANALYTICALLY is streamlined and organized into three units: (I) The Analytical Frame of Mind; (II) Writing Analytical Papers: How to Use Evidence, Evolve Claims, and Converse with Sources; and (III) Matters of Form: The Shapes that Thought Takes.
  • WRITING ANALYTICALLY, Sixth Edition, centers on the concept of writing to learn: the idea that writing can facilitate and enrich students’ understanding of their academic courses, and of their lives.
Unit I: THE ANALYTICAL FRAME OF MIND: Introduction to Analytical Methods.
1. Introduction: Fourteen Short Takes on Writing and the Writing Process.
2. Toolkit of Analytical Methods I: Seeing Better, Seeing More.
3. Analysis: What It Is and What It Does.
4. Toolkit of Analytical Methods II: Going Deeper.
5. Writing About Reading: More Moves to Make with Written Texts.
6. Making Interpretations Plausible.
7. Making Common Topics More Analytical.
8. Reasoning From Evidence To Claims.
9. Analyzing Arguments.
10. Using Evidence to Build a Paper: 10 on 1.
11. Making a Thesis Evolve.
12. Recognizing and Fixing Weak Thesis Statements.
13. Using Sources Analytically: The Conversation Model.
14. Finding, Citing, and Integrating Sources.
15. Forms and Formats Across the Curriculum.
16. Introductions and Conclusions Across the Curriculum.
17. Revising for Style: Word Choice.
18. Revising for Style: The Rhetoric of the Sentence.
19.Revising for Correctness: Grammar and Punctuation.

Textbook Only Options

Traditional eBook and Print Options

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  • STARTING AT $11.49

  • ISBN-10: 1133676944
  • ISBN-13: 9781133676942
  • STARTING AT $13.49

  • ISBN-10: 0495910082
  • ISBN-13: 9780495910084
  • Bookstore Wholesale Price $56.25
  • RETAIL $74.95

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.


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.