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Writing Analytically with Readings 3rd Edition

David Rosenwasser | Jill Stephen

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Overview

This clear, concise, and practical rhetoric combines the authors' best-selling writing guide with cutting-edge readings. Featuring a clear organization and user-friendly format, WRITING ANALYTICALLY WITH READINGS, 3rd Edition helps students develop step-by-step into more effective writers through its careful attention to analysis and thesis and paper development. This edition continues to provide a consistent focus on more perceptive academic writing as a tool of thought and a vehicle for careful analysis -- a skill that can be carried over into any kind of writing students do throughout college and their careers.

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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  • Innovative heuristics are divided into two “Toolkits of Analytical Methods” chapters. The first equips students with foundational observation techniques, while the second provides activities that challenge students to extend and deepen their analysis.
  • The comprehensive chapter on reading provides a thorough presentation of “How to Read” as well as numerous examples of student writing. It has an insightful section on analyzing an audience.
  • Two full chapters are devoted to the thesis statement and spotlight what makes a good thesis (Chapter 13) as well as demonstrate how to fix thesis statements (Chapter 14).
  • Helping students apply their new core writing skills to the rest of their college coursework, integrated “Voices From Across the Curriculum” sections illustrate the connections between writing and various academic disciplines.
  • Chapters include a variety of “Try This” exercises and “Assignments” that encourage students to think about writing, apply their new skills with informal writing assignments, and generate ideas for their own papers. These exercises can be adapted to a wide range of course contents and types of assignments.
  • Each of the readings features an introduction as well as a series of concluding thinking and writing tasks designed to encourage analysis. “Things to Do with the Reading” exercises help readers tap into the Three Lives of A Reading: as an Object for Analysis (pursuing implication and complication), as a Lens for Viewing Other Material (epistemology: how we come to know things), and as a Model for Imitating (organization).
  • Unit-ending “For Further Research” sections provide a series of print and online leads for readers (and instructors) to pursue if they wish to extend the path of inquiry begun by the unit's reading selections. In addition, “Links” within the text connect students to other text selections that they may find helpful as they complete their assignments.
  • The authors' exceptional interdisciplinary coverage shows students that while many elements of effective analytical writing are common to all disciplines, there are instances where a discussion of disciplinary differences is clearly called for.
  • Extremely user friendly, WRITING ANALYTICALLY WITH READINGS, 3E begins with an introduction featuring fourteen “Short Takes” that forecast the modular organization of the book and serve as a reference tool for locating extended topical discussions throughout.
  • Chapter 1 “Analysis” focuses on the “Five Analytical Moves” and includes discussion of the counterproductive habits of mind that often supplant effective analysis.

Writing Analytically with Readings

TABLE OF CONTENTS

Part I: The Rhetoric
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. Conversing with Sources: Writing the Researched Paper
8. Finding, Evaluating, and Citing Sources
9. From Paragraphs to Papers: Forms and Formats Across the Curriculum
10. Style: Choosing Words, Shaping Sentences
11. Nine Basic Writing Errors (BWEs) and How to Fix Them
Appendix

Part II: The Readings
12. Manners, Communication, and Technology
13. Places and Spaces: Cities and Suburbs
14. Race, Ethnicity, and the “Melting Pot”
15. The Language of Politics and the Politics of Language
16. Seeing
Index.

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.

Instructor's Companion Web Site

ISBN: 9781305090613