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WRITING ANALYTICALLY WITH READINGS, Second Edition, combines the authors’ best-selling writing guide, WRITING ANALYTICALLY, Sixth Edition, with a reader that teaches students how to have ideas and develop them in an academic setting and beyond. This “two-in-one” text offers a book-length treatment of analysis, a form of thinking and writing required in virtually all college courses but frequently overshadowed in writing texts by emphasis on argument, expressive writing, or the traditional rhetorical modes. The writing guide is accompanied by a thematically arranged collection of readings and images--material for writers to write about and to use as models and lenses in doing their own writing about the world.
- The new, completely revised and updated “Part I: The Rhetoric” features a 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 fifteen “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 or her analysis.
- Chapter 3, “Analysis.” This chapter focuses 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 from Jane Jacobs’s THE DEATH AND LIFE OF GREAT AMERICAN CITIES.
- Revised and expanded chapter on reading. 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 from Across the Curriculum” section on critical reading, from a music professor’s point of view.
- New Chapter 6, “Interpretation and Argument.” Combining the previous 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 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 the various academic disciplines.
- The text’s practical focus emphasizes producing smarter, more perceptive academic writing, as well as shows students that the book’s writing and thinking practices are useful in other kinds of writing students do in their lives.
- 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.
- Each of the six topically organized reading units has a brief introduction that funnels into an equally brief survey of the readings. Each of the individual 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”).
- The “Things to Do with the Reading” exercises encourage readers to 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). Items listed in “Things to Do with the Reading” are sometimes labeled as “Applications” (which involve using the reading as a lens) or as “Links” (which overtly connect the reading to another reading in the same unit) or as “Links across Units.”
- Unit-ending “For Further Research” sections provide a series of print and online leads for readers (and teachers) 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 selections within the text that they may find helpful as they complete their assignments.
- The text emphasizes analytical writing as a habit of mind: a way of thinking that is reinforced by a series of specific, reviewer-praised heuristics that teach students to assume an exploratory stance toward ideas and evidence, to treat their ideas as hypotheses to be tested rather than self-evident truths, and to share their thought process with their readers. Engaging discussion of habits of mind illustrates how bad habits can get in the way of good writing and thinking without students even knowing, and how good habits can lead to informed inquiry.
- Each chapter features a variety of “Try This” exercises and “Assignments” that get students thinking about writing, testing their new skills with informal writing assignments, and generating ideas for their own papers. These assignments as well as the “Try This” exercises can be adapted to a wide range of course contents and types of assignments.
Unit I: The Analytical Frame of Mind: Introduction to Analytical Methods.
Finding Your Way in This Book: A Note to Student
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 Readings: Moves to Make with Written Texts.
6. Making Interpretations Plausible.
7. Making Common Topics More Analytical.
Unit II: Writing Analytical Papers: How to Use Evidence, Evolve Claims, and Converse with Sources.
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.
Unit III: Matters of Form: The Shapes that Thought Takes.
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.
Part Two: THE READINGS.
20. Manners, Communication, and Technology.
Christine Rosen: “Our Cell Phones, Our Selves”
Paul Goldberger, “Disconnected Urbanism”
Jeffrey Rosen, “The Naked Crowd”
Geoffrey Nunberg, “Blogging in the Global Lunchroom”
Jonathan Franzen, “Imperial Bedroom”
Sam Anderson, “In Defense of Distraction”
For Further Research: Manners, Communication and Technology
21. Places and Spaces: Cities and Suburbs.
James Howard Kunstler, “The Public Realm and the Common Good”
Jack Gambino, “Demolition Zones: Contemporary Photography by Edward
Burtynsky and Camilo Jose Vergara”
Adam Gopnik, “Times Regained: How the Old Times Square Was Made New”
Rosalyn Baxandall and Elizabeth Ewen, “Suburban Birth Pangs”
Jane Jacobs, “The Uses of Sidewalks: Safety”
Mike Davis, “Fortress Los Angeles”
For Further Research: Places and Spaces: Cities and Suburbs
22. Race, Ethnicity, and the “MeltingPot.”
Benjamin DeMott, “Put On a Happy Face: Masking the Differences between
Blacks and Whites”
Peter Salins, “Assimilation, American Style”
Peggy McIntosh, “White Privilege and Male Privilege: [ . . . Unpacking the Invisible Knapsack]”
Richard Rodriquez, “The Fear of Losing a Culture”
Amy Tan, “Mother Tongue”
Henry Louis Gates, Jr., “In the Kitchen”
Ishmael Reed, “My Neighborhood”
Marianna Torgovnick, “On Being White, Female, and Born in Bensonhurst”
Michael Jonas, “The Downside of Diversity”
Robert McLiam Wilson, “Sticks and Stones: The Irish Identity”
For Further Research: Race, Ethnicity, and the “Melting Pot”
23. The Language of Politics and the Politics of Language.
Christopher Borick, “On Political Labels”
Robert J. Fisher, “In Election, US Should Not Return to ‘Rugged Individualism’”
James J. Kirkpatrick, “Justices Amended Constitution on Their Own . . .”
Richard A. Epstein, “ . . . By Letting Redevelopers Take Little Guy’s Property"
John F. Grim, “More than Abortion Is at Stake in Supreme Court Picks”
Paul Krugman, “Losing Our Country”
George Orwell, “Politics and the English Language”
“Interview with Frank Luntz”
Matt Bai, “The Framing Wars”
Obama and the Language of Politics: Two Short Articles
Peter Nicholas and Jim Tankersley, “Buzzwords: Rephrasing Obama’s Lexicon”
Michael D. Shear, “Obama Subtly Adopts the Language of Business”
James Peck, “September 11th—a National Tragedy?”
For Further Research: The Language of Politics and the Politics of Language
Joseph Elliott, David Rosenwasser and Jill Stephen, “Looking at Photographs:
Stagers and Recorders—an Interview with Joseph Elliott”
Susan Sontag, “In Plato’s Cave”
Barry Lopez, “Learning to See”
John Berger, “Images of Women in European Art”
Susan Bordo, “Beauty (Re)discovers the Male Body”
Malcolm Gladwell, “Listening to Khakis: What America’s Most Popular Pants Tell Us About the Way Guys Think”
Kera Bolonik, “Oy Gay!”
X.J. Kennedy, “Who Killed King Kong?”
Online Instructor's Manual
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