Writing Situations, Brief Edition

Description

Bridge from everyday writing to writing in any situation.

College students write regularly in personal and social settings, but they often find it challenging to transition successfully to academic contexts. By building from their everyday writing experience, Writing Situations with MyWritingLab prepares students to analyze, navigate, and write effectively in any situation. Author Sid Dobrin presents a rhetorical situation both nuanced and practical, grounded not only in audience, purpose, and context but also impacted by medium, methodology, and relationships among stakeholders. Writing Situations provides a framework and a process for students to apply to any writing project and any situation.

0321866150 / 9780321866158 Writing Situations, Brief Edition Plus MyWritingLab with eText — Access Card Package

Package consists of:   

0205735649 / 9780205735648 Writing Situations, Brief Edition

0205870147 / 9780205870141 NEW MyWritingLab with Pearson eText — Valuepack Access Card

Contents

Preface

Part One: Writing Processes

1. Understanding Rhetorical Situations

Writing in College

Rhetorical Situations

Rhetorical Ecology

Responding to Situations

A Situation of Writing

2. Purpose and Audience

Writing Processes

Rhetorical Purpose

Audience

Transnational Audiences

Visuals, Audience, and Purpose

3. Generating Ideas

Strategies for Getting Started

Reading

Thinking

Questioning

Writing

Remembering

Wandering

Discussing

Viewing

Dramatizing

Experimenting

4. Drafting and Organizing

Strategies for Drafting

Strategies for Organizing

Organizing by Time

Organizing by Type of Content

Organizing by Trait

Spatial Organization

5. Revising

Stages of Revising

Revising Globally

Revising Locally

Revise Your Visuals

Use Feedback to Revise

Part Two: Thinking, Reading, and Viewing

6. Thinking

Thinking

Intellectual Standards

Logic and Logical Fallacies

Problem Solving

Active Thinking

Networked Thinking

Visual Thinking

7. Reading and Viewing

Reading

Strategies for Active Reading

Strategies for Viewing

Part Three: Writing Projects

8. Writing to Narrate

Narration

Annotated Example: David P. Bardeen, “Lives, Not Close Enough for Comfort”

Student Example: Summer Woods, “A Southern State of Mind”

The Road to a Strong Thesis

Example: Diane Hamill Metzger, “The Manipulation Game: Doing Life in Pennsylvania”

Visual Narrative: Matt Madden, from 99 Ways to Tell a Story: Exercises in Style

Mapping Your Situation

Literacy Narratives

Writing Projects

        Essay ª Literacy Narrative ª Visual ª Digital ª Research ª Radical Revision

Visual Narratives

Writing Process Guidelines

        Seeking Feedback

        Thinking and Writing about the Chapter

Reflection ª Discussion Threads ª Collaborating ª Writing ª Local Situation

9. Writing to Describe

Description

Annotated Example: Rachel Carson, From The Edge of the Sea

Student Example: Ndidi Madu, “NCAA Tournament Experience”

The Road to a Strong Thesis

Example: Jeffrey Tayler, “The Sacred Grove of Oshogbo.”

Search Engine Optimization

Writing Projects

        Essay ª Visual ª Digital ª Research ª Radical Revision

Visuals That Describe

Writing Process Guidelines

        Seeking Feedback

        Thinking and Writing about the Chapter

Reflection ª Discussion Threads ª Collaborating ª Writing ª Local Situation

10. Writing to Inform

Informative Writing

Annotated Example: Contemporary Hispanic Biography, Celia Cruz

Student Example: Berthrude Albert, “The Stand Against Social Injustice: Projects For Haiti, Inc.”

The Road to a Strong Thesis

Example: Lisa Hix, “The Inside Scoop on the Fake Barf Industry.”

Writing Projects

        Essay ª Visual ª Digital ª Research ª Radical Revision

Visuals that Inform

Writing Process Guidelines

        Seeking Feedback

        Thinking and Writing about the Chapter

Reflection ª Discussion Threads ª Collaborating ª Writing ª Local Situation

11. Writing to Respond

Writing to Respond

Annotated Example: David Leavitt, “Men in Love: Is Brokeback Mountain a Gay Film?”

Student Example: Alexandra Bargoot, Argument in Response to “Importance of Education Lost in the Mix”

The Road to a Strong Thesis

Example: Ta-Nehisi Coates, “Nothing is So Necessary for a Young Man…”.”

Two Common Organizational Strategies for Writing Responses

Mapping Your Situation

Writing Projects

        Essay ª Visual ª Digital ª Research ª Radical Revision

Writing Process Guidelines

        Seeking Feedback

        Thinking and Writing about the Chapter

                Reflection ª Discussion Threads ª Collaborating ª Writing ª Local Situation

12. Writing to Analyze

Analysis

Annotated Example: Tim Collins, “Straight from the Heart.”

Student Example: Emilia Maria “Nicky” Cadiz, “The Jersey Shore and Harper’s Bazaar.”

The Road to a Strong Thesis

Example: Annalee Newitz, “When Will White People Stop Making Movies like ‘Avatar’?”

Writing Projects

        Essay ª Visual ª Digital ª Research ª Radical Revision

Analyzing Visuals

Writing Process Guidelines

Seeking Feedback

        Thinking and Writing about the Chapter

                Reflection ª Discussion Threads ª Collaborating ª Writing ª Local Situation

13. Writing to Evaluate

Evaluation

Annotated Example: Edward C. Baig,  “Review: Sony Tablet P Shows 2 Screens Aren’t Better than 1.”

Student Example: Quang Ly, “Have You Been Bitten? Evaluating the Twilight Craze.”

The Road to a Strong Thesis

Example: Sean McCoy, “Square Water Bottle Raises $126K on Kickstarter: We Test It Out”

Developing Criteria for an Evaluation

Organizing an Evaluation

Mapping Your Situation

Writing Projects

        Essay ª Visual ª Digital ª Research ª Radical Revision

Visuals and Evaluation

Writing Process Guidelines

Seeking Feedback

        Thinking and Writing about the Chapter

                Reflection ª Discussion Threads ª Collaborating ª Writing ª Local Situation

14. Writing to Argue

Argument

Formal Argumentation

Annotated Example: Pete Singer, “Animal Rights.”

Student Example: Lauren Brooke Horn, “The First-Year Dilemma: To Write or Not to Write?”

The Road to a Strong Thesis

Example: Tim Wise, “Whites Swim in Racial Preference.”

Organizational Approaches to Argument

Mapping Your Situation

Visuals and Argumentation

Student Visual Example: Ian Rowe, “A Day in the Life of Your Child on Adderall”

Student Visual Example: Hyesu Grace Kim, “Self-Portrait”

Writing Projects

        Essay ª Visual ª Digital ª Research ª Radical Revision

Writing Process Guidelines

Seeking Feedback

        Thinking and Writing about the Chapter

                Reflection ª Discussion Threads ª Collaborating ª Writing ª Local Situation

15. Writing to Propose

Writing to Propose

Annotated Example: Joan Didion, “In Bed”

Student Example: Eric Trotta, “Handling the Snakehead Invasion”

The Road to a Strong Thesis

Example: Paul Goodman, “A Proposal to Abolish Grading.”

Organizational Approaches for Writing to Propose

Mapping Your Situation

College Research and Topic Proposals

Writing Projects

        Essay ª Visual ª Digital ª Research ª Radical Revision

Visuals and Proposals

Writing Process Guidelines

        Thinking and Writing about the Chapter

                Reflection ª Discussion Threads ª Collaborating ª Writing ª Local Situation

Part Four: Writing Visuals

16. Finding, Adapting, and Making Visuals

Processes for Finding, Adapting, and Making Visuals

Finding and Adapting

Ethics and Locating/Adapting Visuals

Making Visuals

Student Example: “The Roman Baths of England: A Visual History,” Mariah O’Toole

17. Designing Documents

Document Design

Before: Traditional Report Format

After: Report Design Makeover

Understanding Design Processes

Part Five: Writing Research

18. Planning and Conducting Research

Research

Developing a Research Plan

Attributing Research

Developing Criteria for Analyzing and Evaluating Sources

Conducting Research

Using Library Resources

Using Online Resources

Conducting Primary Research

19. Evaluating and Synthesizing Information 

Taking Notes

Evaluating Sources

Synthesis

Synthesizing Research 

Quoting Research

Paraphrasing Research

Summarizing Research

When to Quote, Paraphrase, and Summarize

Avoid Plagiarism

20. Presenting and Documenting Research 

Student Example: Summer Woods, “From Protest to Resistance”

Developing a Research Plan

Locating and Evaluating Resources

Mapping Your Research

Attributing and Documenting Sources

21. Responding to Essay Exams

Writing College-Level Essay Exams

Preparing for Essay Exams

Taking Essay Exams

Credits

Index

Bridge from everyday writing to writing in any situation.

College students write regularly in personal and social settings, but they often find it challenging to transition successfully to academic contexts. By building from their everyday writing experience, Writing Situations with MyWritingLab prepares students to analyze, navigate, and write effectively in any situation. Author Sid Dobrin presents a rhetorical situation both nuanced and practical, grounded not only in audience, purpose, and context but also impacted by medium, methodology, and relationships among stakeholders. Writing Situations provides a framework and a process for students to apply to any writing project and any situation.

Teaching and Learning Experience
This program will provide a better teaching and learning experience for you and your students.

• Robust resources improve students’ writing and allow instructors to track results. WithinMyWritingLab, students can measure how well they understand key concepts while faculty can incorporate rubrics into meaningful assignments, grade based on desired criteria, and analyze class performance through advanced reporting.
• Pedagogical support helps students develop their writing process. Each project chapter includes five visual features (Road to a Strong Thesis, Side by Side, Mapping Your Situation, Prepare and Respond, and Writing Process Guidelines) that help students analyze, navigate, and respond to diverse writing situations while building an effective writing process
• A variety of writing assignments accommodate a range of teaching approaches. Formal assignments in each project chapter include a traditional academic essay, a project focused on using visuals, an online or digital variation, a research-based option, and a “radical revision/ translation” project to turn a print-based essay into a multimodal project.
• Next generation instructor support.  Contextualized and integrated instructor support includes videos, screencasts, PowerPoints, downloads, handouts for each assignment chapter—organized by chapter and housed in one place — http://www.pearsonhighered.com/dobrin1einfo/ — for instructor ease of use.

• Robust resources improve students’ writing and allow instructors to track results. WithinMyWritingLab, students can measure how well they understand key concepts; the interactive Map Your Situation tool fosters rhetorical thinking and invention.  Faculty can incorporate rubrics into meaningful assignments, grade based on desired criteria, and analyze class performance through advanced reporting.
• Pedagogical support helps students master the writing process. Each project chapter includes five visual features that lead to an effective, efficient writing process by helping students to analyze, navigate, and respond to diverse writing situations.
  • Road to a Strong Thesis fosters analytic thinking by making visible a writer’s interior monologue about purpose, audience, and rhetorical situation when developing a strong thesis. 
  • Side by Side develops analytic reading skills by comparing three readings in each chapter—one student authored and the other two professionally written—and spotlighting decisions each writer made when solving rhetorical problems in related situations.
  • Mapping your Situation helps students navigate any writing situation by suggesting questions to ask ranging from purpose, audience, medium, context, and networks, providing a starting point for planning and invention.
  • Prepare and Respond identifies characteristics of different kinds of writing and walks writers through steps for developing content of their own.
  • Writing Process Guidelines ensure students respond effectively to their writing situation: concrete action steps guide writers through their writing process from invention and research to drafting, revision, evaluation, and distribution.

• Contemporary readings anthologized thematically rather than by genre type to better facilitate synthesis assignments include engaging and relevant topics: technology, image and culture, sustainability, education, food, and the millennial generation.

• Next generation instructor support provides contextualized and integrated instructor support in the form of videos, screencasts, PowerPoints, downloads, handouts for each assignment chapter—organized by chapter and housed in one place for instructor ease of use.

• A variety of writing assignments accommodate a range of teaching approaches.
  • Formal assignments in each project chapter facilitate flexible and ranging teaching approaches by including a traditional academic essay, a project focused on using visuals, an online or digital assignment, a research-based option, and a “radical revision/ translation” project to turn a print-based essay into a multimodal project.
  • End-of-chapter activities include “Reflection,” “Discussion Threads,” “Collaboration,” “Writing,” and “Local Situation.”
  • Post-reading questions and prompts include “Analyzing the Situation,” “Analyzing the Rhetoric,” “Discussing,” and “Writing.”

Additional information