Writing Analytically 8th edition by David Rosenwasser 8214356488 9798214356488

Writing Analytically 8th edition by David Rosenwasser – Ebook PDF Instant Download/DeliveryISBN:  8214356488, 9798214356488 

Full download Writing Analytically 8th edition after payment.

Product details:

ISBN-10 :  8214356488 

ISBN-13 : 9798214356488

Author:  David Rosenwasser 

Learning to write well requires learning to use writing as a tool to think well–and this book shows you how. WRITING ANALYTICALLY leads you through the process of analysis and synthesis and helps you to generate original, well-developed ideas. Whether you’re already a confident writer or someone who feels stranded amidst your notes and sources–waiting for the light bulb of inspiration to rescue you–this book will help you improve your skills. It’s built on a series of tools for thinking that proceed step-by-step. Applying the tools will enable you to see more and arrive at better ideas about whatever you’re analyzing. You’ll learn to determine which details are important in your subject, how to go about figuring out why they are important, and most important, how to talk and write about what they mean.

Writing Analytically 8th Table of contents:

Unit 1. The Analytical Frame of Mind
Chapter 1. The Five Analytical Moves
Writing as a Tool of Thought
Why Faculty Want Analysis
Analysis Is a Search for Meaning
Analysis Does More than Break a Subject into Its Parts
Distinguishing Analysis from Summary, Expressive Writing, and Argument
Analysis and Summary
Analysis and Expressive Writing
Analysis and Argument
Counterproductive Habits of Mind
Habit: The Judgment Reflex
Cures for the Judgment Reflex
Habit: Naturalizing Our Assumptions (Overpersonalizing)
Habit: Generalizing
Cures for the Problem of Generalizing
Get Comfortable with Uncertainty
Habit: The Slot-Filler Mentality (Five-Paragraph Form)
Learn to Notice
The Five Analytical Moves
Move 1: Suspend Judgment
Move 2: Define Significant Parts and How They Are Related
Notice & Focus (Ranking)
“Interesting,” “Revealing,” “Strange”
Noticing and Rhetorical Analysis
Doing Exploratory Writing in the Observation Stage: Freewriting
Move 3: Make the Implicit Explicit. Push Observations to Implications by Asking “So What?”
Asking “So What?”
Asking “So What?” in a Chain
Move 4: Look for Patterns of Repetition and Contrast and for Anomalies (The Method)
The Steps of The Method
Two Examples of The Method Generating Ideas
Doing The Method on a Poem
Troubleshooting The Method
Move 5: Keep Reformulating Questions and Explanations
Summing Up: Analyzing Whistler’s Mother
Analysis and Personal Associations
Becoming a Detective
Assignments: The Five Analytical Moves
 . Reading for Theme: Manners, Communication, and Technology
Chapter 2. Reading Analytically
Becoming Conversant Instead of Reading for the Gist
Beyond the Banking Model of Education
Rejecting the Transparent Theory of Language
Seek to Understand the Reading Fairly on Its Own Terms
How to Write a Critique
Focus on Individual Sentences
Pointing
Using Quotation
Paraphrase × 3
Passage-Based Focused Freewriting
Keep a Commonplace Book
Situate the Reading Rhetorically
Find The Pitch, The Complaint, and The Moment
The Pitch, The Complaint, and The Moment: Two Brief Examples
Focus on the Structure of Thinking in a Reading
Uncovering Assumptions
Tracking Binaries in a Reading
Reformulating Binaries
Apply a Reading as a Lens
Assignments: Reading Analytically
Chapter 3. Interpretation: Moving from Observation to Implication
The Big Picture
Making Interpretations Plausible: Interpretive Contexts
Context and the Making of Meaning
Specifying an Interpretive Context: A Brief Example
Intention as an Interpretive Context
What Is and Isn’t “Meant” to Be Analyzed
Avoiding the Extremes: Neither “Fortune Cookie” nor “Anything Goes”
The Fortune Cookie School of Interpretation
The Anything Goes School of Interpretation
Implications Versus Hidden Meanings
Figurative Logic: Reasoning with Metaphors
Seems to Be About X, But Could Also Be (Or Is “Really”) About Y
Seems To Be About X …: An Example
Making an Interpretation: The Example of a New Yorker Cover
Description of a New Yorker  Cover, Dated October 9, 2000
Using The Method to Identify Patterns of Repetition and Contrast
Pushing Observations to Conclusions: Selecting an Interpretive Context
Arriving at an Interpretive Conclusion: Making Choices
Making the Interpretation Plausible
Making Interpretations Plausible Across the Curriculum
Interpreting Statistical Data
A Brief Glossary of Common Logical Fallacies
Assignments: Interpretation: Moving from Observation to Implication
Chapter 4. Responding to Traditional Writing Assignments More Analytically
Interpreting Writing Assignments
Find the Analytical Potential: Locate an Area of Uncertainty
Six Rules of Thumb for Responding to Assignments More Analytically
Rule 1: Reduce Scope
Rule 2: Study the Wording of Topics for Unstated Questions
Rule 3: Suspect Your First Responses
Rule 4: Begin with Questions, Not Answers
Rule 5: Expect to Become Interested
Rule 6: Write All of the Time About What You Are Studying
Summary
Strategies for Making Summaries More Analytical
Personal Response: The Reaction Paper
Strategies for Making Personal Responses More Analytical
Agree/Disagree
Comparison/Contrast
Strategies for Making Comparison/Contrast More Analytical, Including Difference within Similarity
Definition
Strategies for Making Definition More Analytical
Assignments: Responding to Traditional Writing Assignments More Analytically
Chapter 5. Thinking Like a Writer
Process and Product
A Review of Some Strategies from Writing Analytically for Making Writing Happen
Making Writing Happen
Freewriting Revisited
Observation Exercises: The Value of Close Description
Alternative Models of Revision: New Starts and the Back Burner
Closing Your Eyes as You Speak
When Class Members Become Audience: What Did You Hear?
Writing on Computers vs. Writing on Paper
On Keeping a Writer’s Notebook: Things to Try
Collecting Possible Starting Points for Writing
Collecting Words, Similes, and Metaphors: Not Just for Poets
“Three Minutes”: An Ongoing, Essay-Writing Prompt
Writing from Life: The Personal Essay
Reading Like a Writer: Text Marking and Listing
Beyond Critique: Alternative Ways for Writers to Respond to Other Writers
Procedures for Description-Based, Small-Group Peer Review
Procedures for One-on-One Peer Review: The Writing Center Model
A Word on Google Docs and Interactive Blogging
Writing with Other Writers
Writing Marathons: Taking Writing on the Road
Writers’ Boot Camp
How to Assess Your Own Writing: Some Rubrics for Self-Evaluation
Short List of Things That Go Wrong
Some Do’s and Don’ts of Good Writing
Some Useful Mantras for Writers
Assignment: Thinking Like a Writer
Write a Literacy Narrative
Unit 2. Writing the Analytical Paper
Chapter 6. Reasoning from Evidence to Claims
Linking Evidence and Claims
The Functions of Evidence
“Because I Say So”: Unsubstantiated Claims
Distinguishing Evidence from Claims
Giving Evidence a Point: Making Details Speak
More than Just “the Facts”: What Counts as Evidence?
The Rules of Argument
Syllogism and Enthymeme
Toulmin’s Alternative Model of the Syllogism
Rogerian Argument and Practical Reasoning
Deduction and Induction: Two Ways of Linking Evidence and Claims
1 on 10 and 10 on 1
Doing 10 on 1
A Potential Problem with 1 on 10: Mere Demonstration
Doing 10 on 1: Saying More About Less
A Potential Problem with 10 on 1: Not Demonstrating the Representativeness of Your Example
10 on 1 and Disciplinary Conventions
Larger Organizational Schemes: Writing Papers Based on 1 on 10 and 10 on 1
The Problem of Five-Paragraph Form: A Reductive Version of 1 on 10
Rehabilitating Five-Paragraph Form
Outline for a Viable Version of Five-Paragraph Form
Pan, Track, and Zoom: “Directing” Your Paper
A Template for Organizing Papers Using 10 on 1
Doing 10 on 1 to Find an Organizing Claim: A Student Paper
Assignments: Reasoning from Evidence to Claims
Chapter 7. Finding and Evolving a Thesis
The Big Picture
What a Good Thesis Is and Does
Potential Problems with Thesis-Driven Writing
Making a Thesis Evolve
Developing a Thesis Is More than Repeating an Idea
The Thesis as Camera Lens: The Reciprocal Relationship Between Thesis and Evidence
Induction and Deduction: Two Paths a Thesis May Take
Making a Thesis Evolve: A Brief, Inductive Example
Making a Thesis Evolve: A Brief, Deductive Example
The Evolving Thesis as Hypothesis and Conclusion in the Natural and Social Sciences
Evolving a Working Thesis in an Exploratory Draft: The Example of Las Meninas
From Details to Ideas: Arriving at a Working Thesis in an Exploratory Draft
Six Steps for Finding and Evolving a Thesis in an Exploratory Draft
Knowing When to Stop: How Much Revising Is Enough?
Practice Tracking Thesis Statements in Finished Drafts
Tracking the Thesis in a Final Draft: The Example of In Bruges
Introductions, Conclusions, and the Thesis
Setting Up the Thesis: Two Tasks
Making the Thesis Matter: Providing an Interpretive Context
How Much of the Thesis Belongs in the Introduction?
The Conclusion: Returning the Thesis to the Larger Conversation
How to Word Thesis Statements
Put X in Tension with Y
Is It Okay to Phrase a Thesis as a Question?
Recognizing and Fixing Weak Thesis Statements
Weak Thesis Type 1: The Thesis Makes No Claim
Weak Thesis Type 2: The Thesis Is Obviously True or Is a Statement of Fact
Weak Thesis Type 3: The Thesis Restates Conventional Wisdom
Weak Thesis Type 4: The Thesis Bases Its Claim on Personal Conviction
Weak Thesis Type 5: The Thesis Makes an Overly Broad Claim
Assignment: Finding and Evolving a Thesis
Chapter 8. Conversing with Sources: Writing the Researched Paper
The Big Picture
Using Sources Analytically
“Source Anxiety” and What to Do About It
The Conversation Analogy
Conversing with a Source: A Brief Example
Ways to Use a Source as a Point of Departure
Six Strategies for Analyzing Sources
Strategy 1: Make Your Sources Speak
Strategy 2: Attend Carefully to the Language of Your Sources by Quoting or Paraphrasing
Strategy 3: Supply Ongoing Analysis of Sources (Don’t Wait Until the End)
Strategy 4: Use Your Sources to Ask Questions, Not Just Provide Answers
Strategy 5: Put Your Sources Into Conversation with One Another
Strategy 6: Find Your Own Role in the Conversation
Using Sources Analytically: An Example
Integrating Quotations Into Your Paper
Preparing an Abstract
What Does Plagiarism Do to the Conversation?
Frequently Asked Questions (FAQS) about Plagiarism
Assignments: Conversing with Sources: Writing the Researched Paper
Chapter 9. Finding, Evaluating, and Citing Sources
Three Rules of Thumb for Getting Started with Research
Start with Scholarly Indexes, Abstracts, and Bibliographies
Specialized Dictionaries and Encyclopedias
Finding Your Sources: Articles and Books
Finding Quality on the Web
Understanding Domain Names
Print Corollaries
Web-Published Gems
Wikipedia, Google, and Blogs
Asking the Right Questions
Subscriber-Only Databases
Eight Tips for Locating and Evaluating Electronic Sources
Tip #1: Backspacing
Tip #2: Using WHOIS
Tip #3: Beware of the ~ in a Web Address
Tip #4: Phrase Searching
Tip #5: Title Searching
Tip #6: Wikipedia Talk Tab
Tip #7: Full Text from Library Databases
Tip #8: Archives of Older Published Periodicals
Four Steps Toward Productive Research Across the Disciplines
The Four Documentation Styles: Similarities and Differences
APA Style, 7th Edition
Chicago Style, 17th Edition
CSE Style Employing Name-Year (Author-Date) System, 8th Edition
CSE Style Employing Citation Sequence System, 8th Edition
MLA Style, 9th Edition
Guidelines for Finding, Evaluating, and Citing Sources
Unit 3. Matters of Form
Chapter 10. From Paragraphs to Papers: Forms and Formats Across the Curriculum
The Two Functions of Formats
Using Formats Heuristically: An Example
The Common Structure of Most Academic Writing
Science Format Compared with Other Kinds of Writing
Three Organizing Strategies
Climactic Order: Saving the Best for Last
Comparison/Contrast: Two Formats
Concessions and Refutations: Giving and Taking Away
What Introductions Do: “Why What I’m Saying Matters”
How Much to Introduce Up Front: Typical Problems
Some Good Ways to Begin a Paper
What Conclusions Do: The Final “So What?”
Solving Typical Problems in Conclusions
Introductions and Conclusions Across the Curriculum
Introductory Paragraphs in the Humanities
Using Procedural Openings: Introductions and Conclusions in the Social Sciences
Putting an Issue or Question in Context
Writing Introductions in the Sciences
Integration of Citations in a Literature Review: A Brief Example
Introductions in Scientific Papers: A Brief Example
Writing Conclusions in the Sciences: The Discussion Section
Conclusions in Scientific Papers: A Brief Example
The Idea of the Paragraph
How Long?: Paragraphs, Readers, and Writers
Linking the Sentences in Paragraphs: Minding the Gaps
What a Paragraph Does: The Paragraph as Movement of Mind
The Shaping Force of Transitions
Assignments: From Paragraphs to Papers: Forms and Formats Across the Curriculum
Chapter 11. Style: Choosing Words, Shaping Sentences
Seeing Style as Inseparable From Meaning
About Prescriptive Style Manuals: A Word of Warning
Sentence Logic: Seeing How the Parts of a Sentence Are Related
Finding the Spine of a Sentence: Subjects and Predicates
Kinds of Verbs: Transitive, Intransitive, and Linking
Verbals: Verb Forms that Function as Other Parts of Speech
Sentence Combining: Coordination
Sentence Combining: Subordination
Seeing the Shape of Sentences: Why Commas Matter
What Punctuation Marks Say: A Quick-Hit Guide
Emphasis and the Order of Clauses: The Importance of What Comes Last
Embedding Modifiers: Relative Clauses, Words, and Phrases
Periodic and Cumulative Styles: Two Ways of Locating Closure
The Periodic Sentence: Delay Closure to Achieve Emphasis
The Cumulative Sentence: Start Fast to Build Momentum
Symmetry and Sense: Balance, Antithesis, and Parallelism
Parallel Structure: Put Parallel Information into Parallel Form
Two Powerful Forms of Parallelism: Antithesis and Chiasmus
“Official Style”
Finding the Action in a Sentence: “To Be” Or Not “To Be”
Active and Passive Voice: Emphasizing the Doer or the Action
Expletives: Beginning with “It Is” or “There Is”
Concrete vs. Evaluative Adjectives and Intensifiers: What’s Bad About “Good” and “Bad”
Concrete and Abstract Diction
Latinate Diction
Etymology: Finding a Word’s Physical History
“Right” and “Wrong” Words: Shades of Meaning
Tone
Bias-Free Language
Make Sure Identity Terms Used Are Relevant
Aim for Gender Neutrality
Show Respect via Terms Used and Their Capitalization and Styling
Avoid Pronouns That Exclude
Avoid Judgments
Check the Dictionary
The Politics of Language
Ethos, Audience, and Levels of Style
Transparent vs. Opaque Styles: Knowing When to Be Visible
The Person Question: When and When Not to Use “I”
Formal vs. Colloquial Styles
The Problem of Inflated Diction
Jargon: When to Use Insider Language
Style Analysis: A Summary of Things to Look For
Assignments: Style: Choosing Words, Shaping Sentences
Chapter 12. Nine Basic Writing Errors (BWEs) and How to Fix Them
The Concept of Basic Writing Errors (BWEs)
Nine Basic Writing Errors

People also search for Writing Analytically 8th:

writing analytically 9th edition
    
writing analytically pdf
    
writing analytically 9th edition pdf free
    
writing analytically 9th edition pdf
    
writing analytically 8th edition pdf free

Tags: Writing Analytically, David Rosenwasser, generate original, most important