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| About the book |
The Concise McGraw-Hill Guide is designed to help students learn to write more effectively not only in their college courses but also in their professional, civic, and personal lives. An affordable reader, rhetoric, and research guide, The Concise Guide shows students how to set goals for their writing, to use effective composing strategies to reach those goals, and to assess their progress toward achieving them. Based on the idea that effective writers are strong communicators in any context, The Concise McGraw-Hill Guide emphasizes the skills established by the Writing Program Administrator's Outcomes Statement that form the foundation of assessment practices at writing programs throughout the country -- rhetorical knowledge, critical thinking, writing processes, and conventions. These skills form the basis of the instruction in each assignment chapter and throughout the text. |
| Key features |
? ?Rhetorical Considerations? (following the assignment scenarios in every chapter in Parts 2 and 3) ask students to consider the context for the assignment ? Helps students understand the context (the set of circumstances that affect the goals and meaning for every piece of writing, including audience, purpose, etc.) ? Are you looking for a book that provides writing assignments not only for academic scenarios, but also for situations outside of college (professional, civic, and personal writing assignments)? Students Reach Goals by Answering the Question ?How do I write?? ? How do you engage students in the readings? ? Is unintentional plagiarism an issue for your students?do they understand when and how to cite sources? ? Source-based writing assignments throughout parts 2 and 3. ? ?Visualizing Variations? boxes Students Assess Progress by Answering the Question: ?Did I achieve my writing goals?? ? How do you teach your students to assess their own work? ? Provide criteria students can use while writing and judging their own work. ? Encourage students to think reflectively and critically about their work. ? Teach students how to evaluate their work, ensuring it meets the goals. ? What are your goals? ? How do you get your goals to match your students? goals? ? How does your current text help your students understand their writing goals? ? How do you teach the process of writing? ? How does your book support students as they work through the process of responding to an assignment? ? Have you read an article by Duane Roen or Greg Glau? ? Do you know Duane Roen or Greg Glau? ? Greg Glau has trained hundreds of TA?s and faculty ? Barry Maid is a technical communication expert?he understands how to teach students to ?write for life? ? All 3 authors choose to teach first-year composition Students Set Goals by Answering the Question ?Why am I writing?? |
| Table of contents |
Writing for College, Writing for Life Part 1: Getting Started 1. Writing Goals and Objectives for College and for Life WRITING IN THE FOUR AREAS OF YOUR LIFE Writing as a College Student Writing as a Professional Writing as a Citizen Writing as a Family Member or Friend WRITING IN THE FOUR AREAS IN THIS COURSE LEARNING GOALS IN THIS COURSE Rhetorical Knowledge Critical Thinking, Reading, and Writing Writing Processes Knowledge of Conventions BECOMING A SELF-REFLECTIVE WRITER WRITING IN TODAY?S WORLD Writing Responsibly Writing Technologies 2. Reading Critically for College and for Life USING PRE-READING STRATEGIES READING ACTIVELY Annotating Effectively Reading Visuals Reading Web Sites USING POST-READING STRATEGIES Starting Your Writer's / Research Journal Writing Effective Summaries Synthesizing Information in Readings Using Your Reading in Your Own Writing 3. Writing to Discover and to Learn USING INVENTION STRATEGIES TO DISCOVER IDEAS Listing Freewriting Questioning Answering the Questions Who? What? Why? When? Where? How? Brainstorming Clustering KEEPING NOTEBOOKS AND JOURNALS Double-Entry Notebook Field Notebook REWRITING YOUR CLASS NOTES Minute Paper Muddiest Point Preconception Check Paraphrasing ORGANIZING AND SYNTHESIZING INFORMATION Invented Interview/Unsent Letter USING CHARTS AND VISUALS TO DISCOVER AND TO LEARN Clustering and Concept Mapping Process Flowchart STUDYING FOR EXAMS Test Questions Mnemonic Play Part 2: Using What You Have Learned to Share Information 4. Writing to Share Experiences RHETORICAL KNOWLEDGE Writing to Share Experiences in Your College Classes Writing to Share Experiences for Life Scenarios for Writing: Assignment Options Writing for College Writing for Life Rhetorical Considerations in Sharing Your Experiences CRITICAL THINKING, READING, AND WRITING Learning the Qualities of Effective Writing about Experiences Reading, Inquiry, and Research: Learning from Narratives That Share Experiences Russell Baker, On Becoming a Writer Tanya Barrientos, Se Habla Espa?ol Thinking about Visuals That Share Experiences WRITING PROCESSES Invention: Getting Started Exploring Your Ideas with Research Visualizing Variations: Using Photos and Documents as Sources Organizing Your Ideas and Details Constructing a Complete Draft Revising Responding to Readers? Comments KNOWLEDGE OF CONVENTIONS Editing Genres, Documentation, and Format STUDENT WRITER JESSICA HEMAUER SHARES HER EXPERIENCES: Farm Girl SELF-ASSESSMENT: REFLECTING ON YOUR LEARNING GOALS 5. Writing to Explore RHETORICAL KNOWLEDGE Writing to Explore in Your College Classes Writing to Explore For Life Scenarios for Writing: Assignment Options Writing for College Writing for Life Rhetorical Considerations for Exploratory Writing CRITICAL THINKING, READING, AND WRITING Learning the Qualities of Effective Exploratory Writing Reading, Inquiry, and Research: Learning from Texts That Explore Kenneth Chang, Scientist at Work: Terence Tao; Journeys to the Distant Fields of Prime Michael Wolff, Bipolar Iraq Thinking About Visuals That Explore WRITING PROCESSES Invention: Getting Started Exploring Your Ideas with Research Organizing Your Ideas and Details Constructing a Complete Draft Visualizing Variations: Using Visuals to Make Your Exploration Clear Revising Responding to Readers? Comments KNOWLEDGE OF CONVENTIONS Editing Genres, Documentation, and Format STUDENT WRITER RICK MOHLER SHARES HIS EXPLORATION: A Sporting Career? SELF-ASSESSMENT: REFLECTING ON YOUR LEARNING GOALS 6. Writing to Inform RHETORICAL KNOWLEDGE Writing to Inform in Your College Classes Writing to Inform for Life Scenarios for Writing: Assignment Options Writing for College Writing for Life Rhetorical Considerations in Informative Writing CRITICAL THINKING, READING, AND WRITING Learning the Qualities of Effective Informative Writing Reading, Writing, and Research: Learning from Texts That Inform Carol Ezzell, Clocking Cultures Katie Hafner, Growing Wikipedia Revises Its `Anyone Can Edit? Policy Thinking about Visuals That Inform WRITING PROCESSES Invention: Getting Started Exploring Your Ideas with Research Organizing Your Information and Research Constructing a Complete Draft Visualizing Variations: Using a Web Site, Poster, or Brochure to Inform Your Readers Revising Responding to Readers? Comments KNOWLEDGE OF CONVENTIONS Editing Genres, Documentation, and Format STUDENT WRITER CRAIG BROADBENT INFORMS HIS READERS: Watch for the Blue Barrels SELF-ASSESSMENT: REFLECTING ON YOUR LEARNING GOALS 7. Writing to Analyze RHETORICAL KNOWLEDGE Writing to Analyze in your College Classes Writing to Analyze For Life Scenarios for Writing: Assignment Options Writing for College Writing for Life Rhetorical Considerations in Analytical Writing CRITICAL THINKING, READING, AND WRITING Learning the Qualities of Effective Analytical Writing Reading, Writing, and Research: Learning from Texts That Analyze James M. Lang, Putting In the Hours Tamara Draut, All Work and No Play Thinking about Visuals That Analyze WRITING PROCESSES Invention: Getting Started Exploring Your Ideas with Research Organizing Your Information Constructing a Complete Draft Visualizing Variations: Using Charts and Graphs to Make Your Analysis Clear Revising Responding to Readers? Comments KNOWLEDGE OF CONVENTIONS Editing Genres, Documentation, and Format STUDENT WRITER SARAH WASHINGTON SHARES HER ANALYSIS: Campus Parking: Love It or Leave It SELF-ASSESSMENT: REFLECTING ON YOUR LEARNING GOALS Part 3 Using What You Have Learned to Write Arguments 8. Writing to Convince RHETORICAL KNOWLEDGE Writing to Convince in Your College Classes Writing to Convince for Life Scenarios for Writing: Assignment Options Writing for College Writing for Life Rhetorical Considerations for Persuasive Writing CRITICAL THINKING, READING, AND WRITING Learning the Qualities of Effective Persuasive Writing Reading, Inquiry, and Research: Learning from Texts That Persuade Anne Applebaum, When Women Go to War Maureen Dowd, Our Own Warrior Princess, and Brian J. G. Pereira, M.D., Letter responding to Dowd Thinking about Visuals That Persuade WRITING PROCESSES Invention: Getting Started Exploring Your Ideas with Research Organizing Your Information Constructing a Complete Draft Visualizing Variations: Using Charts and Photographs to Support Your Claim Revising Responding to Readers? Comments KNOWLEDGE OF CONVENTIONS Editing Genres, Documentation, and Format STUDENT WRITER SANTI DEROSA SHARES HIS PERSUASIVE WRITING: The Objectification of Women: Whose Fault Is It? SELF-ASSESSMENT: REFLECTING ON YOUR LEARNING GOALS 9. Writing to Evaluate RHETORICAL KNOWLEDGE Writing to Evaluate in Your College Classes Writing to Evaluate for Life Scenarios for Writing: Assignment Options Writing for College Writing for Life Rhetorical Considerations for Evaluative Writing CRITICAL THINKING, READING, AND WRITING Reading, Inquiry, and Research: Learning from Texts That Evaluate Roger Ebert, Harry Potter and the Sorcerer?s Stone Elvis Mitchell, Harry Potter and the Sorcerer?s Stone Thinking about Visuals That Evaluate WRITING PROCESSES Invention: Getting Started Exploring Your Ideas with Research Organizing Your Evaluation Constructing a Complete Draft Visualizing Variations: Using Visuals to Support Your Evaluation Revising Responding to Readers? Comments KNOWLEDGE OF CONVENTIONS Editing Genres, Documentation, and Format STUDENT WRITER ANNLEE LAWRENCE SHARES HER EVALUATION: Who Has the Healthier Burger? SELF-ASSESSMENT: REFLECTING ON YOUR LEARNING GOALS 10. Writing to Explain Causes and Effects RHETORICAL KNOWLEDGE Writing about Causes and Effects in Your College Classes Writing about Causes and Effects for Life Scenarios for Writing: Assignment Options Writing for College Writing for Life Rhetorical Considerations in Cause-Effect Writing CRITICAL THINKING, READING, AND WRITING Learning the Qualities of Effective Writing about Causes and Effects Reading, Inquiry, and Research: Learning from Texts That Explain Cause-and-Effect Relationships Juan Williams, Brown v. Board of Education Bruce Nussbaum, Where Are the Jobs? Thinking About Visuals That Indicate Cause-and-Effect WRITING PROCESSES Invention: Getting Started Exploring Your Ideas with Research Organizing Your Cause-Effect Paper Constructing a Complete Draft Visualizing Variations: Choosing Visuals That Illustrate Cause-and-Effect Relationships Revising Responding to Readers? Comments KNOWLEDGE OF CONVENTIONS Editing Genres, Documentation, and Format STUDENT WRITER DEBORAH SCHLEGEL SHARES HER CAUSAL ANALYSIS: Weather Forecast: Bikinis or Parkas? SELF-ASSESSMENT: REFLECTING ON YOUR LEARNING GOALS 11. Writing to Solve Problems RHETORICAL KNOWLEDGE Writing to Solve Problems in Your College Classes Writing to Solve Problems for Life Scenarios for Writing: Assignment Options Writing for College Writing for Life Rhetorical Considerations in Writing to Solve Problems CRITICAL THINKING, READING, AND WRITING Learning the Qualities of Effective Problem-Solving Reading, Writing, and Research: Learning from Texts That Propose Solutions Michelle Mise Pollard, The Nursing Crisis: The Solution Lies Within Michael Berube, How to End Grade Inflation Thinking about Visuals That Present a Problem and Give a Solution WRITING PROCESSES Invention: Getting Started Exploring Your Ideas with Research Organizing Your Information Constructing a Complete Draft Visualizing Variations: Alternative Forms for Solving Problems Revising Responding to Readers? Comments KNOWLEDGE OF CONVENTIONS Editing Genres, Documentation, and Format STUDENT WRITER ESTHER ELLSWORTH PROPOSES HER SOLUTION: Comprehensive Land Use Planning in Arizona SELF-ASSESSMENT: REFLECTING ON YOUR LEARNING GOALS 12. Writing about a Creative Work RHETORICAL KNOWLEDGE Writing about a Creative Work in Your College Classes Writing about a Creative Work for Life Scenarios for Writing: Assignment Options Writing for College Writing for Life Rhetorical Considerations for Writing about a Creative Work CRITICAL THINKING, READING, AND WRITING Learning the Qualities of Effective Writing about a Creative Work Reading, Inquiry, and Research: Learning from Literary Works Don DeLillo, Videotape Amy Tan, Alien Relative Thinking about Visuals When Writing about Creative Works WRITING PROCESSES Invention: Getting Started Visualizing Variations: Selecting a Creative Work to Write about Exploring Your Ideas with Research Organizing Your Ideas and Details Constructing a Complete Draft Revising Responding to Readers? Comments KNOWLEDGE OF CONVENTIONS Editing Genres, Documentation, and Format STUDENT WRITER HANNA EARLEY SHARES HER WRITING ABOUT A CREATIVE WORK: That Doesn't Mean We Want Him to Stop: Suspense in Don DeLillo's "Videotape" SELF-ASSESSMENT: REFLECTING ON YOUR LEARNING GOALS Part 4: Strategies for Effective Communication 13. Using Rhetorical Strategies that Guide Readers ANNOUNCING A THESIS OR CONTROLLING IDEA WRITING PARAGRAPHS Placement of Topic Sentences Moving to a New Paragraph Opening Paragraphs Concluding Paragraphs USING COHESIVE DEVICES Using Connective Words and Phrases Using Transitional Sentences and Paragraphs Using Headings USING ORGANIZING STRATEGIES WRITING NARRATIVES WRITING DESCRIPTIONS WRITING DEFINITIONS WRITING CLASSIFICATIONS WRITING ABOUT COMPARISONS AND CONTRASTS USING OUTLINES AND MAPS TO ORGANIZE YOUR WRITING 14. Using Strategies for Argument ARGUMENT AND PERSUASION RHETORICAL APPEALS Logical Appeals Ethical Appeals Emotional Appeals The Rhetorical Triangle: Considering the Appeals Together THREE APPROACHES TO ARGUMENT Classical Strategies for Arguing Jaron Lanier, Beware the Online Collective Toulmin Strategies for Arguing Stanley Fish, But I Didn't Do It! Rogerian Strategies for Arguing Rick Reilly, Nothing but Nets SOME COMMON FLAWS IN ARGUMENTS 15. Using Strategies for Collaboration WORKING WITH PEERS ON YOUR SINGLE-AUTHORED PROJECTS Strategies for Working with Peers on Your Projects Using Digital Tools for Peer Review WORKING WITH PEERS ON MULTIPLE-AUTHORED PROJECTS Strategies for Working with Peers Effectively Using Digital Tools for Facilitating Multi-Authored Projects 16. Making Effective Oral Presentations DEVELOPING YOUR PRESENTATION ESTABLISHING A CLEAR STRUCTURE Visualizing Variations: Effective Visual Aids CONSIDERING YOUR AUDIENCE ELIMINATING THE FEAR OF SPEAKING IN PUBLIC Part 5: Technologies for Effective Communication 17. Choosing a Medium, Genre, and Technology for Your Communication COMMUNICATION TECHNOLOGIES PUBLISHING YOUR WORK SELECTING A GENRE AND A MEDIUM Deciding on a Genre for Your Work Deciding Whether to Use Print, Electronic, or Oral Media Considering Design TECHNOLOGIES FOR COMPUTER-MEDIATED COMMUNICATION Threaded Discussions Synchronous Chat Blogs Word-Processing Software Peer Review Applications Graphics Software Desktop Publishing Software Presentation Software Technologies for Constructing Web Pages 18. Communicating with Design and Visuals PRINCIPLES OF DOCUMENT DESIGN Proximity Contrast Alignment Repetition (or Consistency) COMMON KINDS OF VISUAL TEXTS Tables Bar and Line Graphs Charts Photographs Drawings Diagrams Maps Cartoons USING VISUALS RHETORICALLY Considering Your Audience Considering Your Purpose USING VISUALS RESPONSIBLY Permissions Distortions Part 6: Using Research for Informed Communication 19. Finding and Evaluating Information from Sources and the Field CONDUCTING EFFECTIVE RESEARCH: AN EXAMPLE Library Research Research on the World Wide Web SELECTING SOURCES Books Academic Journals Newspapers Popular Magazines Trade or Commercial Magazines Public Affairs Magazines Specialty Magazines The Internet EVALUATING YOUR SOURCES: ASKING THE REPORTER?S QUESTIONS Who Is the Author? What Is the Text About? What Is the Quality of the Information? When Was the Text Published or the Web Site Last Updated? Why Was This Information Published? Where Was the Item Published? How Accurate Is the Information in This Source? Visualizing Variations: Evaluating Web Sites FIELD RESEARCH Working with Human Subjects Informed Consent Observations Interviews Surveys and Questionnaires 20. Synthesizing and Documenting Sources QUOTATIONS PARAPHRASES SUMMARIES ELLIPSIS MLA DOCUMENTATION STYLE MLA Style: In-Text Citation MLA Style: Constructing a List of Works Cited MLA Style: Sample Student Paper APA DOCUMENTATION STYLE APA Style: In-Text Citation APA Style: Constructing a References List APA Style: Sample Student Paper Appendix A: Constructing a Course Portfolio Appendix B: Essay Examinations Appendix C: Standard Forms: Letters, Memos, and Other Documents |
