| Preface: To the Instructor |
|
vii | |
| How to Use The Bedford Guide for College Writers |
|
xxiii | |
| Rhetorical Contents |
|
xxxv | |
| A WRITER'S GUIDE |
|
|
Introduction: Writing in College |
|
|
3 | (2) |
| PART ONE A College Writer's Processes |
|
5 | (26) |
|
|
|
7 | (1) |
|
|
|
8 | (7) |
|
Critical Thinking, Reading, and Writing |
|
|
8 | (1) |
|
|
|
9 | (3) |
|
|
|
10 | (1) |
|
Planning, Drafting, and Developing |
|
|
10 | (1) |
|
|
|
11 | (1) |
|
Activity: Describing Your Writing Process |
|
|
12 | (1) |
|
|
|
12 | (2) |
|
|
|
12 | (1) |
|
Activity: Considering Audience |
|
|
13 | (1) |
|
|
|
13 | (1) |
|
Activity: Considering Purpose |
|
|
14 | (1) |
|
|
|
14 | (1) |
|
|
|
15 | (7) |
|
|
|
16 | (1) |
|
Activity: Describing Your Own Reading Process |
|
|
16 | (1) |
|
|
|
16 | (3) |
|
|
|
17 | (1) |
|
|
|
17 | (1) |
|
Activity: Annotating a Passage |
|
|
18 | (1) |
|
Reading on a Literal Level |
|
|
19 | (1) |
|
Knowing, Comprehending, and Applying |
|
|
19 | (1) |
|
Reading on an Analytical Level |
|
|
20 | (2) |
|
Analyzing, Synthesizing, and Evaluating |
|
|
20 | (1) |
|
Activity: Reading Analytically |
|
|
21 | (1) |
|
Critical Thinking Processes |
|
|
22 | (9) |
|
A Process of Critical Thinking |
|
|
22 | (1) |
|
|
|
23 | (2) |
|
Activity: Thinking Critically to Solve a Problem |
|
|
24 | (1) |
|
Supporting Critical Thinking with Evidence |
|
|
25 | (2) |
|
|
|
25 | (2) |
|
Activity: Looking for Evidence |
|
|
27 | (1) |
|
|
|
27 | (2) |
|
Using Evidence to Support an Appeal |
|
|
29 | (2) |
|
|
|
29 | (1) |
|
|
|
29 | (1) |
|
|
|
30 | (1) |
|
Activity: Identifying Types of Appeals |
|
|
30 | (1) |
| PART TWO A Writer's Situations |
|
31 | (160) |
|
|
|
33 | (2) |
|
|
|
35 | (16) |
|
Learning from Other Writers |
|
|
36 | (7) |
|
The Art of Eating Spaghetti |
|
|
36 | (3) |
|
|
|
What is a Hunter? (Student Essay) |
|
|
39 | (4) |
|
|
|
|
|
43 | (6) |
|
The Assignment: Recalling a Personal Experience |
|
|
43 | (1) |
|
|
|
44 | (1) |
|
Planning, Drafting, and Developing |
|
|
45 | (1) |
|
|
|
46 | (2) |
|
|
|
48 | (1) |
|
Applying What You Learn: Some Uses of Recalling Experience |
|
|
49 | (2) |
|
|
|
51 | (14) |
|
Learning from Other Writers |
|
|
52 | (5) |
|
|
|
52 | (2) |
|
|
|
Footprints: The Mark of Our Passing (Student Essay) |
|
|
54 | (3) |
|
|
|
|
|
57 | (6) |
|
The Assignment: Observing a Scene |
|
|
57 | (1) |
|
|
|
58 | (2) |
|
Planning, Drafting, and Developing |
|
|
60 | (1) |
|
|
|
60 | (2) |
|
|
|
62 | (1) |
|
Applying What You Learn: Some Uses of Observing a Scene |
|
|
63 | (2) |
|
|
|
65 | (16) |
|
Learning from Other Writers |
|
|
66 | (6) |
|
|
|
66 | (2) |
|
|
|
|
|
68 | (4) |
|
|
|
|
|
72 | (8) |
|
The Assignment: Interviewing |
|
|
72 | (1) |
|
|
|
72 | (4) |
|
Planning, Drafting, and Developing |
|
|
76 | (2) |
|
|
|
78 | (1) |
|
|
|
79 | (1) |
|
Applying What You Learn: Some Uses of Writing from an Interview |
|
|
80 | (1) |
|
Comparing and Contrasting |
|
|
81 | (19) |
|
Learning from Other Writers |
|
|
82 | (8) |
|
|
|
82 | (4) |
|
|
|
Take Me Out to the Ball Game, but Which One? (Student Essay) |
|
|
86 | (4) |
|
|
|
|
|
90 | (8) |
|
The Assignment: Comparing and Contrasting |
|
|
90 | (1) |
|
|
|
90 | (3) |
|
Planning, Drafting, and Developing |
|
|
93 | (3) |
|
|
|
96 | (1) |
|
|
|
97 | (1) |
|
Applying What You Learn: Some Uses of Comparing and Contrasting |
|
|
98 | (2) |
|
Explaining Causes and Effects |
|
|
100 | (17) |
|
Learning from Other Writers |
|
|
101 | (7) |
|
Kids in the Mall: Growing Up Controlled |
|
|
101 | (4) |
|
William Severini Kowinski |
|
|
Invisible Women (Student Essay) |
|
|
105 | (3) |
|
|
|
|
|
108 | (7) |
|
The Assignment: Explaining Causes and Effects |
|
|
108 | (1) |
|
|
|
109 | (2) |
|
Planning, Drafting, and Developing |
|
|
111 | (1) |
|
|
|
112 | (3) |
|
|
|
115 | (1) |
|
Applying What You Learn: Some Uses of Explaining Causes and Effects |
|
|
115 | (2) |
|
|
|
117 | (21) |
|
Learning from Other Writers |
|
|
118 | (6) |
|
Last Rites for Indian Dead |
|
|
118 | (3) |
|
|
|
Affirmative Action Encourages Racism (Student Essay) |
|
|
121 | (3) |
|
|
|
|
|
124 | (12) |
|
The Assignment: Taking a Stand |
|
|
124 | (1) |
|
|
|
125 | (5) |
|
Planning, Drafting, and Developing |
|
|
130 | (2) |
|
|
|
132 | (2) |
|
Recognizing Logical Fallacies |
|
|
134 | (2) |
|
|
|
136 | (1) |
|
Applying What You Learn: Some Uses of Taking a Stand |
|
|
136 | (2) |
|
|
|
138 | (18) |
|
Learning from Other Writers |
|
|
139 | (6) |
|
|
|
140 | (2) |
|
|
|
issed Opportunities (Student Essay) |
|
|
142 | (3) |
|
|
|
|
|
145 | (9) |
|
The Assignment: Proposing a Solution |
|
|
145 | (1) |
|
|
|
146 | (2) |
|
Planning, Drafting, and Developing |
|
|
148 | (2) |
|
|
|
150 | (3) |
|
|
|
153 | (1) |
|
Applying What You Learn: Some Uses of Proposals |
|
|
154 | (2) |
|
|
|
156 | (17) |
|
Learning from Other Writers |
|
|
157 | (8) |
|
|
|
157 | (3) |
|
|
|
Coffee Odyssey (Student Essay) |
|
|
160 | (5) |
|
|
|
|
|
165 | (6) |
|
The Assignment: Writing an Evaluation |
|
|
165 | (1) |
|
|
|
165 | (3) |
|
Planning, Drafting, and Developing |
|
|
168 | (1) |
|
|
|
169 | (1) |
|
|
|
170 | (1) |
|
Applying What You Learn: Some Uses of Evaluating |
|
|
171 | (2) |
|
|
|
173 | (18) |
|
Learning from Other Writers |
|
|
174 | (6) |
|
Kids, Divorce, and the Myth |
|
|
175 | (2) |
|
|
|
Times Series Delved Successfully into Race (Student Essay) |
|
|
177 | (3) |
|
|
|
|
|
180 | (8) |
|
The Assignment: Reading Critically |
|
|
180 | (1) |
|
|
|
181 | (3) |
|
Planning, Drafting, and Developing |
|
|
184 | (2) |
|
|
|
186 | (2) |
|
|
|
188 | (1) |
|
Applying What You Learn: Some Uses of Writing from Critical Reading |
|
|
188 | (3) |
| PART THREE Special Writing Situations |
|
191 | (66) |
|
|
|
193 | (1) |
|
|
|
194 | (30) |
|
|
|
194 | (22) |
|
Learning from Other Writers |
|
|
194 | (1) |
|
|
|
195 | (8) |
|
|
|
The Hidden Truth: An Analysis of Shirley Jackson's ``The Lottery'' (Student Essay) |
|
|
203 | (3) |
|
|
|
Analyzing the Elements of Literature: A Glossary of Terms |
|
|
206 | (3) |
|
|
|
209 | (7) |
|
Strategies for Writing about Literature: Synopsis and Paraphrase |
|
|
216 | (6) |
|
Learning from Other Writers: Synopsis |
|
|
216 | (1) |
|
A Synopsis of ``The Lottery'' (Student Example) |
|
|
217 | (2) |
|
|
|
Learning by Writing: Synopsis |
|
|
219 | (1) |
|
|
|
219 | (2) |
|
|
|
Learning by Writing: Paraphrase |
|
|
221 | (1) |
|
Other Assignments for Writing about Literature |
|
|
222 | (2) |
|
|
|
224 | (15) |
|
Guidelines for Writing in the Workplace |
|
|
224 | (3) |
|
|
|
225 | (1) |
|
Keep Your Audience in Mind |
|
|
225 | (1) |
|
|
|
226 | (1) |
|
Present Information Carefully |
|
|
226 | (1) |
|
|
|
227 | (4) |
|
Format for Business Letters |
|
|
229 | (2) |
|
|
|
231 | (2) |
|
|
|
232 | (1) |
|
|
|
233 | (1) |
|
|
|
234 | (1) |
|
Resumes and Application Letters |
|
|
234 | (5) |
|
|
|
234 | (2) |
|
|
|
236 | (3) |
|
|
|
239 | (18) |
|
|
|
239 | (9) |
|
|
|
239 | (1) |
|
Learning from Another Writer |
|
|
240 | (1) |
|
|
|
241 | (1) |
|
Planning: Recognizing Typical Exam Questions |
|
|
242 | (3) |
|
Drafting: The Only Version |
|
|
245 | (2) |
|
Revising: Rereading and Proofing |
|
|
247 | (1) |
|
Short-Answer Examinations |
|
|
248 | (1) |
|
|
|
248 | (2) |
|
|
|
249 | (1) |
|
Writing for Portfolio Assessment |
|
|
250 | (7) |
|
Understanding Portfolio Assessment |
|
|
251 | (1) |
|
Tips for Keeping a Portfolio |
|
|
252 | (5) |
| PART FOUR A Writer's Strategies |
|
257 | (2) |
|
|
|
259 | (1) |
|
Strategies for Generating Ideas |
|
|
260 | (11) |
|
|
|
260 | (8) |
|
|
|
260 | (3) |
|
|
|
263 | (2) |
|
|
|
265 | (2) |
|
Asking a Reporter's Questions |
|
|
267 | (1) |
|
|
|
268 | (3) |
|
|
|
268 | (2) |
|
|
|
270 | (1) |
|
|
|
271 | (14) |
|
Stating and Using a Thesis |
|
|
271 | (4) |
|
|
|
272 | (1) |
|
|
|
273 | (2) |
|
|
|
275 | (1) |
|
|
|
275 | (10) |
|
|
|
276 | (3) |
|
|
|
279 | (6) |
|
|
|
285 | (15) |
|
|
|
285 | (2) |
|
|
|
287 | (1) |
|
|
|
287 | (1) |
|
|
|
288 | (3) |
|
|
|
289 | (2) |
|
|
|
291 | (2) |
|
|
|
291 | (2) |
|
|
|
293 | (3) |
|
|
|
293 | (3) |
|
|
|
296 | (4) |
|
Devices That Create Coherence |
|
|
296 | (4) |
|
Strategies for Developing |
|
|
300 | (19) |
|
|
|
301 | (2) |
|
|
|
303 | (2) |
|
|
|
305 | (2) |
|
|
|
307 | (3) |
|
|
|
310 | (2) |
|
|
|
312 | (2) |
|
Comparing and Contrasting |
|
|
314 | (2) |
|
Identifying Causes and Effects |
|
|
316 | (3) |
|
Strategies for Revising and Editing |
|
|
319 | (16) |
|
|
|
319 | (5) |
|
|
|
320 | (1) |
|
|
|
320 | (1) |
|
|
|
321 | (2) |
|
Working with a Peer Editor |
|
|
323 | (1) |
|
|
|
324 | (2) |
|
|
|
325 | (1) |
|
|
|
326 | (5) |
|
|
|
331 | (4) |
|
Strategies for Designing Your Document |
|
|
335 | (23) |
|
Understanding Four Basic Principles of Document Design |
|
|
338 | (4) |
|
Principle 1: Know Your Readers |
|
|
338 | (1) |
|
Principle 2: Satisfy Your Reader's Expectations |
|
|
339 | (3) |
|
Principle 3: Consider Your Reader's Constraints |
|
|
342 | (1) |
|
Principle 4: Remember Your Purpose |
|
|
342 | (1) |
|
Creating an Effective Design for Your Document |
|
|
342 | (12) |
|
|
|
343 | (3) |
|
|
|
346 | (1) |
|
Using White Space Strategically |
|
|
347 | (2) |
|
Using Headings and Alignment |
|
|
349 | (2) |
|
Using Repetition Purposefully |
|
|
351 | (3) |
|
Using Visuals to Reinforce Your Content |
|
|
354 | (4) |
|
|
|
354 | (1) |
|
|
|
355 | (1) |
|
Arranging Visuals and Text in Your Document |
|
|
355 | (3) |
|
Strategies for Understanding Visual Representations |
|
|
358 | (20) |
|
Using Strategies for Visual Analysis |
|
|
359 | (1) |
|
|
|
359 | (2) |
|
|
|
360 | (1) |
|
|
|
360 | (1) |
|
Observing the Characteristics of an Image |
|
|
361 | (8) |
|
|
|
361 | (2) |
|
|
|
363 | (1) |
|
|
|
363 | (1) |
|
|
|
364 | (5) |
|
Interpreting the Meaning of an Image |
|
|
369 | (8) |
|
|
|
369 | (1) |
|
Sociological, Political, Economic, or Cultural Attitudes |
|
|
370 | (1) |
|
|
|
370 | (2) |
|
|
|
372 | (1) |
|
|
|
372 | (5) |
| A WRITER'S READER |
|
|
Introduction: Reading to Write |
|
|
377 | (1) |
|
|
|
378 | (33) |
|
|
|
379 | (6) |
|
|
|
|
|
385 | (6) |
|
|
|
Black like ... Shirley Temple? |
|
|
391 | (3) |
|
|
|
|
|
394 | (3) |
|
|
|
|
|
397 | (3) |
|
|
|
|
|
|
|
|
400 | (4) |
|
|
|
Remarriage and Stepfamilies |
|
|
404 | (7) |
|
|
|
|
|
411 | (31) |
|
|
|
412 | (3) |
|
|
|
The Men We Carry in Our Minds |
|
|
415 | (5) |
|
|
|
|
|
420 | (3) |
|
|
|
Three Generations of Native American Women's Birth Experience |
|
|
423 | (5) |
|
|
|
From Now On, Let Women Kill Their Own Spiders |
|
|
428 | (3) |
|
|
|
|
|
|
Women and Men Talking on the Job |
|
|
431 | (6) |
|
|
|
|
|
437 | (5) |
|
|
|
|
|
442 | (24) |
|
Why We Crave Horror Movies |
|
|
443 | (3) |
|
|
|
|
|
446 | (4) |
|
|
|
Shopping and Other Spiritual Adventures in America Today |
|
|
450 | (3) |
|
|
|
|
|
453 | (3) |
|
|
|
|
|
|
How to Zap Violence on TV |
|
|
456 | (3) |
|
|
|
|
|
459 | (7) |
|
|
|
|
|
466 | (35) |
|
|
|
467 | (6) |
|
|
|
Year of the Blue-Collar Guy |
|
|
473 | (3) |
|
|
|
|
|
476 | (3) |
|
|
|
|
|
479 | (6) |
|
|
|
|
|
485 | (4) |
|
|
|
|
|
|
Nice Perks---If You Can Get 'Em |
|
|
489 | (6) |
|
|
|
Unequal Work for Unequal Pay |
|
|
495 | (6) |
|
|
|
|
|
501 | (1) |
|
I Want to Be Miss America |
|
|
502 | (5) |
|
|
|
|
|
507 | (3) |
|
|
|
Victoria's Not-So-Secret Strategy |
|
|
510 | (4) |
|
|
|
|
|
514 | (5) |
|
|
|
|
|
|
|
|
519 | (5) |
|
|
|
|
|
524 | |
|
|
| APPENDIX Quick Editing Guide |
|
A-1 | (2) |
|
A. Editing for Common Grammar Problems |
|
|
A-3 | (9) |
|
B. Editing to Ensure Effective Sentences |
|
|
A-12 | (2) |
|
C. Editing for Common Punctuation Problems |
|
|
A-14 | (3) |
|
D. Editing for Common Mechanics Problems |
|
|
A-17 | (6) |
|
E. Editing for Common Format Problems |
|
|
A-23 | |
| Index |
|
I-1 | |
Other versions by this Author
