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Curious Writer, The: Concise Edition
ISBN: 9780205620241 | 0205620248
Edition: 2ndFormat: Paperback
Publisher: Longman
Pub. Date: 1/1/2009
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The Concise Edition of the popular title, The Curious Writer offers the same unique, entertaining, and personal author voice that is sure to grab reader's interest and motivate them to write. In an abbreviated format, The Curious Writer offers an emphasis on inquiry as both a driving force behind the writing process and a method of discovery and learning. The book operates on the principle that writers, who begin with questions, rather than answers, achieve better results in their work.
The Curious Writerby Bruce B... MORE
The Curious Writerby Bruce B... MORE
| Preface | |
| Writing As Inquiry | |
| Motives for Writing | |
| Beliefs About Writing | |
| What Do You Believe? | |
| One Student's Response: Jon's Journal | |
| Inquiring into the Details: Journals | |
| Unlearning Unhelpful Beliefs | |
| The Beliefs of This Book | |
| Inquiring into the Details: Portfolios | |
| Writing Situation... MORE | |
| Habits of Mind | |
| Start with Questions, Not Answers | |
| Suspend Judgment | |
| Search for Surprise | |
| A Roomful of Details | |
| One Student's Response: Margaret's Journal | |
| Inquiring into the Details: Invention Strategies | |
| Writing as a Process | |
| Recognizing the Challenges | |
| What Is Your Process? | |
| Thinking About Your Process | |
| Linear versus Recursive Models | |
| Dialectical Thinking | |
| Practicing Dialectical Thinking | |
| One Student's Response: Jon's Journal | |
| Writing with Computers: Knowing When to Step away from the Computer | |
| Overcome Your Own Challenges | |
| Using What You Have Learned | |
| Reading As Inquiry | |
| Motives for Reading | |
| Beliefs About Reading | |
| What Do You Believe? | |
| Reading Situations and Rhetorical Choices | |
| Reading as a Process | |
| Linear versus Recursive Models | |
| Reading Strategies | |
| Reading: Henry David Thoreau, Excerpt from Walden | |
| Inquiring into the Details: Reading Perspectives | |
| Dialectical Thinking | |
| Writing with Computers: Reflection and Dialectical Thinking on a Computer | |
| Believing and Doubting | |
| Practicing Dialectical Thinking | |
| Reading: Bruce Ballenger, "The Importance of Writing Badly" | |
| One Student's Response: Todd's Journal | |
| Inquiring into the Details: The Double-Entry Journal | |
| Adapting to Unfamiliar Reading Situations | |
| Further Practice: Untangling Academic Prose | |
| Reading: David W. Noble, excerpt from The Forces of Production: A Social History of Industrial Automation | |
| Inquiring into the Details: Encountering Unfamiliar Genres | |
| "Reading" The Visual | |
| Learning the Grammar of Images | |
| Some Strategies for Reading Images | |
| Reading Images | |
| The "Look" of Writing | |
| Using What You Have Learned | |
| Ways Of Inquiring | |
| Opening Questions for Inquiry | |
| Exploration | |
| Explanation | |
| Evaluation | |
| Reflection | |
| Practicing Inquiry | |
| Reading: Bruce Ballenger, "How Much Should We Care What Happens to Animals" | |
| Exploring Within and Without | |
| Reading: Frank Bruni, excerpt from "It Died for Us" | |
| One Student's Response: Daniel's Journal | |
| Explaining to Yourself, Explaining to Others | |
| One Student's Response: Daniel's Journal | |
| Evaluating the Arguments | |
| One Student's Response: Daniel's Journal | |
| Exercise 3.4 Reflecting on the Process | |
| One Student's Response: Daniel's Journal | |
| Symphonic Inquiry | |
| Using What You Have Learned | |
| Writing A Personal Essay | |
| Writing About Experience | |
| Motives for Writing a Personal Essay | |
| Personal Essays and Academic Writing | |
| Features of the Form | |
| Personal Essay: Naomi Shibab Nye, "Long Overdue" Inquiring into the Essay | |
| Personal Essay: Judith Ortiz Cofer, "One More Lesson" | |
| Inquiring into the Essay | |
| Seeing the Form: Self Portrait by Frances Benjamin Johnston | |
| The Writing Process | |
| Thinking About Subjects | |
| Generating Ideas | |
| One Student's Response: Margaret's Journal | |
| Inquiring into the Details: Clustering or Mapping | |
| Judging What You Have | |
| Writing the Sketch | |
| Writing with Computers: Cutting versus Deleting | |
| Student Sketch: Lana Kuchta, "The Way I Remember" | |
| Moving from Sketch to Draft | |
| Research and Other Strategies: Gathering More Information | |
| Composing the Draft | |
| Workshopping the Draft | |
| Revising the Draft | |
| Polishing the Draft | |
| Student Essay: Julia C. Arredondo, "Beet Field Dreams" | |
| Evaluating the Essay | |
| Using What You Have Learned | |
| Writing A Review | |
| Writing That Evaluates | |
| Motives for Writing a Review | |
| The Review and Academic Writing | |
| Features of the Form | |
| Review: Lester Bangs, "Review of Peter Guralnick's Lost Highways" | |
| Inquiring into the Essay | |
| Review: Ann Hodgman, "No Wonder They Call Me a Bitch" | |
| Inquiring into the Essay | |
| Seeing the Form: Choosing the Best Picture | |
| The Writing Process | |
| Thinking About Subjects | |
| Generating Ideas | |
| Writing with Computers: Spelling, Grammar, and Style Checkers | |
| Judging What You Have | |
| From Jury to Judgment One Student's Response: Christy's Journal | |
| Writing the Sketch | |
| Student Sketch: Christy Claymore, "Casablanca: Even As Time Goes By" | |
| Moving from Sketch to Draft | |
| Research and Other Strategies: Gathering More Information | |
| Composing the Draft | |
| Workshopping the Draft | |
| One Student's Response: Christy's Journal | |
| Revising the Draft | |
| Polishing the Draft | |
| Student Essay: Christy Claymore, "Casablanca Endures: Even As Time Goes By" | |
| Evaluating the Essay | |
| Using What You Have Learned | |
| Writing A Proposal | |
| Writing About Problems and Solutions | |
| Problems of Consequence | |
| Problems of Scale | |
| Motives for Writing Proposals | |
| The Proposal and Academic Writing | |
| Features of the Form | |
| Proposal: Barrett Seaman, "How Binging Became the New College Sport" | |
| Inquiring into the Essay | |
| Proposal: Michael Arad and Peter Walker, "Reflecting Absence" | |
| Inquiring into the Essay | |
| Proposal: Julie Ann Homutoff, "A Research Proposal: Effect of Infant's Perceived Gender?" | |
| Inquiring into the Essay | |
| Seeing the Form: The Faces of Meth Use | |
| The Writing Process | |
| Thinking About Subjects | |
| Generating Ideas | |
| One Student's Response: Caesar's Journal | |
| One Student's Response: Gina's Journal | |
| Judging What You Have | |
| Inquiring into the Details: Writing a Research Proposal | |
| Writing the Sketch | |
| Student Sketch: Gina Sinisi, "Clothing Optional" | |
| Moving from Sketch to Draft | |
| One Student's Response: Gina's Journal | |
| Writing with Computers: Tracking Changes to a Draft | |
| Research and Other Strategies: Gathering More Information | |
| Composing the Draft | |
| Inquiring into the Details: Evidence-A Case Study | |
| Workshopping the Draft | |
| Revising the Draft | |
| Polishing the Draft | |
| Student Essay: Gina Sinisi, "Clothing Optional" | |
| Evaluating the Essay | |
| Using What You Have Learned | |
| Writing An Argument | |
| Writing to Persuade People | |
| Getting into Arguments | |
| Arguments and Inquiry | |
| Making Claims | |
| Two Sides to Every Argument? | |
| Motives for Writing an Argument | |
| The Argument and Academic Writing | |
| Features of the Form | |
| Argument: Alice Goodman, "Getting Real in the Classroom" | |
| Inquiring into the Essay | |
| Inquiring into the Details: Some Basic Argument Strategies | |
| Argument: George F. Will, "The 'Growth Model' and the Growth of Illiteracy" | |
| Inquiring into the Essay | |
| Argument: Erin Aubry Kaplan, "Still Trying to Kick the Kink" | |
| Inquiring into the Essay | |
| Seeing the Form: The "Imagetext" As Argument | |
| The Writing Process | |
| Thinking About Subjects | |
| Generating Ideas | |
| One Student's Response: Ben's Journal | |
| Writing with Computers: Arguments on the Internet | |
| Judging What You Have Got | |
| Writing the Sketch | |
| Student Sketch: Ben Bloom, "How to Really Rock the Vote" | |
| Moving from Sketch to Draft | |
| Inquiring into the Details: Ethos, Pathos, and Logos and the Rhetorical Situation | |
| Inquiring into the Details: Using Toulmin to Analyze Arguments | |
| Research and Other Strategies: Gathering More Information | |
| Composing the Draft | |
| Inquiring into the Details: What Evidence Can Do | |
| Workshopping the Draft | |
| Inquiring into the Details: Ten Common Logical Fallacies | |
| Revising the Draft | |
| Polishing the Draft | |
| Student Essay: Kelly Sundberg, "I Am Not a Savage" | |
| Evaluating the Essay | |
| Using What You Have Learned | |
| Writing A Critical Essay | |
| Writing About Literature | |
| Motives for Writing a Critical Essay | |
| The Critical Essay and Academic Writing | |
| Features of the Form | |
| Short Story: Leslie Marmon Silko, "Lullaby" | |
| Inquiring into the Story | |
| One Student's Response: Noel's Journal | |
| Short Story: Joyce Carol Oates, "Where Are You Going, Where Have You Been?" | |
| Inquiring into the Story | |
| Critical Essay: Alice Hall Petry, "Who Is Ellie? Oates' 'Where Are Where Are You Going, Where Have You Been?'" | |
| Inquiring into the Essay | |
| Seeing the Form: Christina's World by Andrew Wyeth | |
| The Writing Process | |
| Thinking About Subjects | |
| Generating Ideas | |
| Inquiring into the Details: Common Literary Devices | |
| Judging What You Have | |
| Writing a Sketch | |
| Student Sketch: Julie Bird, "What Is the Role of Nature in 'Lullaby'?" | |
| Moving from Sketch to Draft | |
| Research and Other Strategies: Gathering More Information | |
| Composing the Draft | |
| Workshopping the Draft | |
| Revising the Draft | |
| Polishing the Draft | |
| Student Essay: Julie Bird, "Nature as Being: Landscape in Silko's 'Lullaby'" | |
| Evaluating the Essay | |
| Using What You Have Learned | |
| Research Techniques | |
| Methods of Collecting | |
| Research in the Electronic Age | |
| Magic Words That Open Doors | |
| How Librarians Organize Books | |
| Library of Congress Subject Headings | |
| Google Your Boole | |
| Writing with Computers: Researching Online | |
| Developing Working Knowledge | |
| Searching Key Library References | |
| Inquiring into the Details: Methods of Recording Information | |
| Conducting Subject Surveys on the Web | |
| Inquiring into the Details: The Working Bibliography | |
| Evaluating Library Sources | |
| Evaluating Web Sources | |
| Developing Focused Knowledge | |
| Finding Books | |
| Inquiring into the Details: How to Annotate a Book | |
| Finding Periodicals | |
| Finding Newspapers | |
| Finding Sources on the Web | |
| Writing in the Middle: Synthesizing Source Information and Your Own Ideas | |
| Writing with Computers: Plagiarism and the Internet | |
| One Student's Response: Claude's Research Log | |
| Interviews | |
| Arranging Interviews | |
| Making Contact | |
| Conducting the Interview | |
| Using the Interview in Your Writing | |
| Surveys | |
| Defining a Survey's Goals and Audience | |
| Types of Survey Questions | |
| Inquiring into the Details: Types of Survey Questions | |
| Crafting Survey Questions | |
| Conducting a Survey | |
| Using Survey Results in Your Writing | |
| Knowing When to Stop | |
| Using What You Have Learned | |
| Using And Citing Sources | |
| Controlling Information | |
| Using Sources | |
| Summarizing | |
| Paraphrasing | |
| Quoting | |
| Citing Sources | |
| Avoiding Plagiarism | |
| The Accidental Plagiarist | |
| MLA Documentation Guidelines | |
| Inquiring into the Details: The Common Knowledge Exception | |
| Citing Sources | |
| Inquiring into the Details: Citations That Go with the Flow | |
| Writing with Computers: Formatting in the MLA Style | |
| Format | |
| Preparing the "Works Cited" Page | |
| A Sample Paper in the MLA Style | |
| Student Essay: Amy Garrett, "We Need the Sun" | |
| APA Documentation Guidelines | |
| Inquiring into the Details: Recent APA Style Changes | |
| How the Essay Should Look | |
| Citing Sources in Your Essay | |
| Preparing the "References" List | |
| A Sample Paper in the APA Style | |
| Using What You Have Learned | |
| Revision Strategies | |
| Reseeing Your Topic | |
| Divorcing the Draft | |
| Writing with Computers: When your Computer Makes it Hard to Divorce a Draft | |
| Strategies for Divorcing the Draft | |
| Five Categories of Revision | |
| Problems of Purpose | |
| What's Your Primary Motive? | |
| What Do You Want to Know About What You Learned? | |
| One Student's Response: Julia's Draft | |
| Finding the Focusing Question | |
| What's the Relationship? | |
| Problems with Meaning | |
| Implicit or Explicit Meaning | |
| Looking Beyond the Obvious | |
| Methods for Discovering Your Thesis | |
| Find the "Instructive Line" | |
| Looping Toward a Thesis | |
| Reclaiming Your Topic | |
| Believing and Doubting | |
| Methods for Refining Your Thesis | |
| Questions as Knives | |
| Qualifying Your Claims | |
| Problems with Information | |
| Explode a Moment | |
| Beyond Examples | |
| Research | |
| Backing up Your Assumptions | |
| Problems with Structure | |
| Formal Academic Structures | |
| Reorganizing Around Thesis and Support | |
| Multiple Leads | |
| Inquiring into the Details: Types of Leads | |
| The Frankenstein Draft | |
| Make a PowerPoint Outline | |
| Problems of Clarity and Style | |
| Solving Problems of Clarity | |
| Untangling Paragraphs | |
| Inquiring into the Details: Transition Flags | |
| Cutting Clutter | |
| The Actor and the Action Next Door | |
| Improving Style | |
| Actors and Actions | |
| Smoothing the Choppiness | |
| Fresh Ways to Say Things | |
| Using What You Have Learned | |
| Index | |
| Table of Contents provided by Publisher. All Rights Reserved. |
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