The Writer's Way
ISBN: 9780495911449 | 0495911445
Edition: 8thFormat: Paperback
Publisher: Cengage Learning
Pub. Date: 1/1/2011
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Based on a "whole language approach," The Writer's Way is a dynamic, process-centered paperback rhetoric with readings. This text recognizes that students learn best by doing--and writers learn best when inspired by compelling reasons to write, aided by strong examples, and reinforced by immediate personal rewards. With frank advice offered in a supportive, encouraging tone, Rawlins and Metzger lead students step by step through the writing process, from pre-writing to polishing the final draft.
| Preface | |
| Prologue: How to Succeed in School | |
| How to Get a Good Grade | |
| How to (Re)Learn in School: a Guide to Studying | |
| Introduction to Writing | |
| Learning to Write | |
| We All Write, All the Time | |
| What Is an "Essay"? | |
| What Is an Academic "Paper"? | |
| Learning to Write Well | |
| Learn Like a Child | ... MORE|
| The Four Basics | |
| Exposure | |
| Motivation | |
| Practice | |
| Feedback | |
| The Purpose of a Composition Class | |
| How Can I Write Well Right Now? | |
| Believe in Yourself | |
| Writer's Workshop: Students Talk about Learning to Write Exercises | |
| What Makes Writing Effective? | |
| The Sense of Audience | |
| Having a Reader in Your Head | |
| Giving the Readers What They Need | |
| Seeing Writing as Performance | |
| What Good Writing Isn't | |
| Proof that it Works | |
| Exercises | |
| Writing in School: an Introduction | |
| Not as Different as You Might Think | |
| Purpose | |
| Audience | |
| A Word about level of formality | |
| A Brief Review | |
| You Need Exposure to Learn How to Write | |
| You Need Motivation | |
| You Need Time to Prewrite and Revise | |
| Thesis in Academic Writing | |
| Audience in Academic Writing | |
| Purpose in Academic Writing | |
| Academic Writing as Performance | |
| How to Read Writing Assignments | |
| Following the Advice of Woody Allen | |
| Instructions You're Likely to See on an Assignment--Highlight Them | |
| Asking Questions | |
| In-Class and Timed Writing | |
| in a Writing Course | |
| in a Content Course | |
| Planning and Drafting | |
| Choosing Topics and Getting Started | |
| Where Do Good Essays Come From? | |
| Four Principles for Getting Good Ideas | |
| Don't Begin with a Topic | |
| Think All the Time | |
| Reacting | |
| Content prompts | |
| Models | |
| Responding to visuals | |
| Go from Little, Concrete Things to Big, Abstract Ones | |
| Connect | |
| Writing from Rage | |
| from First Thoughts to Drafts | |
| Writer's Block: Myth or Reality? | |
| Defeating Writer's Block | |
| Call yourself a writer | |
| Give yourself a lot of time | |
| Write as yourself | |
| Write to your favorite audience | |
| Don't write; talk | |
| Take your ego out of the loop | |
| Don't demand that you know where you're going | |
| Lower your standards | |
| Quit when you're hot, persist when you're not | |
| Sidestep the thing that blocks you | |
| Write un-essays | |
| Writer's Workshop: Finding Essays in Your Life | |
| Exercises | |
| Thesis, Purpose, and Audience | |
| Purpose and Audience Tell You How to Write | |
| Thesis | |
| Audience | |
| Style and Tone | |
| Style | |
| What Writing Style or Voice Should You Use? | |
| Some Important Style Principles to Keep in Mind | |
| How to Master a Style | |
| Sentence length | |
| Latinate diction | |
| Concretion | |
| Tone | |
| Writer's Workshop: Thinking about Thesis, Audience, Purpose, Tone, and Style | |
| Exercises | |
| Organization: Mapping, Outlining, and Abstracting | |
| The Organizing Attitude | |
| Organizing Begins with Making a Model | |
| Organize as You're Working on Your Draft | |
| Experiment Freely | |
| Take Time to Reflect | |
| Learn to Organize by Reading for the Craft | |
| Mapping | |
| Outlining | |
| Abstracting | |
| Transition and Readers | |
| Transition and Connectors | |
| Writing Abstracts | |
| Diagnosing Transition by the Numbers | |
| Structural Templates | |
| Paragraphing | |
| Exercises | |
| Revising and Editing | |
| The Spirit of Revising | |
| How to Feel about Rules | |
| Revision Tools | |
| Diagnostic Tools | |
| Making Your Own Tools | |
| Revision in Four Steps | |
| Thesis, Purpose, Audience, Tone, and Style | |
| Topic: a Brief Review | |
| Thesis | |
| Purpose | |
| Audience | |
| Style | |
| Tone | |
| Revising for Length: Making the Draft Longer or Shorter | |
| Making it Shorter | |
| Seeing the mode | |
| Making it Longer | |
| Making it longer by filling in | |
| Expanding the canvas | |
| Asking the Next Question | |
| Writer's Workshop: Expanding Essays | |
| Exercises | |
| Beginning, Ending, and Titling | |
| Introductions | |
| Conclusions | |
| Titles | |
| Exercises | |
| Peer Feedback | |
| Rules for Readers | |
| Rules for Writers | |
| Peer Editing in Groups | |
| The Writer's Role in Group Editing | |
| Peer Editing for Mechanics and Grammar | |
| A Final Piece of Advice | |
| Writer's Workshop: Peer Editing a Peer-Editing Session | |
| Editing | |
| Getting the Editing Attitude | |
| "Grammar." Conventions | |
| Rules of Logic | |
| Unparallel Lists | |
| Rules of Clarity | |
| Punctuation | |
| The Comma | |
| Things Commas Don't Do | |
| The Semicolon | |
| Things Semicolons Don't Do | |
| The Colon | |
| Things Colons Don't Do | |
| Other Punctuation | |
| The Dash | |
| Parentheses | |
| Question Marks | |
| The Hyphen | |
| The Apostrophe | |
| Quotation Marks | |
| Things Quotation Marks Don't Do | |
| Spacing and Positioning | |
| Spelling | |
| Don't Sidestep Mechanics Problems | |
| Remember the Tightening | |
| Following Format | |
| Proofreading | |
| Exercises | |
| Modes of Writing | |
| Personal Writing | |
| Personal Writing | |
| What's Personal Writing? | |
| Where Do We See Personal Writing? | |
| Show, Don't Tell | |
| Choosing an Effect | |
| Thesis in Personal Writing | |
| Seeing the Mode | |
| Writer's Workshop: Concretizing Abstract Generalizations | |
| Exercises | |
| Writing to Inform | |
| Where Do We See Informative Writing? | |
| The Three Challenges | |
| You Don't Feel Knowledgeable Enough | |
| It's Boring | |
| Coik Is a Constant Problem | |
| Eight Teaching Tips | |
| Seeing the Mode | |
| Writer's Workshop: Informative Strategies--Action | |
| Exercises | |
| Writing an Argument | |
| Thinking it Through | |
| What's an Argument? | |
| Where Do We See Argumentative Writing? | |
| Finding an Argumentative Prompt | |
| Thinking it Through Versus Selling the Case | |
| Why Thinking Is Hard | |
| Eliminating Language Problems | |
| Making a Well-Formed Assertion | |
| Eliminating Clouding Language | |
| Examining Your Assumptions | |
| Examining the Consequences of the Thesis | |
| Seven Cleanup Tasks | |
| Seeing the Mode | |
| Writer's Workshop: Using the Tools | |
| Exercises | |
| Writing an Argument | |
| Selling the Case | |
| Define Your Objectives Realistically | |
| The Promp | |
| Identify Your Audience as Specifically as Possible | |
| Establish a Positive Relationship with Your Audience | |
| be Human | |
| be Interesting | |
| Empathize | |
| Get Some Support | |
| Four Diagnostic Questions | |
| Find a Dramatic Structure | |
| Seeing the Mode | |
| Writer's Workshop: Using Models | |
| Exercise | |
| Academic Writing | |
| Research | |
| Online Research | |
| Databases | |
| Websites | |
| Using the Library | |
| The Texts | |
| Library Search Tools | |
| Evaluating the Credibility of Your Sources | |
| The Craap Test | |
| Using Sources | |
| Summary and Paraphrase | |
| Quotation | |
| Why and When to Quote | |
| How to Quote | |
| Documentation | |
| Why and When to Document | |
| How to Document | |
| Rules of Thumb and Helpful Hints for Using Online Sources | |
| Making Sense of it All | |
| Model Citations | |
| Exercises | |
| The Academic Research Paper | |
| Setting Out | |
| Getting Things Organized | |
| Format | |
| Graphics | |
| Two Model Research Papers | |
| A Collection of Good Writing | |
| Personal Essays | |
| Informative Essays | |
| Argumentative Essays | |
| Academic Essays | |
| Five Essays on Food | |
| Table of Contents provided by Publisher. All Rights Reserved. |
