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Longman Writer, The: Rhetoric and Reader, Brief Edition
ISBN: 9780321331052 | 0321331052
Format: PaperbackPublisher: Longman
Pub. Date: 1/1/2006
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One of the most successful writing texts on the market, this "all-in-one" rhetoric and reader contains everything students need for courses in freshman composition. Created by the authors of the best-selling Longman Reader, the text draws on decades of teaching experience to integrate the best of the "product" and "process" approaches to writing. Its particular strengths include an emphasis on the reading-writing connection, a focus on invention and revision, more attention to the fact that patterns blend in actual writing, and an abundance of ... MORE
| The Reading Process | |
| Becoming a Strong Reader | |
| Get an Overview of the Selection | |
| Deepen Your Sense of the Selection | |
| Evaluate the Selection | |
| Family Counterculture | |
| The Writing Process | |
| Getting Started Through Prewriting | |
| Observations About the Writing Process | |
| Use Prewriting to Get Started | |
| Keep a Journal | |
| Understand the Boundaries of the Assignment | |
| Determine Your Purpose, Audience, Tone, and Point of View | |
| Discover Your Essay's Limited Subject | |
| Generate Raw Material About Your Limited Subject | |
| Organize the Raw Material | |
| Activities: Getting Started Through Prewriting | |
| Identifying a Thesis | |
| What Is a Thesis | |
| Finding a Thesis | |
| Writing an Effective Thesis | |
| Tone and Point of View | |
| Implied Pattern of Development | |
| Including a Plan of Development.Don't Write a Highly Opinionated Statement | |
| Don't Make an Announcement | |
| Don't Make a Factual Statement | |
| Don't Make a Broad Statement | |
| Arriving at an Effective Thesis | |
| Placing the Thesis in an Essay | |
| Activities: Identifying a Thesis | |
| Supporting the Thesis with Evidence | |
| What Is Evidence | |
| How Do You Find Evidence | |
| How the Patterns of Development Help Generate Evidence | |
| Characteristics of Evidence | |
| The Evidence Is Relevant and Unified | |
| The Evidence Is Specific | |
| The Evidence Is Adequate | |
| The Evidence Is Dramatic | |
| The Evidence Is Accurate | |
| The Evidence Is Representative | |
| The Evidence Is Documented | |
| Activities: Supporting the Thesis with Evidence | |
| Organizing the Evidence | |
| Use the Patterns of Development | |
| Select an Organizational Approach | |
| Chronological Approach | |
| Spatial Approach | |
| Emphatic Approach | |
| Simple-to-Complex Approach | |
| Prepare an Outline | |
| Activities: Organizing the Evidence | |
| Writing the Paragraphs in the First Draft | |
| How to Move from Outline to First Draft | |
| General Suggestions on How to Proceed | |
| If You Get Bogged Down.A Suggested Sequence for Writing the First Draft | |
| Write the Supporting Paragraphs | |
| Write Other Paragraphs in the Essay's Body | |
| Write the Introduction | |
| Write the Conclusion | |
| Write the Title | |
| Pulling It All Together | |
| Sample First Draft | |
| Harriet Davids, Challenges for Today's Parents | |
| Activities: Writing the Paragraphs in the First Draft | |
| Revising Overall Meaning, Structure, and Paragraph Development | |
| Strategies to Make Revision Easier | |
| Set Your First Draft Aside for a While | |
| Work from Typed or Printed Text | |
| Read the Draft Aloud | |
| View Revision as a Series of Steps | |
| Evaluate and Respond to Instructor Feedback | |
| Peer Review: An Additional Revision Strategy | |
| Evaluate and Respond to Peer Review | |
| Revising Overall Meaning and Structure | |
| Revising Paragraph Development | |
| Sample Student Revision of Overall Meaning, Structure, and Paragraph Development | |
| Activities: Revising Overall Meaning, Structure, and Paragraph Development | |
| Revising Sentences and Words | |
| Revising Sentences | |
| Make Sentences Consistent with Your Tone | |
| Make Sentences Economical | |
| Vary Sentence Type | |
| Vary Sentence Length | |
| Make Sentences Emphatic | |
| Revising Words | |
| Make Words Consistent with Your Tone | |
| Use an Appropriate Level of Diction | |
| Avoid Words That Overstate or Understate | |
| Select Words with Appropriate Connotations | |
| Use Specific Rather Than General Words | |
| Use Strong Verbs | |
| Delete Unnecessary Adverbs | |
| Use Original Figures of Speech | |
| Avoid Sexist Language | |
| Sample Student Revision of Sentences | |
| Table of Contents provided by Publisher. All Rights Reserved. |
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