The Student Writer: Editor and Critic
ISBN: 9780073383804 | 0073383805
Edition: 8thFormat: Paperback
Publisher: McGraw-Hill Humanities/Social Sciences/Languages
Pub. Date: 7/15/2009
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Written with the kind of supportive tone found in a writing workshop, this three-in-one rhetoric/reader/handbook puts students in control of developing their own writing processes by teaching them how to become astute critics and editors of their work. Now in full-color, the eighth edition of The Student Writer offers new chapters on research, enhanced coverage of visual rhetoric including a new appendix on document design, new and enhanced coverage of plagiarism, and more
This eighth edition of The Student Writer:... MORE
This eighth edition of The Student Writer:... MORE
| Strategies for Reading and Writing | |
| The Reading-Writing Connection | |
| Reading Analytically | |
| Preview the Material | |
| Read Thoughtfully | |
| Review and Write for Retention | |
| A Sample Marked Text | |
| “School Is Bad for Children” | |
| Writing in Response to Reading | |
| Writing a Summary | |
| “... MORE | |
| Sharing Personal Reactions and Associations | |
| “School Was Bad for Me” | |
| Evaluating an Author’s Ideas | |
| Essays for Reading and Response | |
| “Democracy” | |
| “The Environmental Issue from Hell” | |
| Analyzing Visual Content | |
| Analyzing Advertisements | |
| Analyzing Photographs | |
| Analyzing Charts and Graphs | |
| Getting Started | |
| The Writing Process | |
| Six Areas of the Writing Process | |
| Choosing a Writing Topic | |
| Pay Attention to the World around You | |
| Freewrite | |
| Fill in the Blanks | |
| Narrow a Broad Topic | |
| Freewrite | |
| Write a List | |
| Consider the Patterns of Development | |
| Map Your Broad Topic | |
| Anthony’s Essay in Progress: Discovering a Writing Topic | |
| Establishing Your Purpose | |
| Identifying and Assessing Your Audience | |
| Anthony’s Essay in Progress: Establishing Purpose and Identifying and Assessing Audience | |
| Discovering Ideas to Develop Your Topic | |
| Freewrite | |
| Write a List | |
| Answer Questions | |
| Write a Map | |
| Write a Letter | |
| Investigate Sources | |
| Keep a Journal | |
| Working Collaboratively: Discovering Ideas | |
| Prewriting at the Computer | |
| Process Guidelines: Breaking Through Writer’s Block | |
| Developing a Preliminary Thesis | |
| The Qualities of an Effective Thesis | |
| Process Guidelines: How to Draft Your Preliminary Thesis | |
| Process Guidelines: The Sequence of Your Writing Process | |
| Anthony’s Essay in Progress: Discovering Ideas and Developing a Preliminary Thesis | |
| Writing Assignment | |
| Organizing and Drafting | |
| Process Guidelines: Evaluating Your Ideas | |
| Ordering Your Ideas | |
| Chronological Order | |
| Spatial Order | |
| Progressive Order | |
| Outlining | |
| The Formal Outline | |
| Outline Cards | |
| The Outline Worksheet | |
| The Outline Tree | |
| The Scratch Outline | |
| Process Guidelines: Outlining | |
| Anthony’s Essay in Progress: Outlining | |
| Writing Your First Draft | |
| Structuring Your Essay | |
| Learning from Other Writers: Student Essay | |
| Marcie Katz Banning Alcohol on College Campuses | |
| The Introduction | |
| Process Guidelines: Drafting Introductions | |
| Body Paragraphs | |
| Qualities of an Effective Topic Sentence | |
| Placement of the Topic Sentence | |
| The Implied Topic Sentence | |
| Qualities of an Effective Supporting Details | |
| When to Begin a New Paragraph | |
| Process Guidelines: Drafting Body Paragraphs | |
| The Conclusion | |
| Process Guidelines: Drafting Conclusions | |
| Drafting the Title of Your Essay | |
| Anthony’s Essay in Progress: The First Draft | |
| Writing Assignment | |
| Revising for Content and Organization | |
| Process Guidelines: Preparing to Revise | |
| Think like a Critic; Work like an Editor: Revising Content | |
| Think like a Critic; Work like an Editor: Revising Organization | |
| Achieving Coherence | |
| Use Transitions to Achieve Coherence | |
| Use Repetition to Achieve Coherence | |
| Use Transitions and Repetition to Achieve Coherence between Paragraphs | |
| Working Collaboratively: Revising with Reader Response | |
| Process Guidelines: Revising with Reader Response | |
| Process Guidelines: Breaking through Writer’s Block | |
| Revising at the Computer | |
| Anthony’s Essay in Progress: Revising the First Draft | |
| Revising for Effective Expression | |
| Think like a Critic; Work like an Editor: Revising Sentences | |
| Use Active Voice | |
| Use Coordination | |
| Use Subordination | |
| Achieve Sentence Variety | |
| Use Parallel Structure | |
| Think like a Critic; Work like an Editor: Revising Diction | |
| Use an Appropriate Level of Diction | |
| Use Words with an Appropriate Connotation | |
| Avoid Colloquial Language | |
| Use Specific Diction | |
| Use Simple Diction | |
| Use Gender-Neutral, Inoffensive Language | |
| Eliminate Wordiness | |
| Avoid Clichés | |
| Process Guidelines: Revising Sentences and Words | |
| Computer Tips for Revising Sentences and Words | |
| Anthony’s Essay in Progress: The Final Draft | |
| Patterns of Development | |
| Description | |
| Why Is Description Important? | |
| Occasions for Writing: Description across the Disciplines and Beyond | |
| Combining Description with Other Patterns | |
| Selecting Detail | |
| Focus Your Description with a Dominant Impression | |
| Determine Your Need for Objective and Subjective Description | |
| Use Concrete Sensory Detail | |
| Use Similes, Metaphors, and Personification | |
| Consider Your Purpose and Audience | |
| Be a Responsible Writer | |
| Organizing Description | |
| Visualizing a Descriptive Essay | |
| Learning from Other Writers: Student Essays | |
| “A Day at the Fair” | |
| “My First Flight” | |
| Think like a Critic; Work like an Editor: The Student Writer at Work | |
| Learning from Other Writers: Professional Essays | |
| “The Sounds of the City” | |
| “Anguished Cries in a Place of Silence” | |
| Combining Patterns of Development | |
| “Where Nothing Says Everything” | |
| Organization Note: Short Paragraphs | |
| Description in an Image | |
| Suggestions for Writing | |
| Process Guidelines: Writing Description | |
| Narration | |
| Why Is Narration Important? | |
| Occasions for Writing: Narration across the Disciplines and Beyoe | |
| Combining Narration with Other Patterns | |
| Selecting Detail | |
| Answer the Journalist’s Questions | |
| Write Dialogue | |
| Describe a Person, Place, or Scene | |
| Tell Your Story for a Reason | |
| Consider Your Purpose and Audience | |
| Be a Responsible Writer | |
| Using Sources for a Purpose | |
| Organizing Narration | |
| Visualizing a Narrative Essay | |
| Learning from Other Writers: Student Essays | |
| “The Ball Game” | |
| “The Great Buffalo Hunt” | |
| Think like a Critic; Work like an Editor: The Student Writer at Work | |
| Learning from Other Writers: Professional Essays | |
| “The Girl in Gift Wrap” | |
| “The Boys” | |
| Combining Patterns of Development | |
| “The Telephone” | |
| Punctuation Note: Parentheses | |
| Narration in an Image | |
| Suggestions for Writing | |
| Process Guidelines: Writing Narration | |
| Exemplification | |
| Why Is Exemplification Important? | |
| Occasions for Writing: Exemplification across the Disciplines and Beyond | |
| Combining Exemplification with Other Patterns | |
| Selecting Detail | |
| Consider Examples from a Variety of Sources | |
| Use Description and Narration as Examples | |
| Use Hypothetical Examples | |
| Use the Right Number of Examples | |
| Consider Your Purpose and Audience | |
| Be a Responsible Writer | |
| Organizing Exemplification | |
| Visualizing an Exemplification Essay | |
| Learning from Other Writers: Student Essays | |
| “Ocean of Tears” | |
| “Let’s Just Ban Everything” | |
| Student Essay with Research | |
| “Media Stereotyping of Muslims as | |
| Terrorists” Think like a Critic; Work like an Editor: The Student Writer at Work | |
| Learning from Other Writers: Professional Essays | |
| “Darkness at Noon” | |
| “Shoddy Service” | |
| Combining Patterns of Development | |
| “Speech Codes: Alive and Well at Colleges” | |
| Style Note: Sarcasm | |
| Exemplification in anl Image | |
| Suggestions for Writing | |
| Process Guidelines: Writing Exemplification | |
| Process Analysis | |
| Why Is Process Analysis Important? | |
| Occasions for Writing: Process Analysis across the Disciplines and Beyond | |
| Combining Process Analysis with Other Patterns | |
| Selecting Detail | |
| Include All the Important Steps | |
| Explain How a Step is Performed | |
| Explain the Significance of a Step or Why It Is Performed | |
| Explain Trouble Spots and What Not to Do | |
| Mention Necessary Items and Define Unfamiliar Terms | |
| Include Examples and Description | |
| Use Visuals | |
| Consider Your Purpose and Audience | |
| Be a Responsible Writer | |
| Organizing a Process Analysis | |
| Visualizing a Process Analysis Essay | |
| Learning from Other Writers: Student Essays | |
| “A Visit to Candyland” | |
| “Feng Shui in the Bedroom and Workplace” | |
| Think like a Critic; Work like an Editor: The Student Writer at Work | |
| Learning from Other Writers: Professional Essays | |
| “How to Take a Job Interview” | |
| “Wicked Wind” | |
| Combining Patterns of Development | |
| “Annie Smith Swept Here” | |
| Sthle Note: Point of View | |
| Process Analysis in an Image | |
| Suggestions for Writing | |
| Process Guidelines: Writing Process Analysis | |
| Comparison-Contrast | |
| Why Is Comparison-Contrast Important? | |
| Occasions for Writing: Comparison-Contrast across the Disciplines and Beyond | |
| Combining Comparison-Contrast with Other Patterns | |
| Selecting Detail | |
| Include Enough Points of Comparison and Contrast | |
| Draw on Other Patterns to Explain Points of Comparison and Contrast | |
| Maintain Balance between the Points Discussed | |
| Consider Your Audience and Purpose | |
| Be a Responsible Writer | |
| Organizing Comparison-Contrast | |
| Visualizing a Comparison-Contrast Essay | |
| Learning from Other Writers: Student Essays | |
| “The Human and the Superhuman: Two Very Different Heroes” | |
| “Like Mother like Daughter” | |
| Think like a Critic; Work like an Editor: The Student Writer at Work | |
| Learning from Other Writers: Professional Essays | |
| “A Fable for Tomorrow” | |
| “That Lean and Hungry Look” | |
| Combining Patterns of Development | |
| “This Is Your Nation on Steroids” | |
| Development Note: Dialogue | |
| Comparison-Contrast in anImage | |
| Suggestions for Writing | |
| Process Guidelines: Writing Comparison-Contrast | |
| Cause-and-Effect Analysis | |
| Why Is Cause-and-Effect Analysis Important? | |
| Occasions for Writing: Cause-and-Effect Analysis across the Disciplines and Beyond | |
| Combining Cause-and-Effect Analysis with Other Patterns | |
| Selecting Detail | |
| Report Multiple Causes and Effects | |
| Identify Underlying Causes and Effects | |
| Prove That Something Is a Cause or Effect | |
| Identify Immediate and Remote Causes | |
| Reproduce Causal Chains | |
| Explain Why Something Is or Is Not a Cause or an Effect | |
| Consider Your Audience and Purpose | |
| Be a Responsible Writer | |
| Organizing Cause-and-Effect Analysis | |
| Visualizing Cause-and-Effect Analysis | |
| Learning from Other Writers: Student Essays | |
| “Mom, There’s a Coyote in the Backyard!” | |
| “Athletes on Drugs: It’s Not So Hard to Understand” | |
| Think like a Critic; Work like an Editor: The Student Writer at Work | |
| Learning from Other Writers: Professional Essays | |
| “Why Marriages Fail” | |
| “It’s Not Just How We Play That Matters” | |
| Combining Patterns of Development | |
| “Our Schedules, Ourselves” | |
| Diction Note: Specific Diction | |
| Cause-and-Effect Analysis in an Image | |
| Suggestions for Writing | |
| Process Guidelines: Writing Cause-and-Effect Analysis | |
| Definition | |
| Why Is Definition Important? | |
| Occasions for Writing: Definition across the Disciplines and Beyond | |
| Combining Definition with Other Patterns | |
| Selecting Detail | |
| Write a Stipulative Definition | |
| Draw on Other Patterns of Development | |
| Compare or Contrast the Term with Related Words | |
| Explain What Your Term Is Not | |
| Consider Your Audience and Purpose | |
| Be a Responsible Writer | |
| Organizing Definition | |
| Visualizing a Definition Essay | |
| Learning from Other Writers: Student Essays | |
| “Parenthood: Don’t Count on Sleeping until They Move Out” | |
| “What Is Writer’s Block” | |
| Think like a Critic; Work like an Editor: The Student Writer at Work | |
| Learning from Other Writers: Professional Essays | |
| “Hero Inflation” | |
| “My Way!” | |
| Combining Patterns of Development | |
| “The Pajama Game” | |
| Development Note: Questions | |
| Definition in an Image | |
| Suggestions for Writing | |
| Process Guidelines for Writing Definition | |
| Classification and Division | |
| Why Are Classification and Division Important? | |
| Occasions for Writing: Definition across the Disciplines and Beyond | |
| Combining Classification and Division with Other Patterns | |
| Selecting Detail | |
| Have a Principle of Classification or Division | |
| Be Sure All Categories or Components Conform to Your Principle of Classification or Division | |
| Use Mutually Exclusive Categories | |
| Explain Each Category or Component | |
| Consider Your Audience and Purpose | |
| Be a Responsible Writer | |
| Organizing Classification and Division | |
| Visualizing Classification and Division | |
| Learning from Other Writers: Student Essays | |
| “Grocery Shoppers” | |
| “Horror Movies” | |
| Think like a Critic; Work like an Editor: The Student Writer at Work | |
| Learning from Other Writers: Professional Essays | |
| “The Plot Against People” | |
| “The Truth about Lying” | |
| “Growing Up Asian in America” | |
| Combining Patterns of Development | |
| “The Ways of Meeting Oppression” | |
| Punctuation Note: The Dash | |
| Division in an Image | |
| Suggestions for Writing | |
| Process Guidelines: Writing Classification and Division | |
| Combining Patterns of Development | |
| Why Is Combining Patterns Important? | |
| Occasions for Writing: Combining Patterns across the Disciplines and Beyond | |
| Combining Classification and Division with Other Patterns | |
| Selecting and Organizing Detail | |
| Learning from Another Writer: A Student Essay | |
| “The Many Ways to Watch a Show” | |
| Learning from Other Writers: Professional Essays | |
| “Hold the Mayonnaise” | |
| “Juvenile Injustice” | |
| “Boy Brains, Girl Brains” | |
| Development Note: Quoting Authorities | |
| Combining Patterns in an Image | |
| Suggestions for Writing | |
| Process Guidelines: Combining Patterns | |
| Using the Patterns of Development | |
| Argumentation | |
| Why Is Argumentation Important? | |
| Occasions for Writing: Argumentation across the Disciplines and Beyond | |
| Finding an Issue and Establishing Your Claim | |
| Consider Your Audience and Purpose | |
| Kinds of Support | |
| Logical Appeals | |
| Sources of Reasons and Evidence | |
| Inductive and Deductive Reasoning | |
| Avoiding Logical Fallacies | |
| Emotional Appeals | |
| Ethical Appeals | |
| Raising and Countering Objections | |
| Creating Goodwill | |
| Using the Patterns of Development | |
| Be a Responsible Writer | |
| Organizing an Argument Essay | |
| Visualizing an Argument Essay | |
| Learning from Other Writers: Student Essays | |
| “It’s Just Too Easy” | |
| “What’s for Lunch? Fast Food in the Public Schools" | |
| Student Essay with Research | |
| “Should Obscene Art Be Funded by the Government?” | |
| Think like a Critic; Work like an Editor: The Student Writer at Work | |
| Learning from Other Writers: Professional Essays | |
| “Why I Dread Black History Month” | |
| “Torture’s Terrible Toll” | |
| “The Case for Torture Warrants” | |
| Style Note: Emphasis | |
| Argumentation in an Image | |
| Suggestions for Writing | |
| Process Guidelines: Writing Argumentation | |
| Conducting Research | |
| When to Research | |
| The Research Process | |
| Choose a Broad Research Paper Topic | |
| Narrow Your Topic | |
| Understand Your Purpose | |
| Understand the Terms of the Assignment | |
| Use Strategies for Narrowing a Topic | |
| Skim Source Materials | |
| Draft a Preliminary Thesis | |
| Locate Sources | |
| Consider the Kind of Information You Need | |
| Use the Catalog to Locate Books | |
| Use Reference Works | |
| Use Indexes to Locate Periodical Material | |
| Search the Internet | |
| Do Field Research | |
| Compile a Working Bibliography | |
| Evaluate Your Sources | |
| Take Notes | |
| Reconsider Your Preliminary Thesis | |
| Outline | |
| Write Your First Draft | |
| Document Source Material | |
| What to Document | |
| How To Document Source Material | |
| Introducing Source Material | |
| Writing Parenthetical Text Citations | |
| Writing the Works Cited Page* | |
| Using APA Documentation | |
| How to Avoid Plagiarism | |
| Learning from Other Writers: A Student Research Paper | |
| “Genetically Modified Food: Watching What We Eat” | |
| Writing with Sources and Using Proper Documentation | |
| Outlining | |
| Writing Your First Draft | |
| Plagiarism | |
| Being a Responsible Writer | |
| Documenting Source Material | |
| Revising and Editing Your Research Paper | |
| Learning from Other Writers: A Student Research Paper | |
| "Genetically Modified Food: Watching What We Eat" | |
| Assessment: Assembling a Writing Portfolio and Writing Essay Examination Answers | |
| The Writing Portfolio | |
| The Purposes of a Writing Portfolio | |
| How To Assemble Your Portfolio | |
| What to Include in a Self-Reflection Essay | |
| Essay Examination Answers | |
| Process Guidelines: Writing Essay Examination Answers | |
| Strategies for Reducing Anxiety | |
| A Sample Essay Examination Answer | |
| Writing about Literature | |
| How to Read Literature | |
| How to Write about Literature | |
| Learning from Other Writers: A Student Essay with Research | |
| “Symbol and Theme in ‘Coca Cola and Coca Frio’" | |
| A Short Story and Poem for Response | |
| “The Open Window” | |
| “A Gathering of Deafs” | |
| A Guide to Frequently Occurring Errors | |
| Word Choice | |
| Troublesome Phrasings | |
| Phrasings That Announce Your Intent | |
| Unnecessary or Faulty Modifiers | |
| Faulty Synonyms Etc. | |
| Faulty Grammar and Usage | |
| ESL Note: Idioms | |
| Double Negatives (dn) | |
| Frequently Confused Words | |
| Sentence Fragments | |
| Finding Sentence Fragments | |
| Correcting Sentence Fragments | |
| ESL Note: The Past Participe and Passive Voice | |
| Run-On Sentences and Comma Splices | |
| Finding Run-on Sentences and Comma Splices | |
| Correcting Run-on Sentences and Comma Splices | |
| ESL Note: Commas and Main Clauses | |
| Verbs | |
| Verb Forms: Regular and Irregular Verbs | |
| ESL Note: Incorrect Use of -D and -ED Endings | |
| ESL Note: Use of Am with the Present Participle | |
| Irregular Verb Forms | |
| Verb Forms: Be | |
| ESL Note: Use of Has and Have with Been -S and -ES Forms -D and ED Forms | |
| Subject-Verb Agreement | |
| Compound Subjects | |
| Subject and Verb Separated | |
| Inverted Order | |
| Indefinite Pronouns | |
| Collective Nouns | |
| Relative Pronouns | |
| ESL Note: Singular Verbs and Noncount Nouns | |
| Tense Shifts | |
| Voice Shifts | |
| Pronouns | |
| Pronoun-Antecedent Agreement | |
| Compound Subjects | |
| Collective Nouns | |
| Indefinite Pronouns | |
| Gender-Neutral Pronouns | |
| Pronoun Reference | |
| Ambiguous Reference | |
| Unstated Reference | |
| Person Shifts | |
| Reflexive and Intensive Pronouns | |
| Pronoun Case | |
| Pronouns in Compounds | |
| Pronouns after Forms of To Be | |
| Pronouns in Comparisons | |
| Pronouns Followed by Nouns | |
| Who, Whoever, Whom, and Whomever | |
| ESL Note: Pronoun Reference and Who, Whom, Which, or That | |
| Modifiers | |
| Adjectives and Adverbs | |
| Comparative and Superlative Forms of Adjectives and Adverbs | |
| ESL Note: A, An, and The | |
| Dangling Modifiers | |
| Misplaced Modifiers | |
| Punctuation | |
| The Comma | |
| Commas with Items in a Series | |
| Commas with Introductory Elements | |
| Commas to Set Off Nouns of Direct Address | |
| Commas with Nonessential Elements | |
| Commas with Interrupters | |
| Commas with Main Clauses | |
| Commas between Coordinate Modifiers, Commas for Clarity, and Commas to Separate Contrasting Elements | |
| When Not to Use a Comma | |
| The Semicolon | |
| The Colon | |
| The Dash | |
| Parentheses | |
| The Apostrophe | |
| The Apostrophe to Show Possession | |
| The Apostrophe to Indicate Missing Letters or Numbers and for | |
| Some Plurals | |
| ESL Note: Its and It’s | |
| Quotation Marks | |
| The Ellipsis Mark | |
| Brackets | |
| Italics and Underlining | |
| Capitalization, Spelling, Abbreviations, and Numbers | |
| Capitalization | |
| ESL Note: Capitalization | |
| Spelling | |
| ESL Note: Spelling | |
| The Hyphen | |
| Abbreviations and Numbers | |
| Appendix: The Parts of Speech | |
| Revising and Editing Reference Guide | |
| Revising and Editing Symbols | |
| Table of Contents provided by Publisher. All Rights Reserved. |
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