Writing Analytically
ISBN: 9781413033106 | 1413033105
Edition: 5thFormat: Paperback
Publisher: Cengage Learning
Pub. Date: 1/2/2008
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The popular, brief rhetoric that treats writing as thinking, WRITING ANALYTICALLY, Fifth Edition, offers a series of prompts that lead you through the process of analysis and synthesis and help you to generate original and well-developed ideas. The book's overall point is that learning to write well means learning to use writing as a way of thinking well. To that end, the strategies of this book describe thinking skills that employ writing. As you will see, this book treats writing as a tool of thought--a means of undertaking sustained acts of ... MORE
| Analysis: What It Is and What It Does | |
| First Principles | |
| Analysis Defined | |
| The Five Analytical Moves | |
| Analysis at Work: A Sample Paper | |
| Distinguishing Analysis from Argument, Summary, and Expressive Writing | |
| Applying the Five Analytical Moves: the Example of Whistler+s Mother | |
| Analysis and Personal Associations | |
| Assignment: Analyze a Portrait or Other Visual Image | |
| Counterproductive Habits of Mind | |
| Fear of Uncertainty | |
| Prejudging | |
| Blinded by Habit | |
| The Judgment Reflex | |
| Generalizing | |
| Overpersonalizing (Naturalizing Our Assumptions) | |
| Opinions (Versus Ideas) | |
| What It Means to Have an Idea | |
| Rules of Thumb for Handling Complexity | |
| Assignment: Observation Practice | |
| A Toolkit of Analytical Methods | |
| Paraphrase X 3 | |
| Notice-and-Focus (Ranking) | |
| 10 on 1 | |
| The Method: Working with Patterns of Repetition and Contrast | |
| Freewriting | |
| Assignments: Using the Toolkit | |
| Interpretation: What It Is, What It Isn+t, and How to Do It | |
| Pushing Observations to Conclusions: Asking So What? | |
| Asking So What?: An Example | |
| Implications versus Hidden Meanings | |
| The Limits on Interpretation | |
| Intention as an Interpretive Context | |
| The Fortune Cookie School of Interpretation | |
| The Anything Goes School of Interpretation | |
| Seems to Be About X But Could Also Be (Is +Really+) About Y | |
| Putting It All Together: Interpretation of a New Yorker Cover | |
| Assignments: Writing an Interpretive Essay | |
| Analyzing Arguments | |
| A Procedure for Reformulating Binaries in Argument | |
| Uncovering Assumptions (aka Reasoning Back to Premises) | |
| Uncovering Assumptions: A Brief Example | |
| A Procedure for Uncovering Assumptions | |
| Analyzing an Argument: The Example of +Playing By the Antioch Rules+ | |
| Strategies for Developing an Argument by Reasoning Back to Premises | |
| The Problems with Debate-Style Argument | |
| Seeing the Trees as Well as the Forest: Toulmin and the Rules of Argument | |
| Refining Categorical Thinking: Two Examples | |
| A Brief Glossary of Common Logical Errors | |
| Assignments: Analyze or Produce an Argument | |
| Topics and Modes of Analysis | |
| Rhetorical Analysis | |
| Summary | |
| Personal Response: The Reaction Paper | |
| Agree/Disagree | |
| Comparison/Contrast | |
| Definition | |
| Assignments: Using the Topics and Modes of Analysis | |
| Writing the Analytical Essay | |
| What Evidence Is and How It Works The Function of Evidence | |
| The Missing Connection: Linking Evidence and Claims | |
| +Because I Say So+ | |
| Unsubstantiated Claims | |
| Distinguishing Evidence from Claims | |
| Giving Evidence a Point: Making Details Speak | |
| What Counts as Evidence? | |
| Kinds of Evidence | |
| Using What You Have | |
| Assignment: Distinguishing Evidence from Claims | |
| Using Evidence to Build a Paper: 10 on 1 versus 1 on 10 | |
| Developing a Thesis Is More Than Repeating an Idea (1 on 10) | |
| What+s Wrong with Five-Paragraph Form? | |
| Analyzing Evidence in Depth: 10 on 1 | |
| Pan, Track, and Zoom: Using 10 on 1 to Build a Paper | |
| Converting 1 on 10 into 10 on 1: A Student Paper (Flood Stories) | |
| Doing 10 on 1: A Student Paper (Good Bye Lenin!) | |
| A Template for Organizing Papers Using 10 on 1: An Alternative to Five-Paragraph Form | |
| Assignment: Writing a Paper Using 10 on 1 | |
| Making a Thesis Evolve | |
| What a Strong Thesis Does | |
| Making a Thesis Evolve: A Brief Example (Tax Laws) | |
| The Reciprocal Relationship between Thesis and Evidence: The Thesis as Lens | |
| What a Good Thesis Statement Looks Like | |
| Six Steps for Making a Thesis Evolve | |
| Evolving a Thesis in an Exploratory Draft: A Student Draft on Las Meninas | |
| Evolving a Thesis in a Later-Stage Draft: The Example of Educating Rita | |
| Locating the Evolving Thesis in the Final Draft | |
| Assignments: Using the Six Steps for Making a Thesis Evolve | |
| Structuring the Paper: Forms and Formats | |
| Romantics versus Formalists | |
| The Two Functions of Formats: Product and Process | |
| Classical Forms and Formats | |
| Writing Analytically+s Forms and Formats | |
| The Shaping Force of Thesis Statements | |
| The Shapin | |
| Table of Contents provided by Publisher. All Rights Reserved. |
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