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| Preface | |
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| Key Concepts in Writing and Reading | |
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| Composing Our Composing Processes | |
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| Posing[left and right arrow]Composing Processes of Writing | |
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| Writing Project Part 1 | |
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| Responding to the Writing Situation | |
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| Using Language in Context | |
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| Material Resources of Writing | |
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| Writing Project Part 2 | |
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| Expanding Your Toolkit of Composing Strategies | |
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| Some Cautions About How to Talk About Composing Processes | |
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| The writing[left and right arrow]reading[left and right arrow]thinking[left and right arrow]talking connection | |
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| Pre-writing, drafting, revision | |
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| Experimenting with Commonly Recommended Composing Strategies | |
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| Brainstorming | |
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| Proofreading | |
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| Outlining | |
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| Dictionary use, note-taking | |
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| Scrap files, note taking | |
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| Re-reading, satisficing, questioning | |
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| Collaborating | |
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| Writing Project Part 3 | |
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| Conclusion | |
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| Assignments | |
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| Reading and Rereading | |
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| Writing Project Part 1 | |
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| Identifying Habits of Reading | |
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| Writing Project Part 2 | |
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| Reading in Academic Contexts | |
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| Writing Project Part 3 | |
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| Reading to Revise and Make New Connections | |
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| Writing Project Part 4 | |
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| Experimenting with Underlining and Reverse Underlining | |
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| Conclusion | |
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| Assignments | |
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| Composing Genres | |
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| Questions for Composing Genres | |
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| Writing Project Part 1 (A) | |
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| Writing Project Part 1 (B) | |
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| Strategies for Composing Genres in College | |
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| Learning an Assigned Genre's Expected Characteristics | |
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| Writing Project Part 2 (A) | |
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| Learning to Tinker with a Genre's Expected Characteristics | |
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| Writing Project Part 2 (B) | |
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| Writing Project Part 3 | |
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| Conclusion | |
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| Assignments | |
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| Vocabulary: Composing the Meaning of Words | |
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| Learning a Specialized Vocabulary | |
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| The Meaning of a Word in Its Environment | |
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| Writing Project Part 1 | |
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| Word Choice[left and right arrow]Thinking[left and right arrow]Living | |
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| Changes in Possibilities of Word Choice | |
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| Writing Project Part 2 | |
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| Using Words Critically and Creatively | |
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| Introducing New Neighbors to an Established Word Environment | |
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| Writing Project Part 3 (A) | |
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| Researching Historical Shifts in the Meanings of Individual Words | |
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| Writing Project Part 3 (B) | |
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| Meshing the Specialized Vocabularies of Diverse Groups | |
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| Writing Project Part 3 (C) | |
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| Writing Project Part 4 | |
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| Conclusion | |
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| Assignments | |
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| Audience: Composing Ways of Reading | |
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| Anticipating and Proposing an Audience | |
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| Anticipating and Proposing Ways of Reading | |
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| Getting Started: The Questions of Generic Features, Circumstances, and Past Reception | |
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| What type of writing am I expected to produce for this assignment? | |
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| Where and when is my work going to be evaluated? | |
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| What has the reaction been to similar types of writing on similar occasions? | |
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| Posing and Revising Audience When Reading and Writing | |
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| Proposing audience in writing | |
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| Writing Project Part 1 | |
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| Strategies for Composing Audience | |
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| Looking at the Form of Assigned Readings | |
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| Writing Project Part 2 (A) | |
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| Imagining an Actual Reader's Response to My Writing | |
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| Writing Project Part 2 (B) | |
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| Reading a Text in a Different Context | |
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| Writing Project Part 2 (C) | |
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| Conclusion | |
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| Writing Project Part 3 | |
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| Assignments | |
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| Purpose: Composing Goals When Reading and Writing | |
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| Setting General Purposes When Getting Started | |
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| Exploring Connections among Genre, Purpose, and Occasion | |
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| Assessing the Relations among Genre, Purpose, and Occasion | |
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| Writing Project Part 1 | |
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| Adding and Revising Purposes When Writing | |
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| Allow Alternative Purposes to Emerge During Writing | |
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| Writing Project Part 2 (A) | |
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| Creating Breaks to Explore Alternative Purposes | |
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| Writing Project Part 2 (B) | |
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| Writing Project Part 2 (C) | |
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| Writing Project Part 3 | |
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| Conclusion | |
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| Assignments | |
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| Error: Working Rules | |
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| Common Beliefs About Error | |
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| Seeing What May Be There on the Page | |
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| Proofreading Techniques | |
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| Summary of Proofreading Techniques | |
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| What to Do with What You've Seen: Working Rules | |
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| Working, Not Just Following, Rules | |
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| Matters of Agreement and Disagreement | |
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| Chapter Summary | |
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| Assignments | |
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| Selected Readings | |
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| "Social Class and the Hidden Curriculum of Work" | |
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| "How to Tame a Wild Tongue" | |
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| "If Black English Isn't a Language, Then Tell Me, What Is?" | |
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| "A New Poland, No Joke" | |
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| "Little Miracles, Kept Promises" | |
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| "A Biological Homage to Mickey Mouse" | |
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| "Theme for English B" | |
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| "Language and Science: Genetics, Embryology, and the Discourse of Gene Action" | |
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| "The Historical Structure of Scientific Discovery" | |
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| "Fences Against Freedom" | |
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| "Green Malls: The Color of Money" | |
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| "Economy" | |
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| "The Bean Field" | |
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| "From a Native Daughter" | |
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| "In the Closet of the Soul" | |
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| Assignment Sequences | |
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| Assignment Sequences | |
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| Writing History | |
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| Trask's View of History Writing | |
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| Trask's Writing of History | |
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| Testing Trask's Perspective on History Writing with Silko | |
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| Considering a Different View of History Writing: Thomas Kuhn | |
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| Kuhn's Writing of History | |
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| Testing Kuhn's Perspective on History Writing | |
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| Taking Stock of History Writing | |
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| History of Your Writing | |
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| Writing Science | |
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| Thomas Kuhn's Critique of Scientific Discovery | |
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| Applying Kuhn's Critique to Kuhn's Discovery | |
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| Keller on Science and Writing | |
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| Gould as a Test Case for Scientific Writing | |
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| Expanding Research on Science Writing | |
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| Drawing Conclusions | |
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| Writing Society | |
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| Anyon and Your Schooling | |
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| Applying Anyon's Approach to Anyon's Text | |
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| Your Writing as Work | |
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| Alice Walker and the Effects of Writing on Society | |
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| Anyon's and Walker's Writing as Work on Society | |
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| Another Voice on Writing and Society: Henry David Thoreau | |
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| Your Writing as Work on Society | |
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| Language and the Self | |
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| James Baldwin on Language and the Self | |
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| Baldwin's Argument and "Little Miracles" | |
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| Trask and Baldwin on Language and the Self | |
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| Adding Hughes to the Dialogue on Language and the Self | |
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| Your Language, Your Self | |
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| Credits | |
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| Index | |