| |
| |
| |
Tools For Thinking, Reading, And Writing | |
| |
| |
| |
Thinking Through Writing | |
| |
| |
Thinking and Writing in College | |
| |
| |
Becoming a Critical Thinker and Thoughtful Writer | |
| |
| |
Qualities of a Thoughtful Writer | |
| |
| |
The Thinking-Writing Model | |
| |
| |
Rhetoric and the Writing Situation | |
| |
| |
Purpose | |
| |
| |
Audience | |
| |
| |
Subject | |
| |
| |
Writer | |
| |
| |
From My American Journey | |
| |
| |
| |
Writing Thoughtfully, Thinking Creatively, Thinking Critically | |
| |
| |
The Writing Process | |
| |
| |
The Recursive Nature of the Writing Process | |
| |
| |
Generating Ideas | |
| |
| |
Keeping a Journal or Blog | |
| |
| |
Defining a Focus | |
| |
| |
Organizing Ideas | |
| |
| |
Drafting | |
| |
| |
Revising, Editing, and Proofreading | |
| |
| |
"Writing Is Not a McDonald's Hamburger" | |
| |
| |
| |
Collaborating | |
| |
| |
Chapter Summary | |
| |
| |
| |
Reading Actively, Reading Critically | |
| |
| |
Reading in College | |
| |
| |
Reading Actively | |
| |
| |
Review the Table of Contents or Chapter Outlines | |
| |
| |
Read the Introductory Paragraphs and the Concluding Paragraphs or Summary | |
| |
| |
Scan the Reading Assignment, Taking Particular Note of Section Headings, Illustrations, and Diagrams | |
| |
| |
Annotating | |
| |
| |
Summarizing | |
| |
| |
Reading Critically | |
| |
| |
Asking Questions | |
| |
| |
Using a Problem-Solving Approach | |
| |
| |
Practicing Active and Critical Reading: One Student's Approach | |
| |
| |
"On Plato's Cave" | |
| |
| |
| |
Using Metacognitive Strategies | |
| |
| |
"Grounds for Fiction" | |
| |
| |
| |
Making Meaning | |
| |
| |
Semantic Meaning (Denotation) | |
| |
| |
Perceptual Meaning (Connotation) | |
| |
| |
Syntactic Meaning | |
| |
| |
Pragmatic Meaning | |
| |
| |
Chapter Summary | |
| |
| |
| |
Thinking Critically, Writing Thoughtfully | |
| |
| |
From Insight to Writing to Informed Beliefs (and Back Again) | |
| |
| |
Thinking Actively and Writing | |
| |
| |
Influences on Your Thinking | |
| |
| |
Thinking Independently | |
| |
| |
Viewing a Situation from Different Perspectives | |
| |
| |
Supporting Diverse Perspectives with Reasons and Evidence | |
| |
| |
Developing Informed Beliefs | |
| |
| |
Experiences That Affected Beliefs | |
| |
| |
From An American Childhood | |
| |
| |
| |
"Reversing Established Orders" | |
| |
| |
| |
"The Case Against Chores" | |
| |
| |
| |
Writing Project: An Experience That Influenced a Belief | |
| |
| |
The Writing Situation | |
| |
| |
The Writing Process | |
| |
| |
Eli Sharp's Writing Process | |
| |
| |
| |
"An Argument for Chores" | |
| |
| |
| |
Alternative Writing Projects | |
| |
| |
Chapter Summary | |
| |
| |
| |
Viewing Critically, Thinking Creatively | |
| |
| |
Creative Thinking, Critical Viewing, and Writing | |
| |
| |
Creativity in Topic Selection | |
| |
| |
Moving from Topic to Thesis | |
| |
| |
Creativity in Generating Ideas | |
| |
| |
Creative and Critical Thinking About Images | |
| |
| |
Images and the Writing Situation | |
| |
| |
Additional Tips for Generating Ideas | |
| |
| |
Reading Images Critically | |
| |
| |
Semantic Meaning (Denotation) | |
| |
| |
Perceptual Meaning (Connotation) | |
| |
| |
Syntactic Meaning | |
| |
| |
Pragmatic Meaning | |
| |
| |
Living Creatively | |
| |
| |
Becoming More Creative: Understand and Trust the Process | |
| |
| |
Eliminate the Voice of Judgment | |
| |
| |
Establish a Creative Environment | |
| |
| |
Make Creativity a Priority | |
| |
| |
Where Do Ideas Come From? | |
| |
| |
"Revenge of the Right Brain" | |
| |
| |
| |
"The 6 Myths of Creativity" | |
| |
| |
| |
Writing Project: Imagining Your Life Lived More Creatively | |
| |
| |
The Writing Situation | |
| |
| |
The Writing Process | |
| |
| |
Jessie Lange's Writing Process: Freewriting Student Writing | |
| |
| |
"Discovering Creativity by Not Looking for It" | |
| |
| |
| |
Alternative Writing Projects | |
| |
| |
Chapter Summary | |
| |
| |
| |
Making Decisions and Drafting | |
| |
| |
Decisions While Drafting | |
| |
| |
Decide What Your Purpose for Writing Is | |
| |
| |
Decisions in Your Life | |
| |
| |
An Organized Approach to Making Decisions | |
| |
| |
| |
Define the Decision and Its Goals Clearly (Audience) | |
| |
| |
| |
Consider All Possible Choices (Subject) | |
| |
| |
| |
Gather All Relevant Information and Evaluate the Pros and Cons of Each Possible Choice (Purpose) | |
| |
| |
| |
Select the Choice That Seems Best Suited to the Situation | |
| |
| |
| |
Implement a Plan of Action and Monitor the Results, Making Necessary Adjustments | |
| |
| |
Analyzing Decisions | |
| |
| |
From Narrative of the Life of Frederick Douglass, an American Slave | |
| |
| |
| |
"The Solution to World Hunger" | |
| |
| |
| |
Writing Project: Analyzing a Decision to Be Made | |
| |
| |
The Writing Situation | |
| |
| |
The Writing Process | |
| |
| |
Student Writing: Wendy Agudo's Writing Process | |
| |
| |
"Freedom" | |
| |
| |
| |
Student Writing: Cynthia Brown's Writing Process | |
| |
| |
"Freedom and the Constraint of Time" | |
| |
| |
| |
Alternative Writing Projects | |
| |
| |
Chapter Summary | |
| |
| |
| |
Revising Thoughtfully, Using Language Ethically | |
| |
| |
Recognizing Effective Use of Language | |
| |
| |
From The Autobiography of Malcolm Making: Decisions When Revising Drafts | |
| |
| |
| |
Specific Decisions to Make at Several Levels | |
| |
| |
"The Maker's Eye: Revising Your Own Manuscripts" | |
| |
| |
| |
"If You Can't Master English, Try Globish" | |
| |
| |
| |
Using Language Ethically | |
| |
| |
Improving Vague Language | |
| |
| |
Using Figurative Language | |
| |
| |
"I Have a Dream" | |
| |
| |
| |
Using Language to Influence | |
| |
| |
Euphemistic Language | |
| |
| |
"Beslan Atrocity: They're Terrorists -- Not Activists" | |
| |
| |
| |
Clich?s | |
| |
| |
Emotive Language | |
| |
| |
Writing Project: The Impact of Language on Our Lives | |
| |
| |
The Writing Situation | |
| |
| |
The Writing Process | |
| |
| |
Student Writing: Jessie Lange's Writing Process | |
| |
| |
"The Power of Language" | |
| |
| |
| |
Alternative Writing Projects | |
| |
| |
Chapter Summary | |
| |
| |
| |
Thinking And Writing To Shape Our World | |
| |
| |
| |
Exploring Perceptions: Writing to Describe and Narrate | |
| |
| |
Thinking Critically About Perceptions | |
| |
| |
Becoming Aware of Your Own Perceptions | |
| |
| |
Actively Selecting, Organizing, and Interpreting Sensations | |
| |
| |
Noting Differences in People's Perceptions | |
| |
| |
Writing Thoughtfully About Perceptions | |
| |
| |
Writing Objectively and Subjectively | |
| |
| |
Contrasting Objective and Subjective Writing | |
| |
| |
"Animal Feelings" | |
| |
| |
| |
Chronological Relationships | |
| |
| |
Narratives | |
| |
| |
Writing About Processes | |
| |
| |
Examples of Process Writing | |
| |
| |
"The Learning Curve" | |
| |
| |
| |
Writing Project: A Narrative Showing the Effect of a Perception | |
| |
| |
The Writing Situation | |
| |
| |
The Writing Process | |
| |
| |
Joshua Chaffee's Writing Process | |
| |
| |
| |
"We're All at Ground Zero" | |
| |
| |
| |
Alternative Writing Projects | |
| |
| |
Chapter Summary | |
| |
| |
| |
Exploring Concepts: Writing to Classify and Define | |
| |
| |
What Are Concepts? | |
| |
| |
The Importance of Concepts | |
| |
| |
The Structure of Concepts | |
| |
| |
The Process of Classifying | |
| |
| |
Forming Concepts | |
| |
| |
Applying Concepts | |
| |
| |
Determining the Requirements of a Concept | |
| |
| |
Analyzing Complex Concepts | |
| |
| |
A Casebook on Gender and Sexuality | |
| |
| |
"Choosing Clothes, but Not Husbands" | |
| |
| |
| |
"Women and Femininity in U.S. Popular Culture" | |
| |
| |
| |
"The Second Coming of the Alpha Male" | |
| |
| |
| |
"My Papa's Waltz" | |
| |
| |
| |
"Men and Their Hidden Feelings" | |
| |
| |
| |
"Girl" | |
| |
| |
| |
Using Concepts to Classify | |
| |
| |
Classifying People and Their Actions | |
| |
| |
Writing and Classifying | |
| |
| |
Defining Concepts | |
| |
| |
Writing Thoughtfully to Define Concepts | |
| |
| |
Writing Project: Defining an Important Concept | |
| |
| |
The Writing Situation | |
| |
| |
The Writing Process | |
| |
| |
Nawang Doma Sherpa's Writing Process | |
| |
| |
| |
"Freedom for Enlightenment" | |
| |
| |
| |
Jordan Carlsen's Writing Process | |
| |
| |
| |
"Masculinity Makes a Good Man" | |
| |
| |
| |
Alternative Writing Projects | |
| |
| |
Chapter Summary | |
| |
| |
| |
Exploring Perspectives and Relationships: Writing to Compare and Evaluate | |
| |
| |
Perceptions and Perspectives | |
| |
| |
Selecting Perceptions: Why Do We Notice the Things We Notice? | |
| |
| |
Organizing Perceptions | |
| |
| |
Interpreting Perceptions | |
| |
| |
Casebook: Perception and Perspective on Reporting the Earthquake in Haiti | |
| |
| |
"Haiti" | |
| |
| |
| |
"Making Sense of Haiti" | |
| |
| |
| |
"Suffering" | |
| |
| |
| |
"Aftershock" | |
| |
| |
| |
Changes in Perceptions and Perspectives | |
| |
| |
Obtaining More Accurate Perceptions: Adjusting the Lenses | |
| |
| |
Develop Awareness | |
| |
| |
Get Input from Others | |
| |
| |
Find Evidence | |
| |
| |
Keep an Open Mind | |
| |
| |
"Remarks Concerning the Savages of North America" | |
| |
| |
| |
(Gertrude Simmons Bonnin) from "The School Days of an Indian Girl" | |
| |
| |
| |
Writing Thoughtfully About Perspectives | |
| |
| |
Comparison and ContraSt. Thinking in Comparisons | |
| |
| |
"A Natural Disaster, and a Human Tragedy" | |
| |
| |
| |
Analogy | |
| |
| |
Writing Project: Comparing Perspectives on an Issue or Event | |
| |
| |
The Writing Situation | |
| |
| |
The Writing Process | |
| |
| |
Student Writing: Jennifer Wade's Writing Process | |
| |
| |
"Where Did All of the Cherokees Go?" | |
| |
| |
| |
Alternative Writing Project: Comparing Two Reviews | |
| |
| |
Chapter Summary | |
| |
| |
| |
Exploring Cause and Effect: Writing to Speculate | |
| |
| |
Kinds of Causal Relationships | |
| |
| |
Causal Chain | |
| |
| |
Contributory Causes | |
| |
| |
Interactive Causes | |
| |
| |
Ways of Testing Causes | |
| |
| |
Necessary Condition and Sufficient Condition | |
| |
| |
Immediate Cause and Remote Cause | |
| |
| |
Identifying Causal Fallacies | |
| |
| |
Questionable Cause | |
| |
| |
Misidentification of the Cause | |
| |
| |
Post Hoc Ergo Propter Hoc | |
| |
| |
Slippery Slope | |
| |
| |
Detecting Causal Claims | |
| |
| |
Exploring Cause and Effect: Human Longevity and Social Impact | |
| |
| |
"Playing God in the Garden" | |
| |
| |
| |
Writing Thoughtfully About Causal Relationships | |
| |
| |
Writing Project: Exploring Some Causes of a Recent Event | |
| |
| |
The Writing Situation | |
| |
| |
The Writing Process | |
| |
| |
Student Writing: Daniel Eggers's Writing Process | |
| |
| |
"Was It Only a Dream?" | |
| |
| |
| |
Alternative Writing Projects: Utopias and Dystopias | |
| |
| |
Chapter Summary | |
| |
| |
| |
Thinking And Writing To Explore Issues And Take Positions | |
| |
| |
| |
Believing and Knowing: Writing to Analyze | |
| |
| |
Ways of Forming Beliefs | |
| |
| |
Beliefs Based on Personal Experience | |
| |
| |
B. C. "Homeless in Prescott, Arizona" | |
| |
| |
"For Katrina Evacuee, Getting Help Is a Full-Time Job" | |
| |
| |
| |
Beliefs Based on Indirect Experience | |
| |
| |
Evaluating Sources and Information | |
| |
| |
How Reliable Is the Source? | |
| |
| |
What Are the Source's Purposes and Interests? | |
| |
| |
How Knowledgeable or Experienced Is the Source? | |