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Writing Analytically

ISBN-10: 1413033105
ISBN-13: 9781413033106
Edition: 5th 2009 (Revised)
List price: $115.95
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Description: 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  More...

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Book details

List price: $115.95
Edition: 5th
Copyright year: 2009
Publisher: Cengage Heinle
Publication date: 1/2/2008
Binding: Paperback
Pages: 416
Size: 6.25" wide x 9.25" long x 0.75" tall
Weight: 1.342
Language: English

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 inquiry and reflection.

David Rosenwasser teaches at Muhlenberg College, a small liberal arts college in Pennsylvania, where he has been since the late 1980s. He and Jill Stephen created and implemented the Writing Across the Curriculum program there through a series of faculty seminars. During these seminars, Dr. Rosenwasser and Dr. Stephen discovered that while content faculty from across the disciplines maintained disciplinary-specific writing protocols, they essentially wanted the same thing from student writing: analysis. From this premise, WRITING ANALYTICALLY was born. Dr. Rosenwasser received his B.A. from Grinnell College and his Ph.D. from the University of Virginia in the theory and history of narrative. His current interests include contemporary Irish literature and comic theory. His most recent literary papers include a study of the contemporary Irish writer Edna O'Brien in relation to the work of Joyce and Yeats as well as an analysis of the politics of Bruce Springsteen's albums during the Bush presidency, written collaboratively with a political science professor.

Jill Stephen teaches at Muhlenberg College, a small liberal arts college in Pennsylvania, where she's been since the late 1980s. Along with David Rosenwasser, she created and implemented the Writing Across the Curriculum program there through a series of faculty seminars. In these seminars, they discovered that content faculty from across the disciplines, although they maintained disciplinary-specific writing protocols, essentially wanted the same thing from student writing: analysis. From this premise, their textbook, Writing Analytically, was born. Stephen worked in the expository writing program at New York University under Lil Brannon and Cy Knoblauch. She received her B.A. from the University of Illinois at Champaign-Urbana and received her Ph.D. from NYU on rhetorical theory as evidenced in Renaissance poetry and prose. Aside from her writing with Rosenwasser on composition and writing program administration, she writes on poetry, especially Renaissance lyrics. Her current interests include the poetry of Frank O'Hara, Emily Dickinson, and contemporary Irish women writers.

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

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