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