The McGraw-Hill Guide: Writing for College, Writing For Life PDF
Preview The McGraw-Hill Guide: Writing for College, Writing For Life
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Silvia: H ablo dos, español y francés. ¿Y tú? antonio: Solo hablo español, pero mi loro habla antonio: Solo hablo español, pero mi loro habla Table of Contents for Assignment Chapters: 3 Writing to Understand and Synthesize Texts • Setting Your Goals • Writing Processes • Rhetorical Knowledge • Conventions • Critical Thinking • Assessing Your Goals Where to find help in The McGraw-Hill Guide: 5 Writing to Share Experiences In the table of contents for Chapters 3 and 5–12, • Setting Your Goals • Writing Processes identify the chapter that corresponds to your writ- • Rhetorical Knowledge • Conventions ing assignment. • Critical Thinking • Assessing Your Goals To set your writing goals, consider the guidelines 6 Writing to Explore that appear in the Setting Your Goals section of each chapter. • Setting Your Goals • Writing Processes • Rhetorical Knowledge • Conventions • Critical Thinking • Assessing Your Goals 7 Writing to Inform • Setting Your Goals • Writing Processes • Rhetorical Knowledge • Conventions • Critical Thinking • Assessing Your Goals 8 Writing to Analyze • Setting Your Goals • Writing Processes Where to find help in The McGraw-Hill Guide: • Rhetorical Knowledge • Conventions • Critical Thinking • Assessing Your Goals Chapters 3 and 5–12 are organized around four 9 Writing to Convince general writing goals: 1. To demonstrate rhetorical knowledge • Setting Your Goals • Writing Processes • Rhetorical Knowledge • Conventions 2. To practice critical thinking, reading, and • Critical Thinking • Assessing Your Goals writing 10 Writing to Evaluate 3. To work through writing processes 4. To follow conventions • Setting Your Goals • Writing Processes • Rhetorical Knowledge • Conventions Successful writers adapt these goals to the par- • Critical Thinking • Assessing Your Goals ticular needs of their situation. In Chapters 3 and 5–12, you will find clear guidance on how to think 11 Writing to Explain Causes and Effects about the four goals and how to achieve them in • Setting Your Goals • Writing Processes relation to your specific assignment. • Rhetorical Knowledge • Conventions • Critical Thinking • Assessing Your Goals 12 Writing to Solve Problems • Setting Your Goals • Writing Processes Where to find help in The McGraw-Hill Guide: • Rhetorical Knowledge • Conventions • Critical Thinking • Assessing Your Goals Chapters 3 and 5–12 all conclude with a guided self-assessment that will help you gauge how effectively your writing meets your goals. All chapters include these helpful icons pointing out coverage of knowledge transfer and using digital technologies. roe18081_fm_i-xlii.indd 1 7/10/2016 7:14 PM McGraw-Hill THE G UIDE This page intentionally left blank roe18081_fm_i-xlii.indd 2 9/26/16 10:56 PM McGraw-Hill THE GTHEMcGraw-Hill UIDE Writing for College, Writing for Life FOURTH EDITION Duane Roen Arizona State University Gregory R. Glau Northern Arizona University Barry M. Maid Arizona State University roe18081_fm_i-xlii.indd 3 9/26/16 10:56 PM THE MCGRAW-HILL GUIDE: WRITING FOR COLLEGE, WRITING FOR LIFE, FOURTH EDITION Published by McGraw-Hill Education, 2 Penn Plaza, New York, NY 10121. Copyright © 2018 by McGraw- Hill Education. All rights reserved. Previous editions © 2013, 2011, and 2009. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of McGraw-Hill Education, including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. Some ancillaries, including electronic and print components, may not be available to customers outside the United States. 1 2 3 4 5 6 7 8 9 DOC 21 20 19 18 17 ISBN 978-0-07-811808-1 MHID 0-07-811808-5 Chief Product Officer, SVP Products & Markets: Digital Product Analyst: Janet Byrne Smith G. Scott Virkler Director, Content Design & Delivery: Terri Schiesl Vice President, General Manager, Products & Program Manager: Jennifer Shekleton Markets: Michael Ryan Content Project Managers: Lisa Bruflodt, Samantha Vice President, Content Design & Delivery: Betsy Donisi-Hamm Whalen Buyer: Susan K. Culbertson Managing Director: David Patterson Design: Debra Kubiak Editorial Director: Kelly Villella Content Licensing Specialists: Shawntel Schmitt, Executive Brand Manager: Claire Brantley DeAnna Dausener Director, Product Development: Meghan Campbell Cover Image: Peter Kotoff/Shutterstock.com; Apirak Director, Product Development: Lisa Pinto Wongpunsing/Shutterstock.com Executive Market Development Manager: Nanette Giles Compositor: Lumina Datamatics, Inc. Marketing Manager: Marisa Cavanaugh Printer: R. R. Donnelley All credits appearing on page or at the end of the book are considered to be an extension of the copyright page. Library of Congress Cataloging-in-Publication Data Names: Roen, Duane H., author. | Glau, Gregory R., author. | Maid, Barry M., author. Title: The McGraw-Hill guide: writing for college, writing for life / Duane Roen, Gregory R. Glau, Barry M. Maid. Other titles: Writing for college, writing for life Description: Fourth edition. | New York, NY: McGraw-Hill Education, 2018. | Includes bibliographical references and index. Identifiers: LCCN 2016025429 | ISBN 9780078118081 (alk. paper) 0078118085 (alk. paper) Subjects: LCSH: English language--Rhetoric. Classification: LCC PE1408 .R643 2018 | DDC 808/.0420711—dc23 LC record available at https://lccn.loc.gov/2016025429 The Internet addresses listed in the text were accurate at the time of publication. The inclusion of a website does not indicate an endorsement by the authors or McGraw-Hill Education, and McGraw-Hill Education does not guarantee the accuracy of the information presented at these sites. mheducation.com/highered roe18081_fm_i-xlii.indd 4 9/26/16 11:46 PM Brief Contents Preface xxvii PART ONE Getting Started 1 1 Writing Goals and Objectives for College and for Life 1 2 Reading Critically for College and for Life 14 3 Writing to Understand and Synthesize Texts 30 4 Writing to Discover and to Learn 62 PART TWO Using What You Have Learned to Share Information 74 5 Writing to Share Experiences 74 6 Writing to Explore 112 7 Writing to Inform 154 8 Writing to Analyze 198 PART THREE Using What You Have Learned to Write Arguments 235 9 Writing to Convince 235 10 Writing to Evaluate 278 11 Writing to Explain Causes and Effects 320 12 Writing to Solve Problems 366 v roe18081_fm_i-xlii.indd 5 9/26/16 10:56 PM vi Brief Contents PART FOUR Strategies for Effective Communication 419 13 Using Strategies That Guide Readers 419 14 Using Strategies for Argument 446 15 Using Strategies for Collaboration 471 16 Making Effective Oral Presentations 477 PART FIVE Technologies for Effective Communication 485 17 Choosing a Medium, Genre, and Technology for Your Communication 485 18 Communicating with Design and Visuals 497 PART SIX Using Research for Informed Communication 522 19 Finding and Evaluating Information 522 20 Synthesizing and Documenting Sources 547 CONNECT COMPOSITION 21 Writing about Visual Texts 22 Writing about Creative Works Appendix A Constructing a Writing Portfolio 599 Appendix B Writing Effective Essay Examinations 607 Appendix C Standard Document Forms 616 Index 632 roe18081_fm_i-xlii.indd 6 9/26/16 10:56 PM Contents Preface xxvii PART ONE Getting Started 1 1 Writing Goals and Objectives for College and for Life 1 Writing in the Four Areas of Your Life 2 “When I think Writing as a College Student 2 about setting Writing as a Professional 2 my goals, I Writing as a Citizen 2 think about Writing as a Family Member or Friend 3 my audience, Writing in the Four Areas in This Course 3 my purpose, Learning Goals in This Course 4 the rhetorical Rhetorical Knowledge 4 situation, my Rhetorical Analysis 8 voice and Critical Thinking, Reading, and Writing 8 tone, and the Writing Processes 9 context, Knowledge of Conventions 9 medium, and Using Digital Technologies 10 genre.” Becoming a Self-Reflective Writer 11 Strategies for Success 13 2 Reading Critically for College and for Life 14 Why Read Critically? Integrating Sources into Your Own Writing 15 Using Pre-reading Strategies 16 Reading Actively 16 Annotating Effectively 17 Reading Visuals 17 Reading Web Sites 19 vii roe18081_fm_i-xlii.indd 7 9/26/16 10:56 PM viii Contents Using Post-reading Strategies 22 Starting Your Writer’s/Research Journal 23 Writing Effective Summaries 23 Synthesizing Information in Readings 25 Using Your Reading in Your Writing 26 Constructing a Rhetorical Analysis 26 3 Writing to Understand and Synthesize Texts 30 SETTING YOUR GOALS 31 Rhetorical Knowledge 32 Writing to Understand and Synthesize Texts 32 Writing: Assignment Options 32 Critical Thinking, Reading, and Writing 35 Qualities of Effective Writing to Understand and Synthesize Texts 35 Reading to Learn about Understanding and Synthesizing Texts 36 PAUL FAIN, THE NEW BACHELOR’S PAYOFF (Editorial) 36 LIBBY NELSON, THE “NOT EVERYONE SHOULD GO TO COLLEGE” ARGUMENT IS CLASSIST AND WRONG (Editorial) 40 OCCUPATIONAL OUTLOOK QUARTERLY, NEW SCHOOL YEAR, OLD STORY: EDUCATION PAYS (Editorial) 43 TRACY ECKENDORFF, CRITICAL RESPONSE TO “THE NEW BACHELOR’S PAYOFF” BY PAUL FAIN (Critical Response) 45 Writing Processes 48 Invention: Getting Started 48 • Organizing Your Ideas and Details 51 • Constructing a Complete Draft 51 • Revising 54 Knowledge of Conventions 56 Eckendorff’s Initial Thoughts/Questions Editing 56 • Genres, Documentation, and Format 56 50 Tracy Eckendorff’s First A Writer Achieves Her Goal: Draft 52 Student Comments on Tracy Eckendorff’s Synthesis 57 Eckendorff’s First Draft 54 TRACY ECKENDORFF, JUST GO (TO COLLEGE)! (Synthesis) 57 Responding to Readers’ Comments 55 Self-Assessment: Reflecting on Your Goals 60 roe18081_fm_i-xlii.indd 8 9/26/16 10:56 PM Contents ix 4 Writing to Discover and to Learn 62 Using Invention Strategies to Discover Ideas 63 Listing 63 Freewriting 63 Questioning 63 Answering the Questions Who? What? Where? When? Why? and How? 63 Brainstorming 64 Clustering 64 Keeping Notebooks and Journals 64 Double-Entry Notebook 64 Field Notebook 66 Rewriting Your Class Notes 67 Minute Paper 68 Muddiest Point 69 Preconception Check 69 Paraphrasing 69 Organizing and Synthesizing Information 70 Invented Interview/Unsent Letter 70 Using Charts and Visuals to Discover and to Learn 71 Clustering and Concept Mapping 71 Process Flowchart 72 Studying for Exams 72 Test Questions 72 Mnemonic Play 73 PART TWO Using What You Have Learned to Share Information 74 5 Writing to Share Experiences 74 SETTING YOUR GOALS 75 Rhetorical Knowledge 76 Writing to Share Experiences 76 Scenarios for Writing: Assignment Options 77 Critical Thinking, Reading, and Writing 79 Qualities of Effective Writing about Experiences 80 roe18081_fm_i-xlii.indd 9 9/26/16 10:56 PM
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