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Strategies for College Writing : A Rhetorical Reader

Strategies for College Writing : A Rhetorical Reader - 2nd edition

ISBN13: 978-0130982551

Cover of Strategies for College Writing : A Rhetorical Reader 2ND 03 (ISBN 978-0130982551)
ISBN13: 978-0130982551
ISBN10: 0130982555
Cover type: Paperback
Edition/Copyright: 2ND 03
Publisher: Prentice Hall, Inc.
Published: 2003
International: No

List price: $114.00

Strategies for College Writing : A Rhetorical Reader - 2ND 03 edition

ISBN13: 978-0130982551

Robert Funk, Susan X. Day and Linda S. Coleman

ISBN13: 978-0130982551
ISBN10: 0130982555
Cover type: Paperback
Edition/Copyright: 2ND 03
Publisher: Prentice Hall, Inc.

Published: 2003
International: No

Strategies for College Writing, second edition, emphasizes the interconnectedness of reading and writing by teaching students to read with a writer's eye and to write with a reader's expectations. The book employs a set of innovative and coordinated activities that enable students to understand their roles as readers and to connect their reading experiences to their own writing. The numerous readings, pedagogical features, and writing topics give instructors the freedom to select from a broad range of assignments and approaches.

A Writer's Approach to Analytical Reading. The opening chapter, "Engaged Reading," presents an effective and easy-to-use procedure for reading nonfiction from a writer's perspective. The chapter applies the familiar journalists' questions--Who? What? Why? How?--to the process of reading and analyzing essays. This approach shows students how to evaluate their roles as readers and how to respond to the rhetorical contexts of their reading assignments. To illustrate the procedure, the chapter contains a professional essay, along with the responses of a student using the Who, What, Why, and How questions to analyze that essay.

A Concise Survey of the Writing Process. Chapter 2, "Writing from Reading," offers practical guidance on the primary tasks of the writing process: discovering, organizing, drafting, revising, and editing. This chapter also explains how students can connect their reading experiences to their own writing. A sample student essay--based on the Who, What, Why, and How analysis from Chapter 1--illustrates these connections.

A Contextual Study of Rhetorical Strategies. Chapters 3 through 11 explain and illustrate the strategies that students use to organize and develop their college writing assignments: narration, description, exemplification, process analysis, definition, division and classification, comparison and contrast, cause and effect, and argument. The discussions of the individual strategies include these important pedagogical features:

  • A chapter introduction presents each major rhetorical strategy in the context of a sample professional selection and a student essay written in response to that selection. The accompanying analysis points out how the student's thinking and writing have been influenced by the reading. These introductions provide advice on how to get started, how to organize and develop content, how to open and close the essay, and how to use the professional model.
  • Brief Writer's Workshop activities, which can be done collaboratively, help students review the key rhetorical points for the two essays in the introduction.
  • A Checklist for Reading and Writing at the end of each introduction sums up the major issues for understanding and applying each strategy.
  • A detailed Writing from Reading Assignment follows the second professional selection in each chapter. Students are given step-by-step directions for designing an essay written in response to the professional selection.
  • Additional professional readings provide further examples of each major strategy.

Interactive, Integrated Apparatus. The connection between reading and writing is stressed in the apparatus that accompanies each of the professional selections:

  • The prereading apparatus consists of a "preparing to read" question (which can be used as a journal prompt) and an introductory headnote.
  • The postreading apparatus follows the Who, What, Why, and How approach established in the opening chapter. It includes "First Responses" (which could also be used for journal writing) and questions that explore voice and tone (Who), content and meaning (What), purpose (Why), and style and structure (How).
  • Several Ideas for Writing direct students to try their hand at writing a short essay using the ideas and strategies they have examined in the professional selection.
  • Each chapter ends with Further Ideas for Using the strategy. These topics include suggestions for collaborative writing and for combining strategies.
  • Internet activities, part of the postreading apparatus, include suggestions for using the resources of the Internet to answer questions about the professional essays and to gather ideas and information for writing essays. A brief article on Internet use, "Twelve Tips to Search the Internet Successfully," appears at the end of Chapter 2.

This extensive apparatus gives teachers and students a wide variety of choices for exploring the reading-writing connection.

Varied, Thought-Provoking Readings. The sixty-six professional selections have been chosen to illustrate the major rhetorical strategies used in nonfiction writing. They include essays and excerpts of various lengths and cover a wide range of styles and viewpoints. Each chapter begins with two relatively brief readings and then offers longer, more demanding selections for analysis and writing. The topics and issues are intended to engage students and stimulate their thinking. A special effort has been made to appeal to a cross section of readers by including a number of essays by women and multicultural writers. There is a mix of standard works and new selections.

The ten student essays are an important component of the book's pedagogy. They were written by college freshmen and sophomores employing the reading-writing approach that this book teaches. These essays demonstrate how student writers are able to use the ideas and strategies they encounter in professional readings by applying and adapting them to their own writing.

Other Features. For instructors who want to correlate reading assignments or organize their course around issue-centered units, the Thematic Table of Contents groups the readings according to several common themes. Each group includes a .pair of essays that can be studied together for the way they complement or challenge each other with their individual takes on a specific theme. The text also contains a glossary of useful rhetorical terms.


New Readings. Twenty-six new readings--more than a third of the selections--address a variety of current topics, from the ordinary (French fries, shopping) to the controversial (immigration, the Internet). Many of these new essays include proven favorites by Langston Hughes, Gary Soto, Joan Didion, Alice Walker, Diane Ackerman, Amy Tan, Lewis Thomas, John Holt, Stephanie Ericsson, Scott Russell Sanders, Barbara Ehrenreich, and Bharati Mukherjee, whereas others introduce newer pieces by Malcolm Gladwell, William Finnegan, Phyllis Rose, Stephen King, Amy Wu, Steve Silberman, Claudia Dreifus, Ian Frazier, and Thad Williamson. Four of the ten student essays are also new to this edition.

Three Pro-Con Debates on New Topics in the Argument Chapter. To meet the changing interests and concerns of both students and instructors, the chapter on argument now includes three debates: on the pros and cons of young people on the Internet, on daytime TV talk shows, and on the death penalty.

Appendix on Using and Documenting Sources. The appendix offers concise but complete guidance on the use of secondary sources: using and incorporating quotations, avoiding plagiarism, and citing and documenting sources (including electronic sources) in the latest MLA style. The appendix also includes a sample documented student essay that uses nonfiction sources, the kind of research paper that undergraduates are frequently asked to write.

Two Thematic Clusters in Chapter 12. This chapter presents a cluster of three essays on two provocative topics of current interest: immigration and sports.

Author Bio

Funk, Robert : Eastern Illinois University

Day, Susan X. : Iowa State University

Coleman, Linda S. : Eastern Illinois University

Table of Contents

1. Engaged Reading.

Getting Started.
Reading with a Plan: Who? What? Why? and How? Gender Gap in Cyberspace, Deborah Tannen.
Using Who? What? Why? and How? Making the Reading-Writing Connection.
Using the Core Strategies.

2. Writing from Reading.

Developing Your Writing Skills.
Constructing an Essay.
Revising and Editing.
A Sample Essay from Draft to Final Copy.
Internet Sources for Writers.
Using Internet Resources.
Twelve Tips to Search the Internet Successfully, Bruce Maxwell.

3. Strategies for Discovering and Relating Experiences: Narration.

Informal Discovery Writing.
Diary, Anne Frank. From Discovery to Narration.
Formal Narration: Relating Discoveries to Readers.
Getting Started on a Narrative.
Organizing a Narrative.
Developing a Narrative.
Opening and Closing a Narrative.
Using the Model.
Jackie's Debut: A Unique Day, Mike Royko.
Salvation, Langston Hughes.
Street Scene: Minor Heroism in a Major Metropolitan Area, Ian Frazier.
No Name Woman, Maxine Hong Kingston.
Shooting an Elephant , George Orwell.
Further Ideas for Using Narration.

4. Strategies for Appealing to the Senses: Description.

The Grandfather, Gary Soto.
Writing from Reading.
Getting Started on a Description.
Organizing a Description.
Developing a Description.
Using the Model.
Two Views of the Mississippi, Mark Twain.
Marrying Absurd, Joan Didion.
White Breast Flats, Emilie Gallant.
In the Kitchen, Henry Louis Gates Jr.
Once More to the Lake, E. B. White.
Further Ideas for Using Description.

5. Strategies for Making a Point: Exemplification.

Just Walk on By: A Black Man Ponders His Power to Alter Public Space, Brent Staples.
Writing from Reading.
Getting Started on Exemplification.
Organizing Exemplification. Developing Exemplification.
Opening and Closing Exemplification.
Using the Model.
On the Interstate: A City of the Mind, Sue Hubbell.
Shitty First Drafts, Anne Lamott.
Slow Descent into Hell, Jon D. Hull.
In Search of Our Mothers' Gardens, Alice Walker.
A Weight That Women Carry, Sallie Tisdale.
Further Ideas for Using Exemplification.

6. Strategies for Explaining How Things Work: Process Analysis.

Cat Bathing as a Martial Art, Bud Herron.
Writing from Reading.
Getting Started on a Process Analysis.
Organizing a Process Analysis.
Developing a Process Analysis.
Opening and Closing a Process Analysis.
Using the Model.
Wall Covering, Dereck Williamson.
Why Leaves Turn Color in the Fall, Diane Ackerman.
Embalming Mr. Jones, Jessica Mitford.
How to Write a Personal Letter, Garrison Keillor.
The Trouble with French Fries, Malcolm Gladwell.
Further Ideas for Using Process Analysis.

7. Strategies for Clarifying Meaning: Definition.

The Company Man, Ellen Goodman.
Writing from Reading.
Getting Started on a Definition.
Organizing a Definition.
Developing a Definition.
Opening and Closing a Definition.
Using the Model.
Who's a Hillbilly? Rebecca Thomas Kirkendall.
I Want a Wife, Judy Brady.
Mother Tongue, Amy Tan. Father Hunger, Michel Marriott.
The Fear, Andrew Holleran.
Further Ideas for Using Definition.

8. Strategies for Organizing Ideas and Experience: Division and Classification.

The Technology of Medicine, Lewis Thomas.
Writing from Reading.
Getting Started on Division and Classification Writing.
Organizing Division and Classification Writing.
Developing Division and Classification Writing.
Opening and Closing Division and Classification Writing.
Using the Model. Doublespeak, William Lutz.
Three Kinds of Discipline, John Holt.
The Ways We Lie, Stephanie Ericsson.
What Friends Are For, Phillip Lopate.
What We Now Know about Memory, Lee Smith.
Further Ideas for Using Division and Classification.

9. Strategies for Examining Connections: Comparison and Contrast.

Day to Night: Picking Cotton, Maya Angelou.
Writing from Reading.
Getting Started on Comparison and Contrast.
Organizing Comparison and Contrast.
Developing Comparison and Contrast.
Opening and Closing Comparison and Contrast.
Using the Model.
Parallel Worlds: The Surprising Similarities (and Differences) of Country-and-Western and Rap, Denise Noe.
Pole Vaulting, William Finnegan.
Sex, Lies, and Conversation, Deborah Tannen.
The Men We Carry in Our Minds, Scott Russell Sanders.
Dividing American Society, Andrew Hacker.
Further Ideas for Using Comparison and Contrast.

10. Strategies for Interpreting Meaning: Cause and Effect.

Shopping and Other Spiritual Adventures in America Today, Phyllis Rose.
Writing from Reading. Getting Started on Cause and Effect.
Organizing Cause and Effect. Developing Cause and Effect.
Opening and Closing Cause and Effect.
Using the Model. Why Boys Don't Play with Dolls, Katha Pollitt.
My Wood, E.M. Forster.
The Greenland Viking Mystery, Kathy A. Svitil.
On Reading and Writing, Stephen King.
The Myth of the Latin Woman: I Just Met a Girl Named Maria, Judith Ortiz Cofer.
Further Ideas for Using Cause and Effect.

11. Strategies for Influencing Opinion: Argument.

Bake Your Bread at Home, Laurel Robertson.
Writing from Reading.
Getting Started on an Argument.
Organizing an Argument.
Developing an Argument.
Opening and Closing an Argument.
Using the Model.
Marriage as a Restricted Club, Lindsy Van Gelder.
Further Ideas for Using Argument.
Debate: How Is the Internet Affecting Young People? Young Cyber Addicts, Amy Wu.
We're Teen, We're Queer, and We've Got E-mail, Steve Silberman.
The Wired Teen, Sue Ferguson.
Debate: Are TV Talk Shows Harmful? Tuning in Trouble: Talk TV's Destructive Impact on Mental Health, Jeanne A. Heaton. In Defense of Talk Shows, Barbara Ehrenreich.
Debate: Should the Death Penalty Be Abolished? Death and Justice, Edward I. Koch.
Forgiving the Unforgivable, Claudia Dreifus.
The Death Penalty on Trial, Jonathan Alter.

12. Further Readings: Two Thematic Clusters.

Life and Hard Times on the Mexican Border, Luis Alberto Urrea.
Two Ways to Belong in America, Bharati Mukherjee.
Five Myths about Immigration, David Cole.
Ideas for Writing about Immigration.
Let's Get Rid of Sports, Katha Pollitt.
SuAnne Marie Big Crow, Ian Frazier.
Bad as They Wanna Be, Thad Williamson.
Ideas for Writing about Sport.