Writing With A Thesis A Rhetoric And Reader

Writing With A Thesis A Rhetoric And Reader-61
Based on the principle that the ability to develop and support a thesis persuasively is of utmost importance for beginning writers, WRITING WITH A THESIS: A RHETORIC AND READER, 11th Edition, dispenses clear and practical writing advice.

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Best of all, the text's short, easy-to-read essays ensure that your class time will focus not on what the readings mean, but on what they mean for your students' writing.

Sarah Skwire attended Wesleyan University, where she received a BA (with honors) in English and was a member of the coed literary fraternity Alpha Delta Phi.

In addition to being the author or coauthor of all editions of WRITING WITH A THESIS, he also has coauthored STUDENTS BOOK OF COLLEGE ENGLISH (Longman), now in its tenth edition.

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Arms Control of Robotic Weapons,” Robert Sparrow’s Argument Synthesis Process of Writing an Argument Synthesis Essay Differentiate Between Issues and Topics Differentiate Between Claims and Evidence Differentiate Between Opinions and Reasons Probe Both Sides of the Issue Question the Reading Sources State Your Claim Support Reasons with Evidence from Reading Sources Acknowledge and Respond to Competing Claims Illustration of Student’s Process in Writing an Argument Synthesis Essay Consider Audience Determine Issue, Thesis, and Competing Positions Organize Argument Synthesis Essays Acknowledge and Respond to Alternative views in Separate, Self-Contained Sections Acknowledge and respond to Objections in a Point-by-Point Fashion Revising and Editing Chapter 8: Writing Research Papers The Research Paper: An Introduction Identify a Research Topic: The Role of the Assignment Illustration of a Student’s Process of Writing a Research Paper Select a Research Topic Develop a Research Strategy Set a Schedule Brainstorm a Preliminary Search Vocabulary Determine How You Will Find the Sources Locate Sources in an Academic Library Use Catalogues to Find Books Online Public Access Catalogue (OPAC) Library of Congress and OCLC World Cat Bibliographic Details for Electronic Sources A Word About Electronic Retrieval Systems Types of Searches Conduct Research on the World Wide Web Advantages and Disadvantages of the Web Advantages of College Libraries Find Digital Resources on the Web How to Increase the Precision of Your Web Search Evaluate What You Find Which Articles Are the Most Important How to Evaluate Web Sources Evaluate Information Sources Collect Information on Your Own Modify Your Search Strategy Excerpt Information from Sources and Cite What You Find Using a Standard Format Formulate a Working Thesis Planning the Research Paper Select an Organizational Plan Outline Write from Your Outline Revising Part II: An Anthology of Readings Natural Sciences and Technology Chapter 9: Who Owns Your Body? ” by Kerry Howley *“Donors Have No Rights to Donated Tissue” by Kristine E.

Schleiter, JD, LLM *“The Trouble with Organ Trafficking,” by Arthur Caplan *“Why We Need a Market for Human Organs,” by Sally Satel *“The Gendered Language of Gamete ‘Donation’,” by Caroline Rubin Chapter 10: Human/Machine Interaction *“Humanoid and Android Science,” by Hiroshi Ishiguro and Minoru Asada *“Looking Forward to Sociable Robots,” by Glenda Shaw-Garlock *“The Ethical Frontier of Robotics,” by Noel Sharkey *“The Way Forward in the World of Robotics,” Kenneth W. Einspruch Chapter 11: Privacy and Technology *“I Just Called to Say I Love You,” by Jonathan Franzen “Kyllo v. Individual Privacy,” by Thomas Colbridge *“The Anonymity Experiment,” by Catherine Price “Trading Liberties for Illusions,” by Wendy Kaminer *“If Looks Could Kill,” The Economist Social Sciences Chapter 12: The Changing American Family “What Is a Family,” by Pauline Irit Erera “Children of Gay Fathers,” by Robert L. Robinson “Cohabitation Instead of Marriage,” by James Q.

Mataric’s Critical Analysis of Noel Sharkey and Amanda Sharkey’s, “The Crying Shame of Robot Nannies: An Ethical Appraisal” Part II: Writing a Critical Analysis: A Detailed Demonstration of Reading-Writing Process Critical Reading Planning Drafting Revising the Preliminary Draft Editing Student’s Critical Analysis Essay: Final Draft Chapter 4: Literary Analysis and Comparative Analysis Literary Analysis Process of Writing a Literary Analysis Comparative Analysis Incorporate Comparative Analysis into Longer Essays Stand-Alone Comparative Analysis of Texts Process of Writing a Comparative Analysis of Texts Sample Comparative Analysis Essay A Brief Word About Other Types of Analysis Essays Rhetorical Analysis Process Analysis Casual Analysis Chapter 5: Visual Analysis Principles of Visual Analysis Portfolio of Photographs Overview of Visual Analysis Process of Writing a Visual Analysis Essay Previewing Viewing for Content Viewing for Genre, Organization, and Stylistic Features Viewing for Rhetorical Context Chapter 6: Synthesis Analysis and Synthesis Process of Writing Synthesis Essays Examine the Assignment Determine Your Rhetorical Purpose: Purposes for Synthesizing Sources Ask Questions to Identify Relationships among the Sources Formulate a Thesis and Review the Texts Process of Writing an Exploratory Synthesis Decide on Rhetorical Purpose Formulate Working Thesis Process of Writing a Literature Review *Examination of “Adolescents’ Expressed Meanings of Music In and Out of School”: Patricia Shehard Campbell, Claire Connell, and Amy Beegle’s Literature Review Organize the Literature Review to Focus on Ideas Rather than Sources Process of Writing a Thesis-Driven Synthesis Support Thesis with Evidence Examination of Student’s Thesis-Drive Synthesis Revising Synthesis Essays Chapter 7: Argument Nature of Academic Argument Argument in a Broad Sense and Argument in a Specialized Sense Specialized Argument Expressed as Statement vs.

Specialized Argument Synthesized with Sources Developing Support for Arguments Joining the Academic Conversation *Examination of “Predators or Plowshares?

This rhetoric/anthology instructs college students in how to read academic texts with understanding and how to use them as sources for papers in a variety of disciplines.

In Writing in the Disciplines, Mary Kennedy and William Kennedy emphasize academic writing as ongoing conversations in multiple genres, and do so in the context of WPA Outcomes.


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