Chapter

Page Title Read? Date Notes

xx Preface for Writers and Their Teachers
Y 2024.01.11 Read only pp. xx-xxv (5 pp. total)

1 2 Ch. 1: The Five Analytical Moves 2024.01.18 30 pp. total

2 Overview Y
2 Writing as a Tool of Throught Y
3 Metacognition Y
4 Analysis Defined Y
10 What It Means to Have an Idea Y
12 Getting Comfortable with UncertaintyY
12 Counterproductive Habits of MindN
13 The Judgment Reflex N
15 Generalizing N
18 Naturalizing Our Assumptions (Overpersonalizing)
Y
20 Freewriting: How and Why to Do It Y
22 The Five Analytical Moves Y
23 Move 1: Suspend Judgment Y
23 Move 2: Notice & Focus (+ Ranking) Y
26 Move 3: Make the Implicit Explicit.Y Push Observations Read
to Implications
only until example
by Askingfrom
"So Gambino
What?" (~2pp.)
30 Move 4: Look for Patterns of Repetition
Y and Contrast and for Anomalies (The Method)
38 Move 5: Keep Reformulating QuestionsY and Explanations
39 Putting It All Together: Applying the
N Five Analytical Moves to a Painting (Whistler's Mother )
42 Becoming a Detective Y
42 Guidelines for The Five Analytical YMoves
43 Assignments: The Five Analytical Moves
N

2 45 Reading Analytically 2024.01.25 21 pp. total

45 Overview Y
46 Becoming Conversant with a ReadingY
46 Beyond the Banking Model of Education
Y
47 Seek to Understand the Reading Fairly
Y on Its Own Terms
48 Voices from Across the CurriculumN
48 Focus on Individual Words and Sentences
Y
49 Words Matter Y
50 Word Histories N
52 Voices from Across the CurriculumN
52 Word of the Year N
54 Close Reading: The Pointing Sequence
Y
55 Pointing Y
56 Paraphrase x 3 Y
58 Passage-Based Focused FreewritingN (PBFF)
64 Keep a Commonplace Book Y
64 Pointing, Paraphrase x 3, and PBFFY as a Sequence
 65 The Pitch, The Complaint, and TheYMoment: Situating a Reading Rhetorically (including Voices)
69 Focus on the Structure of ThinkingYin a Reading
69 Uncovering Assumptions Y
70 Reading Against the Grain Y
71 Tracking Binaries in a Reading Y
72 Reformulating Binaries Y
75 Apply a Reading as a Lens Y Only up to Tarby Speech
78 Reading Like a Writer: Text "Marking"
Y
79 Guidelines for Reading Analytically
Y
80 Assignments: Reading Analytically N

3 81 Interpretation: Asking So What? 2024.02.08 27 pp. total

81 Overview Y
82 Making the Implicit Explicit N
82 On Hidden Meanings and ReadingYBetween the Lines
84 Avoiding the Extremes: Neither "Fortune
Y Cookie" nor "Anything Goes"
84 The Fortune Cookie School of Interpretation
Y
84 The Anything Goes School of Interpretation
Y
84 What Is and Isn't "Meant" to Be Analyzed
Y
85 Making Interpretations Plausible: YInterpretive Contexts
86 Context and the Making of Meaning Y (including Voices)
88 Interpretive Context as Lens Y
89 Specifying an Interpretive Context:NA Brief Example
90 Where Do Interpretive Contexts ComeY From?
91 Applying Multiple Interpretive Contexts
N
92 Intention as an Interpretive Context
Y
93 A Short History of Thinking AboutYThinking
94 Getting the Thinking Wrong: How to N Spot Common Missteps in Interpretation
96 Interpreting Statistical Data N
99 Figurative Logic: Thinking Metaphorically
Y Only p. 99
101 Metaphors in Everyday Life Y Not tables on p. 103
104 Seems to Be About X, But Could AlsoY Be (Or Is "Really") About Y
105 Seems to be about X...: An ExtendedN Example
107 Making an Interpretation: The Example
Y of a New Yorker Cover
112 Guidelines for Interpretation Y
113 Assignments: Interpretation: AskingN So What?
114 A Brief Glossary of Common Logical Y Fallacies

4 119 Responding to Traditional Writing Assignments

2024.01.18
More Analytically
16 pp. total
119 Overview Y
120 Interpreting Writing AssignmentsY
120 Find the Analytical Potential: Locate
Y an Area of Uncertainty
121 Six Rules of Thumb for RespondingY to Assignments More Analytically
 124 Summary Y
126 Personal Response: The Reaction Paper
N
126 Strategies for Making Personal Responses
N More Analytical
128 Agree/Disagree Y
129 Comparison/Contrast Y
130 Strategies for Making Comparison/Contrast
Y More Analytical, Including Difference Within Similarity
132 Difference within Similarity and Similarity
N Despite Difference: An Example
135 Definition Y
135 Strategies for Making Definition More
Y Analytical
137 Guidelines for Responding to Traditional
Y Writing Assignments More Analytically
138 Assignments: Responding to Traditional
Y Writing Assignments More Analytically

5 140 Thinking Like a Writer 2024.02.01 27 pp. total

140 Overvuew Y
141 Process and Product Y
142 Writing to Learn: Freewriting Revisited
Y
144 Freewrite o a Single Word or Phrase:N An Example
147 On Making Exploratory Writing Public:
N The Role of Audience
148 Closing Your Eyes as You Speak: WhenY it's Okay to Ignore Audience
149 When Class Members Become Audience: N "What Did You Hear?"
149 Writing and Sharing Writing OnlineN
150 Revision: New Starts and the BackYBurner
151 Late-Stage Editing and Revising: Some
Y Tips
152 Writing Comments on Other Writers' Y Drafts: Some Guidelines
154 Observation Exercises: The Value Yof Close Description Not tables on p. 155
156 Voices from Across the Curriculum:NA Campus Almanac: A Biology Professor Speaks
157 On Keeping a Writer's Notebook Y
158 Collecting Possible Starting Points N
for Writing
159 "Three Minutes": An Ongoing, Essay-Writing
N Prompt
160 A "Three-Minute" Essay: An Example N
161 Writing from Life: The Personal Essay
Y
163 The Writer as Both Observer and Observed
Y
164 What to Aim for in the Writing-From-Life
Y Exercises Not tables on pp. 165-166
166 A Writer's Persona and the Rhetoric Y of Style
168 Reading as a Writer: Finding Representative
Y Sentences
169 Writing with Other Writers N
170 Writing Marathons: Taking WritingNon the Road
171 Writers' Boot Camps N
172 Beyond Critique: Alternative WaysNfor Writers to Respond to Other Writers
173 Procedures for Description-Based,YSmall-Group Peer Review
175 Procedures for One-on-One Peer Review:
Y The Writing Center Model
176 A Word on Blogs, Google Docs, and Y Other Online Editing Options
177 How to Assess Your Own Writing:YSome Rubrics for Self-Evaluation
 178 Short List of Things That Go WrongY
178 Some Do's and Don't's of Good Writing
Y
180 Guidelines for Thinking Like a Writer
Y
180 Assignments: Thinking Like a Writer
Y

6 184 Reasoning from Evidence to Claims 2024.02.08 33 pp. total

184 Overview Y
185 Linking Evidence and Claims Y
186 The Functions of Evidence Y
186 "Because I Say So": UnsubstantiatedY Claims
187 Distinguishing Evidence from ClaimsY
189 Giving Evidence a Point: Making Details
Y Speak
191 More Than Just "the Facts": WhatYCounts as Evidence?
192 Voices from Across the CurriculumN
193 Kinds of Evicdence Y
193 Statistical Evidence: Public Opinion
Y Surveys on Climate Change
196 Voices from Across the CurriculumY
198 Voices from Across the CurriculumN
198 Anecdotal Evidence Y
199 Excerpt from Hidden From HistoryY Not table on p. 200
200 Case Studies N
201 Authorities as Evidence N
201 Empirical Evidence N
201 Experimental Evidence N
201 Textual Evidence N
202 Voices from Across the CurriculumN
202 The Rules of Argument Y
203 Syllogism and Enthymeme Y
205 Toulmin's Alternative Model of the Y Syllogism
207 Voices from Across the CurriculumN
208 Deduction and Induction: Two Ways Y of Linking Evidence and Claims
210 1 on 10 and 10 on 1 N
212 A Potential Problem with 1 on 10: NMere Demonstration
212 Doing 10 on 1: Saying More AboutNLess
213 A Potential Problem with 10 on 1: NNot Demonstrating the Representativeness of Your Example
216 10 on 1 and Disciplinary Conventions
N
216 Larger Organizational Schemes: Writing
Y Papers Based on 1 on 10 and 10 on 1
216 The Problem of Five-Paragraph Form:Y A Reductive Version of 1 on 10
219 Rehabilitating Five-Paragraph Form Y
219 Outline for a Viable Version of Five-Paragraph
Y Form
220 Pan, Track, and Zoom: "Directing" NYour Paper
221 A Template for Organizing Papers Using
N 10 on 1
222 Doing 10 on 1 to Find an OrganizingN Claim: A Student Paper
 224 Using What You Have Y
225 Guidelines for Reasoning from Evidence
Y to Claims
226 Assignments: Reasoning from Evidence
N to Claims
227 A Glossary of Logical Forms Y

7 234 Finding and Evolving a Thesis 2024.02.01 31 pp. total

234 Overview Y
235 The Thesis and the Shapes That Thought
Y Takes
236 Analysis and Argument Y
237 The Thesis and the Writing Process Y
238 Voices from Across the CurriculumN
239 How to Get Started Writing a Thesis-Driven
Y Essay: A Review
240 Thesis-Driven Writing: Some Pros Yand Cons
241 What a Good Analytical Thesis Is and Y Does
242 Voices from Across the CurriculumY
243 Making a Thesis Evolve (and Avoiding Y Demonstrations)
243 The Reciprocal Relationship Between Y Thesis and Evidence: The Thesis as Camera Lens
244 The Evolving Thesis as HypothesisYand Conclusion in the Natural and Social Sciences
245 Voices from Across the CurriculumN
245 Using Complicating Evidence to EvolveY a Thesis: A Brief Example
247 Facing the Fear Y
247 How to Word Thesis Statements Y
248 Putting X in Tension with Y Y Not charts on p. 250
250 Thesis Shapes: Subordination Versus N Listing
251 How to Revise Weak Thesis Statements:Y Make the Verbs Active and the Nouns Specific
251 Is It Okay to Phrase a Thesis as a Question?
Y
252 Voices from Across the CurriculumN
252 Introductions, Conclusions, and the Y Thesis
253 Introductions: Creating an OpeningNFrame for Your Thesis
253 Making the Thesis Matter: Providing Y an Interpretive Context
254 Some Guidelines for Writing Introductory
Y Paragraphs
254 Good Introductory Paragraphs: Four N Examples
257 Concluding Paragraphs: ReturningYthe Thesis to the Larger Conversation
257 Evolving a Thesis from IntroductionNto Conclusion: Two Examples
260 Finding a Thesis in an ExploratoryYDraft: The Example of Las Meninas
264 From Details to Ideas: Choosing a YWorking Thesis in an Exploratory Draft
267 Knowing When to Stop: How Much Y Revising Is Enough?
267 Picasso Meetz Velázquez N
268 Tracking the Thesis in a Final Draft:NThe Example of In Bruges
272 Recognizing and Fixing Weak Thesis Y Statements
276 Guidelines for Finding and DevelopingY a Thesis
277 Guidelines for Recognizing and FixingY Weak Thesis Statements
8 279 Forms and Formats Across the Curriculum: 2024.02.29
From Paragraphs
28 pp.to
total
Papers
279 Overview Y
280 The Two Functions of Formats Y
281 The Rhetoric of Argument: Two CommonY Formats
282 Concessions and Refutations: Giving Y and Taking Away
283 Climactic Order: Saving the Best forN Last
283 The Common Structure of Most Academic
Y Writing
284 The Science Format: IMRAD Y
284 Voices from Across the CurriculumY
285 Voices from Across the CurriculumY
286 A Common Format Across the Curriculum
Y Not Try This 8.1
287 Introductions and Conclusions: FirstY and Last Impressions
288 What Introductions Do: "Why What Y I'm Saying Matters"
290 How Much to Introduce Up Front:YTypical Problems
291 Voices from Across the CurriculumN
291 Some Good Ways to Begin a PaperY
292 Introductions Across the Curriculum Y
293 Introductory Paragraphs in the Humanities
Y
294 Using Procedural Openings: Introductions
Y in the Social Sciences
294 Voices from Across the CurriculumN
294 Putting an Issue or Question in Context
Y
295 Voices from Across the CurriculumN
295 Voices from Across the CurriculumN
296 Writing Introductions in the Sciences
Y
296 Voices from Across the CurriculumN
298 Integration of Citations in a Literature
Y Review: A Brief Example
298 Introductions in Scientific Papers:YA Brief Example
298 What Conclusions Do: The Final "So Y What?"
299 Voices from Across the CurriculumN
300 Solving Typical Problems in Conclusions
Y
302 Writing Conclusions in the Sciences:Y The Discussion Section
302 Voices from Across the CurriculumN
303 Conclusions in Scientific Papers: A N
Brief Example
303 Voices from Across the CurriculumN
307 The Idea of the Paragraph Y
308 How Long?: Paragraphs, Readers, Yand Writers
309 Linking the Sentences in Paragraphs:Y Minding the Gaps
309 What a Paragraph Does: The ParagraphY as Movement of Mind
313 The Shaping Force of Transitions Y
315 Guidelines for Forms and FormatsYAcross the Curriculum: From Paragraphs to Papers
316 Assignments: Forms and Formats Across
N the Curriculum: From Paragraphs to Papers

9 320 Conversing with Sources: Writing the Researched

2024.02.15
Paper23 pp. total
 320 Overview Y
321 Using Sources Analytically Y
322 "Source Anxiety" and What to DoYAbout It
323 What It Means to Have an Idea in Ya Researched Paper
323 Playing Referee Y
324 The Conversation Analogy Y
325 Two Methods for Conversing with N Sources
325 Conversing with a Source: A Brief Example
N
326 Ways to Use a Source as a Point ofY Departure
327 The Literature Review in the SocialY Sciences Incl. Voices from Across the Curriculum
327 Six Strategies for Analyzing Sources
Y
328 Strategy 1: Marke Your Sources Speak
Y
329 Strategy 2: Attend Carefully to theYLanguage of Your Sources by Quoting or Paraphrasing
330 Strategy 3: Supply Ongoing AnalysisY of Sources (Don't Wait Until the End)
331 Strategy 4: Use Your Sources to AskY Questions, Not Just Provide Answers
332 Strategy 5: Put Your Sources into Conversation
Y with One Another
334 Strategy 6: Find Your Own Role inYthe Conversation
336 Synthesizing Conflicting Sources N
337 An Extended Example of a Student's N Research-Based Writing
337 Excerpt from a Humanities Research N Paper
341 How to Prepare an Abstract Y
343 Integrating Quotations into Your Paper
Y
346 On Citation and What it Does Y
346 What Does Plagiarism Do to the Conversation
Y with Sources
347 Frequently Asked Questions (FAQs) Y about Plagiarism
348 Guidelines to Conversing with Sources:
Y Writing the Researched Paper
349 Assignments: Conversing with Sources:
N Writing the Researched Paper

10 353 Finding, Evaluating, and Citing Sources 2024.02.29 18 pp. total

353 Overview Y
354 Three Rules of Thumb for Getting YStarted with Research
354 Start with Scholarly Indexes, Abstracts,
Y and Bibliographies
355 Specialized Dictionaries and Encyclopedias
N
355 Finding Your Sources: Articles andYBooks
356 Voices from Across the CurriculumN
357 Finding Quality on the Web Y
357 Understanding Domain Names Y
358 The About Page Y
358 Print Corollaries Y
359 Web-Published Gems Y
359 Wikipedia, Google, and Blogs Y
360 Asking the Right Questions Y Not discussion activity
361 Subscriber-Only Databases Y Not Try This 10.1
 363 Eight Tips for Locating and Evaluating
Y Electronic Sources
364 Four Steps Toward Productive Research
Y Across the Disciplines
367 The Four Documentation Styles: Similarities
Y and Differences
368 APA Style, 7th Edition Y
370 Chicago Style, 17th Edition N
371 CSE Style Employing Name-Year (Author-Date)
N System, 8th Edition
373 CSE Style Employing Citation Sequence
N System, 8th Edition
374 MLA Style, 9th Edition Y Not discussion activity
375 Guidelines for Finding, Evaluating, Yand Citing Sources

11 378 Style: Choosing Words, Shaping Sentences 2024.03.07 36 pp. total

378 Overview Y
379 Seeing Style as Inseparable from Meaning
Y
380 About Prescriptive Style Manuals:YA word of Warning
381 Sentence Logic: Seeing How the PartsY of a Sentence Are Related
381 Finding the Spine of a Sentence: Subjects
Y and Predicates
383 Kinds of Verbs: Transitive, Intransitive,
Y and Linking
384 Verbals: Verb Forms That FunctionY as Other Parts of Speech
384 Sentence Combining: Coordination Y
387 Sentence Combiniing: Subordination Y
389 Seeing the Shape of Sentences: Why Y Commas Matter
390 Commas with Restrictive and Nonrestrictive
Y Modifiers: That vs. Which
391 What Punctuation Marks Say: A Quick-Hit
Y Guide
393 Emphasis and the Order of Clauses: Y The Importance of What Comes Last
394 Embedding Modifiers: Relative Clauses,
Y Words, and Phrases
396 Periodic and Cumulative Styles: Two N Ways of Locating Closure
396 The Periodic Sentence: Delay ClosureN to Achieve Emphasis
398 The Cumulative Sentence: Start Fast N to Build Momentum
399 Symmetry and Sense: Balance, Antithesis,
Y and Parallelism
400 Parallel Structure: Put Parallel Information
Y into ParallelNot
Form
Try This 11.5
401 Two Powerful Forms of Parallelism: Y Antithesis and Chiasmus
402 "Official Style" N
402 Finding the Action in a Sentence: "To
Y Be" or Not "To Be" Not Table 11.1; not Try This 11.6
404 Active and Passive Vvoice: Emphasizing
Y the Doer or theNotAction
Try This 11.7-11.8
406 Expletives: Beginning with "It Is" or
Y "There Is"
407 Concrete vs. Evaluative AdjectivesYand Intensifiers: What's Bad About "Good" and "Bad"
407 Concrete and Abstract Diction Y
409 Etymology: Finding a Word's PhysicalY History Not Try This 11.9
409 "Right" and "Wrong" Words: Shades Y of Meaning
410 Tone Y Not Try This 11.10-11.11
412 A Brief Guide to Bias-Free Language Y from Cengage Publishing
412 Make Sure Identity Terms Used Are Y Relevant
412 Aim for Gender Neutrality Y
 412 Name People and Groups Using Their
Y Preferred Terms
413 Avoid Pronouns That Exclude Y
413 Avoid Judgmental Terms Y
413 Check the Dictionary Y
413 The Politics of Language Y
414 Ethos, Audience, and Levels of Style
Y
414 Transparent vs. Opaque Styles: knowing
Y When to Be Visible
415 The Person Question: When and When
Y Not to Use "I"
416 Voices from Across the CurriculumN
416 Voices from Across the CurriculumN
417 Formal vs. Colloquial Styles Y
418 The Problem of Inflated Diction Y
418 Jargon: When to Use Insider Language
Y
419 Style Analysis: A Summary of Things
Y to Look fir
420 Guidelines for Style: Choosing Words,
Y Shaping Sentences
421 Assignments: Style: Choosing Words,
N Shaping Sentences
Y
12 423 Nine Basic Writing Errors (BWEs) and How2024.03.14
to Fix Them25 pp. total
423 Overview Y
424 The Concept of Basic Writing Errors
Y (BWEs)
424 Nine Basic Writing Errors Y
426 BWE 1: Sentence Fragments Y
427 Noun Clause (No Predicate) as a Fragment
Y
427 Verbal as a Fragment Y
427 Subordinate Clause as a FragmentY
428 Using Dashes and Colons to Correct
Y Fragments
429 BWE 2: Comma Splices and Fused Y(or Run-On) Sentences
429 Comma Splice Y
429 Comma Splice Y
430 Cures for the Perpetual Comma Splicer
Y
430 Fused (or Run-on) Sentence Y
431 Comma Splices with Conjunctive Adverbs
Y
432 BWE 3: Errors in Subject-Verb Agreement
Y
432 Agreement Problem: Plural Subject,
Y Singular Verb
432 Agreement Problem: Singular Subject,
Y Plural Verb
433 Agreement Problem: "Each" MustYTake Singular Verb
433 A Note on Dialects and Standard Written
Y English
434 BWE 4: Shifts in Sentence Structure
Y (Faulty Predication
434 Faulty Predication Y
434 Faulty Predication Y
435 Errors in Pronoun Reference Y
435 Pronoun-Antecedent Agreement (andY the Singular They)
436 Pronoun Error: Ambiguous Reference
Y
 437 Pronoun Error: Broad Reference Y
438 BWE 6: Misplaced Modifiers and Dangling
Y Participles
438 Misplaced Modifier: Moridifer Appears
Y to Modify Wrong Word
438 Misplaced Modifier: Moridifer Appears
Y to Modify Wrong Word
439 Dangling Participle: Subject That Participle
Y Modifies Does Not Appear in the Sentence
439 BWE 7: Errors in Using Possessive YApostrophes
440 Apostrophe Error Y
440 BWE 8: Comma Errors Y
440 Comma Error: Comma Missing After Y Introductory Phrase
440 Comma Error: Comma Missing After Y Introductory Phrase
441 Comma Error: Two Commas Needed Y Around Parenthetical Element
441 A Note on Restrictive versus Nonrestrictive
Y Elements
441 Comma Error: Two Commas Needed Y Around Parenthetical Element
442 Comma Error: Restrictive Elements Y Should Not Be Englosed Within Commas
442 BWE 9: Spelling/Diction Errors that Y Interfere with Meaning
443 Spelling/Diction Error: "It's" versus
Y "Its"
443 Spelling/Diction Error: "Their" versus
Y "There" versus "They're
443 Spelling/Diction Error: "Then" versus
Y "Than"
444 Spelling/Diction Error: "Effect" vs.Y"Affect" Not Try This 12.1
445 Correctness vs. Usage: Grammar RulesY and Social Convention
445 Usage: How Language Customs Change Y
445 Usage: Examples of Right and Wrong Y vs. Etiquette
447 When Usage Begins to Change Grammar Y
448 Usage as Cultural Marker Y Not Try This 12.2
449 Glossary of Grammatical Terms N
453 Guidelines for Nine Basic Writing Errors
Y (BWEs) and How to Fix Them
454 Assignments: Nine Basic Writing Errors
N (BWEs) and How to Fix Them
Chap PP. Week
Pref 5 1
1 30 2
2 21 3
3 27 5
4 16 2
5 27 4
6 33 5
7 31 4
8 28 7
9 23 6
10 18 7
11 36 8
12 25 9
Total 320