The Academic Writer A Brief Rhetoric

5th Edition Lisa Ede

Visit to download the full and correct content document:
https://ebookmeta.com/product/the-academic-writer-a-brief-rhetoric-5th-edition-lisa-ed
e/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...

Praxis A Brief Rhetoric 2nd Edition Carol Lea Clark

https://ebookmeta.com/product/praxis-a-brief-rhetoric-2nd-
edition-carol-lea-clark/

The Longman Writer Rhetoric Reader and Research Guide

10th Edition Judith Nadell

https://ebookmeta.com/product/the-longman-writer-rhetoric-reader-
and-research-guide-10th-edition-judith-nadell/

Academic Writing Now A Brief Guide for Busy Students

Second Edition David Starkey

https://ebookmeta.com/product/academic-writing-now-a-brief-guide-
for-busy-students-second-edition-david-starkey/

Academic writing A Handbook for International Students

5th Edition Bailey

https://ebookmeta.com/product/academic-writing-a-handbook-for-
international-students-5th-edition-bailey/
Strategic Interventions in Mental Health Rhetoric 1st
Edition Lisa Melonçon (Editor)

https://ebookmeta.com/product/strategic-interventions-in-mental-
health-rhetoric-1st-edition-lisa-meloncon-editor/

Everyone s an Author Fourth Edition Andrea A. Lunsford

& Michal Brody & Lisa Ede & Jessica Enoch & Beverly J.
Moss & Carole Clark Papper & Keith Walters

https://ebookmeta.com/product/everyone-s-an-author-fourth-
edition-andrea-a-lunsford-michal-brody-lisa-ede-jessica-enoch-
beverly-j-moss-carole-clark-papper-keith-walters/

The Fiction Writer A Novel Cantor

https://ebookmeta.com/product/the-fiction-writer-a-novel-cantor/

Greenman s Principles of Manual Medicine 5th Edition

Destefano Do Lisa A

https://ebookmeta.com/product/greenman-s-principles-of-manual-
medicine-5th-edition-destefano-do-lisa-a/

MRI in practice 5th Edition (Writer On Magnetic

Resonance Imaging) John Talbot

https://ebookmeta.com/product/mri-in-practice-5th-edition-writer-
on-magnetic-resonance-imaging-john-talbot/
 List of Easy-Reference
Guidelines and Questions

Essential Writing Strategies

Analyzing Your Rhetorical Situation
Composing Styles: Advantages and Disadvantages
Quiz: Analyzing Your Composing Process

Working Collaboratively
Guidelines for Group Work
Guidelines for Group Brainstorming

Analyzing and Composing Arguments

Analyzing a Text’s Argument
Characteristics of an Effective Academic Essay
Developing an Appropriate Method for Analysis
Stasis Questions
Identifying Fallacies
Analyzing Your Own Values and Beliefs
 Developing an Arguable Claim
Evaluating Evidence
Analyzing Writing in the Disciplines

Reading Critically and Working with

Texts
Quiz: Reading on Page or Screen
Analyzing a Text’s Rhetorical Situation
Previewing a Text
Annotating a Text
Summarizing a Text
Analyzing a Text’s Argument
Analyzing Visual Texts
Guidelines for Reading, Listening, and Viewing Rhetorically
Questions for Critical Reading and Analysis
Synthesizing Texts

Multimodal Composing and Design

Using Visuals in Academic Writing
Guidelines for Multimodal Composing
Research
Analyzing Your Rhetorical Situation as a Researcher
Identifying Source Types
Guidelines for Hands-On Research Methods
Devising and Revising a List of Keywords
Getting the Full Text of Articles
Questions to Consider When Using a New Research Tool
Questions to Consider as You Choose Sources
When to Quote, Paraphrase, or Summarize
Avoiding Plagiarism

Inventing, Planning, Drafting

Exploring a Topic
Establishing a Working Thesis
Overcoming Writer’s Block

Revising, Editing, and Proofreading

Revising Objectively
Evaluating Focus, Content, and Organization
Guidelines for Responses from Classmates
Meeting with a Writing Tutor
Using Your Instructor’s Responses
Editing for Coherence
Guidelines for Effective Prose Style
Proofreading Your Writing
 The Academic Writer
A BRIEF RHETORIC
Fifth Edition

Lisa Ede
Oregon State University

Chapter 7, “Doing Research: Joining the Scholarly Conversation,”

with
Anne-Marie Deitering
Oregon State University

“Strategies for Success” notes with

Bernice Olivas
Salt Lake Community College
For students and teachers everywhere — and for Gregory
Vice President: Leasa Burton
Program Director, English: Stacey Purviance
Senior Program Manager: Laura Arcari
Director of Content Development: Jane Knetzger
Executive Development Manager: Maura Shea
Development Editor: Cara Kaufman
Assistant Editor: Annie Campbell
Director of Media Editorial: Adam Whitehurst
Marketing Manager: Vivian Garcia
Senior Director, Content Management Enhancement: Tracey Kuehn
Senior Managing Editor: Michael Granger
Senior Manager of Publishing Services: Andrea Cava
Senior Content Project Manager: Lidia MacDonald-Carr
Lead Digital Asset Archivist and Senior Workflow Manager: Jennifer
Wetzel
Production Coordinator: Brianna Lester
Director of Design, Content Management: Diana Blume
Interior Design: Maureen McCutcheon
Cover Design: William Boardman
Director of Rights and Permissions: Hilary Newman
Text Permissions Researcher: Elaine Kosta, Lumina Datamatics, Inc.
Photo Permissions Editor: Angela Boehler
Photo Researcher: Krystyna Borgen, Lumina Datamatics, Inc.
Director of Digital Production: Keri deManigold
Associate Media Project Manager: Emily Brower
Project Management: Lumina Datamatics, Inc.
Project Manager: Jogender Taneja, Lumina Datamatics, Inc.
Editorial Services: Lumina Datamatics, Inc.
Composition: Lumina Datamatics, Inc.

Copyright © 2021, 2017, 2014, 2011 by Bedford/St. Martin’s. All rights

reserved. No part of this book may be reproduced, stored in a
retrieval system, or transmitted in any form or by any means,
electronic, mechanical, photocopying, recording, or otherwise,
except as may be permitted by law or expressly permitted in writing
by the Publisher.

Library of Congress Control Number: 2020936682

ISBN 978-1-319-30713-4 (epub)

1 2 3 4 5 6 25 24 23 22 21 20

Acknowledgments
Text acknowledgments and copyrights appear at the back of the book on
page 389, which constitutes an extension of the copyright page. Art
acknowledgments and copyrights appear on the same page as the art
selections they cover.

For information, write: Bedford/St. Martin’s, 75 Arlington Street,

Boston, MA 02116
 Preface for Instructors
The twenty-first century offers both opportunities and challenges
for writers. The availability of multiple modes of communication —
from print to visual, aural, spatial, and gestural modes — has
significantly expanded opportunities for self-expression and the
exchange of ideas. But increased opportunities can also bring risk
and difficulty, especially for academic writers, who face questions
such as the following. What does it mean to be an “academic writer”
in today’s multimodal, multimedia world? What is the role of print
texts in a world where oral and digital media are increasingly
important? (Other media are of course possible: the side of an
abandoned building can serve as a medium for a graffiti artist.
Dancers’ bodies are for them an important medium of
communication.) The question of accuracy and trust has also
become more complicated. Evaluating texts has always been
challenging for academic writers, but the difficulties of doing so
have expanded in the twenty-first century. And students have other
choices to make. In a pinch, will it work to read a demanding text
for their history class on their phone, or is it worth the extra effort to
read it on a larger screen — or to print it out?

Thinking Rhetorically: A Foundational

Concept for the Book
For students composing texts today — whether those texts are a print
essay, a PowerPoint presentation, or a podcast for an extended
research project — these are serious questions. They are not,
however, new questions. Writers, readers, speakers, and listeners
have always worried about which texts to trust — and how to
compose a text that most effectively addresses specific situations
and contexts. The longer and harder I thought about the challenges
and opportunities that contemporary writers face, the more I found
myself affirming the continued relevance of the rhetorical
tradition. Could this ancient tradition have anything left to say to
twenty-first-century students?

I concluded that it still has a lot to say. Some of the most important
concepts in Western rhetoric were formulated in Greece during the
fifth century b . c . e ., a time when the Greeks were in the midst of a
transition from an oral to an alphabetic/manuscript culture. It was
also a time when the principles of democracy were being developed.
In Athens, an early limited democracy, citizens met in the Assembly
to make civic and political decisions; they also served as jurors at
trials. Those arguing for or against an issue or a person made public
speeches in the Assembly. Because each case varied, rhetoricians
needed to develop flexible, situation-oriented strategies designed to
achieve specific purposes.

Modern rhetorical practices derive from these ancient necessities. A

rhetorical approach to communication encourages writers to think
in terms of purpose and effect. Rather than providing “rules” about
how texts should be organized and developed, rhetoric encourages
writers to draw on their commonsense understanding of
communication — an understanding they have developed as
speakers, listeners, writers, and readers — to make local, situated
decisions about how they can best communicate their ideas. As the
revised Chapter 2, “Reading, Listening, and Viewing Rhetorically,”
indicates, a rhetorical approach can also help students make
appropriate decisions about how deeply they must interact with
texts (whether alphabetic, visual, or auditory) and how best to
access them, given their rhetorical situation.

In keeping with these principles, the rhetorical approach in The

Academic Writer encourages writers to think — and act — like
problem solvers. In its discussion of rhetoric and of the rhetorical
situation, The Academic Writer shows students how best to respond to
a particular challenge, whether they are writing an essay exam,
designing a Prezi presentation for work, reading a difficult text for
class discussion, writing an email to their teacher or supervisor, or
conducting research. “Thinking Rhetorically” icons that appear
throughout the book highlight the rhetorical advice, tips, and
strategies that will help them do so efficiently and effectively.

Organization
PART ONE, “WRITING AND RHETORIC IN ACTION,” provides the
foundation for the book. In addition to introducing the principles of
rhetoric — with particular emphasis on the rhetorical situation —
Part I focuses on two central concepts:

1. Writing as design
2. The rhetorical nature of reading, listening, and viewing

Increasingly, scholars of rhetoric and writing argue that the most

productive way to envision the act of composing texts is to think of it
as a kind of design process: Among other things, both activities are
open-ended, creative, persuasive, and problem solving in nature. In
fact, given the extent to which visual and multimedia elements are
now routinely incorporated into composition classrooms and other
writing spaces, the distinctions between what was traditionally
conceived of as “design” and what was traditionally conceived of as
“writing” are disappearing. The Academic Writer draws on this
research, and it does so in a clear, user-friendly manner. This
discussion creates bridges between students’ self-sponsored writing
on such social networks as Instagram, Twitter, Facebook, and
Pinterest (where they literally design self-representations) and the
writing they undertake as college students. It also creates bridges
between the diverse ways that students now create and consume
texts — in print or on their smartphone, tablet, or computer — and
the reading and writing they do as students.
A substantially revised chapter on reading, listening, and viewing
rhetorically emphasizes the extent to which reading, writing,
speaking, and listening are all parallel processes and rhetorical acts.
New to this chapter is a substantial discussion of “Reading,
Listening, Viewing, and Believing (or Not) in an Age of Social
Media.” This new section supports and extends this text’s goal of
helping students to make bridges between their daily
communicative activities — arguing with friends about politics,
listening to a podcast on a controversial subject — and more formal
academic writing. And as this section’s title suggests, it addresses the
challenges of reading, responding, and believing in an age of social
media — providing helpful guidelines for students while also
reminding them that the question of what (and whom) to believe is
an age-old one. In so doing, this new section contributes to The
Academic Writer’s aim of helping students become informed
consumers, engaged citizens, and rhetorically sensitive
communicators.

Part I concludes with a chapter on “Academic Writing: Committing

to the Process.” This chapter helps students gain insight into their
own preferences as writers, enabling them to commit to a writing
process that works for them and that results in successful academic
writing.

PART TWO, “WRITING IN COLLEGE,” focuses, as its title suggests,

on the demands that contemporary students face. Analysis,
synthesis, argument, and research are central to academic writing,
and this section provides coverage of each of these topics as well as
a chapter on writing in the disciplines.

PART THREE, “PRACTICAL STRATEGIES FOR COMPOSING TEXTS,”

provides concise, reference-friendly advice for students on the
writing process: invention, planning, drafting, revising, editing,
and proofreading. It also includes a revised chapter on multimodal
composing, with strategies that are versatile and eminently
practical for writers producing texts in our fluid, ever-changing
technological present.

Key Features
Every feature of the text, in every chapter, reinforces the
book’s primary aim: to help students learn to think
rhetorically. The text as a whole encourages transfer by
emphasizing decision making over rules. In other words, as the
old trope goes, it teaches students to fish rather than presenting
them with a fish. “Thinking Rhetorically” icons flag passages
where rhetorical concepts are explained and exemplified, and
“For Exploration,” “For Collaboration,” and “For Thought,
Discussion, and Writing” activities encourage students to
apply and extend what they have learned.
A wide range of model student essays includes a multipart
case study and eleven other samples of student writing —
 including two new essays by Thai Luong — that serve both to
instruct students and to inspire them.
Thoughtful discussions of visuals and of writing as design in
Chapters 1, 2, and 11 suggest strategies for reading, viewing,
writing, and designing multimodal texts.
Strong coverage of reading, research, and writing in the
disciplines in Chapters 1, 2, and 5 through 10 emphasizes the
importance of consuming and creating texts rhetorically and
enables students to succeed as academic readers and writers.
Guidelines and Questions boxes present key processes in
flowchart format to reinforce the importance of decision
making and active engagement in the processes of writing,
thinking, and reading and to help students easily find what they
need.

New to This Edition

Now in full color! For the Fifth Edition we have moved to a new
four-color design as color is an essential part of visual
rhetorical analysis. The images throughout the book now
appear in color, prompting a deeper understanding of how to
approach and interact with visuals as texts to be composed,
read, and analyzed.
A new section in Chapter 2 entitled “Reading, Listening,
Viewing, and Believing (or Not) in an Age of Social Media”
includes an extensive discussion that emphasizes that reading,
writing, listening, and speaking are rhetorical acts. It addresses
the challenge students face today of reading, responding, and
 believing in an age of social media and widespread
misinformation. New Guidelines for Reading, Listening, and
Viewing Rhetorically help students better determine what (and
whom) to believe so that they can become informed consumers,
engaged citizens, and rhetorically sensitive communicators.
New “Strategies for Success” boxes in every chapter offer
helpful tips and advice for all student writers regardless of their
level or experience. These broadly relevant notes provide added
support for beginning writers from a variety of academic and
cultural backgrounds and offer a little extra help in navigating
college writing and academic conventions.
Updated advice for conducting academic research appears in
Chapter 7, “Doing Research: Joining the Scholarly
Conversation.” This chapter was written in conjunction with
Anne-Marie Deitering, an expert on research and learning
technologies, who revised the chapter to highlight the
importance of academic habits of mind to successful research
and to provide up-to-date coverage of research tools, from
understanding algorithmic searches to staying organized with
citation managers.

Instructors’ Notes for The Academic

Writer
We have designed The Academic Writer to be as accessible as possible
to the wide variety of instructors teaching composition, including
new graduate teaching assistants, busy part-time instructors,
experienced instructors, and writing-program administrators. To
that end, we provide detailed Instructor’s Notes, written by Lisa Ede
and Kristy Kelly (also of Oregon State University). This material
(ISBN 978-1-319-30716-5) includes correlations to the Council of
Writing Program Administrators’ Outcomes Statement, multiple
course plans, practical tips for meeting common classroom
challenges and for teaching key concepts, detailed advice for
working with each chapter in the text, and ten sample student
writing projects. These new Instructor’s Notes are available for
download by authorized instructors from the instructor’s tab on The
Academic Writer’s catalog page at macmillanlearning.com.

Acknowledgments
Before I wrote The Academic Writer, acknowledgments sometimes
struck me as formulaic or conventional. Now I recognize that they
are neither; rather, acknowledgments are simply inadequate to the
task at hand. Coming at the end of a preface — and hence twice
marginalized — acknowledgments can never adequately convey the
complex web of interrelationships and collaborations that make a
book like this possible. I hope that the people whose support and
assistance I acknowledge here not only note my debt of gratitude but
also recognize the sustaining role that they have played, and
continue to play, in my life and in my work.
I would like to begin by thanking my current and former colleagues
in the School of Writing, Literature, and Film at Oregon State
University who supported me while I wrote and revised this text.
Though as an emeritus professor I no longer see these colleagues
regularly in the hallway, I am mindful of their role in supporting my
work on this project over the years. I am indebted to my colleagues
Chris Anderson, Kristy Kelly, Vicki Tolar Burton, Anita Helle, Sara
Jameson, Tim Jensen, Ehren Pflugfelder, and Ana Ribero for their
friendship and their commitment to writing and to the teaching of
writing. I am especially grateful for Kristy Kelly’s commitment to
and work on the Instructor’s Notes for The Academic Writer; she is
taking over for Sara Jameson, who worked on the Instructor’s
Manual for the first four editions of this text, and I wish Sara the
happiest of retirements. I also owe a great debt of gratitude to
another friend and colleague in OSU’s library, Anne-Marie Deitering,
who is at the cutting edge of all things involving digital literacies,
research, and undergraduate learning. I am deeply grateful for her
work on the chapter on research for The Academic Writer.

For this new edition of The Academic Writer Bernice Olivas of Salt
Lake Community College revised what in earlier editions had been
“Notes for Multilingual Writers.” The newly conceived boxed
“Strategies for Success” are relevant for all student writers, whatever
their level of experience, and thus are more helpful and inclusive. I
want to thank Bernice for this significant contribution to The
Academic Writer.
I would also like to thank the many dedicated teachers of
composition I have worked and talked with over the years. By their
example, comments, suggestions, and questions, they have taught
me a great deal about the teaching of writing. A number of writing
instructors took time from their teaching to look carefully at The
Academic Writer. Their observations and suggestions enriched and
improved this book. These reviewers include the following
instructors: Felicita Carmichael, Oakland University; Danielle
Hinrichs, Metropolitan State University; Jo Hsu, University of
Arkansas; Shawna Lesseur, University of Connecticut; Meg Mikovits,
Moravian College; Omar Montoya, University of Colorado at
Colorado Springs; Alice Myatt, University of Mississippi; Craig
Santer, Metropolitan State University; Kelli Sellers, The University of
Southern Mississippi; Martha Smith, The University of Texas at San
Antonio; Kelly Steidinger, Mid-State Technical College & Nicolet
College; and Kate Watts, Washington State University.

Colleagues and students play an important role in nurturing any

project, but so do those who form the intangible community of
scholars that is one’s most intimate disciplinary home. Here, it is
harder to determine who to acknowledge; my debt to the
composition theorists who have led the way or “grown up” with me
is so great that I hesitate to list the names of specific individuals for
fear of omitting someone deserving of credit. I must, however,
acknowledge my friend and frequent coauthor Andrea Lunsford,
who writes with me even when I write alone.
I wish to thank the dedicated staff of Bedford/St. Martin’s. Any
textbook is an intensely collaborative effort, and I count myself
particularly fortunate in having had Cara Kaufman as the
development editor on this project. From start to finish, I have
valued Cara’s expertise and insight. Working on a project like this is
a bit like taking a roller coaster ride, with scary moments right next
to fun ones. Cara helped me keep the book on track but was equally
supportive when I needed to pull back from writing/revising to
attend to other matters, and I appreciate that. I appreciate her
editorial judgment and insight even more. I am sure that The
Academic Writer is a better book as a result. In addition, I want to
thank Senior Content Project Manager Lidia MacDonald-Carr, whose
patient attention to detail proved especially valuable; Assistant
Editor Annie Campbell, who kept us organized and on track; Senior
Program Manager Laura Arcari, whose frequent reminders about
the needs of instructors and students were always appreciated; and
Marketing Manager Vivian Garcia, whose knowledge and
enthusiasm for English composition informs this text.

Finally, I want to (but cannot adequately) acknowledge the support

of my husband, Gregory Pfarr, whose passionate commitment to his
own creative endeavors, and our life together, sustains me.

Lisa Ede

Bedford/St. Martin’s puts you first

From day one, our goal has been simple: to provide inspiring
resources that are grounded in best practices for teaching reading
and writing. For more than 35 years, Bedford/St. Martin’s has
partnered with the field, listening to teachers, scholars, and students
about the support writers need. We are committed to helping every
writing instructor make the most of our resources.

HOW CAN WE HELP YOU?

Our editors can align our resources to your outcomes through
correlation and transition guides for your syllabus. Just ask us.
Our sales representatives specialize in helping you find the right
materials to support your course goals.
Our learning solutions and product specialists help you make
the most of the digital resources you choose for your course.
Our Bits blog on the Bedford/St. Martin’s English Community
(community.macmillan.com) publishes fresh teaching ideas
weekly. You’ll also find easily downloadable professional
resources and links to author webinars on our community site.

Contact your Bedford/St. Martin’s sales representative or visit

macmillanlearning.com to learn more.

PRINT AND DIGITAL OPTIONS FOR THE

ACADEMIC WRITER
Choose the format that works best for your course, and ask about
our packaging options that offer savings for students.

Print

Paperback. To order the paperback edition, use ISBN 978-1-319-

24564-1.

Digital

Achieve for Readers and Writers. Achieve puts student writing at

the center of your course and keeps revision at the core, with a
dedicated composition space that guides students through
drafting, peer review, plagiarism prevention, reflection, and
revision. Developed to support best practices in commenting on
student drafts, Achieve is a flexible, integrated suite of tools for
designing and facilitating writing assignments, paired with
actionable insights that make students’ progress toward
outcomes clear and measurable. Achieve offers instructors a
quick and flexible solution for targeting instruction based on
students’ unique needs. For details, visit
macmillanlearning.com/college/us/englishdigital.
Popular e-book formats. For details about our e-book partners,
visit macmillanlearning.com/ebooks.
Inclusive Access. Enable every student to receive their course
materials through your LMS on the first day of class. Macmillan
Learning’s Inclusive Access program is the easiest, most
affordable way to ensure all students have access to quality
 educational resources. Find out more at
macmillanlearning.com/inclusiveaccess.

YOUR COURSE, YOUR WAY

No two writing programs or classrooms are exactly alike. Our
Curriculum Solutions team works with you to design custom options
that provide the resources your students need. (Options below
require enrollment minimums.)

ForeWords for English. Customize any print resource to fit the

focus of your course or program by choosing from a range of
prepared topics, such as Sentence Guides for Academic Writers.
Macmillan Author Program (MAP). Add excerpts or package
acclaimed works from Macmillan’s trade imprints to connect
students with prominent authors and public conversations. A
list of popular examples or academic themes is available upon
request.
Mix and Match. With our simplest solution, you can add up to 50
pages of curated content to your Bedford/St. Martin’s text.
Contact your sales representative for additional details.
Bedford Select. Build your own print handbook or anthology
from a database of more than 800 selections, and add your own
materials to create your ideal text. Package with any Bedford/St.
Martin’s text for additional savings. Visit
macmillanlearning.com/bedfordselect.
INSTRUCTOR RESOURCES
You have a lot to do in your course. We want to make it easy for you
to find the support you need — and to get it quickly.

The Instructor’s Notes for The Academic Writer, Fifth Edition, is

available as a PDF that can be downloaded from
macmillanlearning.com. In addition to chapter overviews and
teaching tips, the instructor’s manual includes sample syllabi,
correlations to the Council of Writing Program Administrators’
Outcomes Statement, and classroom activities.

How The Academic Writer Supports the

WPA Outcomes
As the following table shows, The Academic Writer provides support
that is well aligned for each of the outcome categories in first-year
writing, giving programs confidence that using this text supports
students fully through their first-year composition class and through
the rest of their academic career.

WPA OUTCOMES

Rhetorical Knowledge:
By the end of first-year composition, students
should
Rhetorical Knowledge Outcomes
Learn and use key rhetorical
concepts through analyzing and
composing a variety of texts;
Gain experience reading and
composing in several genres to
understand how genre conventions
shape and are shaped by readers’
and writers’ practices and purposes;
Develop facility in responding to a
variety of situations and contexts
calling for purposeful shifts in voice,
tone, level of formality, design,
medium, and/or structure;
Understand and use a variety of
technologies to address a range of
audiences;
Match the capacities of different
environments (e.g., print and
electronic) to varying rhetorical
situations.
Faculty in all programs and departments can build
on this preparation by helping students learn
The expectations of readers in their
fields;
The Academic Writer
Part One emphasizes understanding
rhetorical situations to achieve these
outcomes, with attention to rhetorical
reading and writing/composing as
multimodal design and with focus on
audience, purpose, text (genre and
content), multimodal elements, and
medium (print, online, etc.).
Part Two provides specific activities to
practice responding to a variety of
rhetorical situations, with special
emphasis on academic writing.
Part Three, Chapter 11, “Strategies for
Multimodal Composing,” offers
guidance for students to adapt their
compositions to various technologies
and platforms.
Section 4 of these Instructor’s Notes
along with the chapter-specific notes
throughout Section 5 offer suggestions
for using instructional technologies for
teaching and learning as well as
technologies for multimodal
composing for students.
In addition to the overall information
about understanding one’s rhetorical
 The main features of genres in their
fields;
The main purposes of composing in
their fields.
Critical Thinking, Reading, and Composing:
By the end of first-year composition, students
should
Critical Thinking, Reading, and Composing
Outcomes
Use composing and reading for inquiry,
learning, critical thinking, and
communicating in various rhetorical
contexts;
Read a diverse range of texts, attending
especially to relationships between
assertion and evidence, to patterns of
organization, to the interplay between
verbal and nonverbal elements, and to
how these features function for different
audiences and situations;
Locate and evaluate (for credibility,
sufficiency, accuracy, timeliness, bias, and
so on) primary and secondary research
materials, including journal articles and
essays, books, scholarly and professionally
established and maintained databases or
archives, and informal electronic networks
and Internet sources;
situation, The Academic Writer’s
Chapter 8 relates directly to writing in
different disciplines.
Faculty can also aid students by their
willingness to meet with students to
discuss the reading, research, and
composing in that discipline.
The Academic Writer
Part One especially attends to the
questions of language, knowledge,
and rhetorical thinking.
Chapter 2, “Reading, Listening,
and Viewing Rhetorically,” and
Chapter 5, “Analyzing and
Synthesizing Texts,” provide
extensive reading and analyzing
strategies that directly address
this outcome.
Part Two, Chapters 5–8 especially
focus on the role of inquiry in
academic writing.
Chapter 5 focuses on ways to find,
interpret, evaluate, analyze,
synthesize, integrate, and
document the ideas of others.
Chapter 6 offers guidance for
supporting claims.
 Use strategies — such as interpretation,
synthesis, response, critique, and
design/redesign — to compose texts that
integrate the writer’s ideas with those from
appropriate sources.
Faculty in all programs and departments can build
on this preparation by helping students learn
The kinds of critical thinking
important in their disciplines;
The kinds of questions, problems,
and evidence that define their
disciplines;
Strategies for reading a range of texts
in their fields.
Processes:
Chapter 7 provides guidance for
locating and evaluating (as well as
creating) primary and secondary
research, with tools for new and
emerging databases and search
tools.
Chapter 8 focuses on writing
across the disciplines, so it covers
questions of reading, writing,
research and evidence as they
apply in various disciplines,
offering opportunities for critical
thinking and analysis by
comparing audience expectations.
Chapter 7 on inquiry and Chapter 8 on
writing in the disciplines directly
engage writing as a method of critical
thinking via writing and how that leads
to knowledge and power.
In addition, activities throughout The
Academic Writer encourage students to
interview faculty and upper division
students in their major to better
understand the reading, critical
thinking, and composing as done in
their field.
By the end of first-year composition, students
should
Process Outcomes
Develop a writing project through
multiple drafts;
Develop flexible strategies for
reading, drafting, reviewing,
collaborating, revising, rewriting,
rereading, and editing;
Use composing processes and tools
as a means to discover and
reconsider ideas;
Experience the collaborative and
social aspects of writing processes;
Learn to give and to act on
productive feedback to works in
progress;
Adapt composing processes for a
variety of technologies and
modalities;
Reflect on the development of
composing practices and how those
practices influence their work.
Faculty in all programs and departments can build
on this preparation by helping students learn
To employ the methods and
technologies commonly used for
research and communication within
their fields;
To develop projects using the
characteristic processes of their
The Academic Writer
Chapters 4, 9, and 10 provide
explanations and activities to guide
students through understanding
writing processes and creating multiple
drafts, from invention to planning,
drafting, and revision in a recursive
manner, including collaboration, group
work, peer review, editing, and
proofreading, followed by frequent
opportunities to reflect on the process.
Chapter 6 provides an extended, in-
depth sequential case study of a
student’s essay from brainstorming to
discover ideas through multiple
revisions and reflections.
Part One and Chapter 11 relate
especially to composing for a broad
range of audiences via a variety of
multimodal technologies and genres.
WAC/WID programs can use The
Academic Writer to enhance student
writing in various disciplines. Section 3
of these Instructor’s Notes offers some
thoughts on that approach.
 fields;
To review work-in-progress for the
purpose of developing ideas before
surface-level editing;
To participate effectively in
collaborative processes typical of
their fields.
Knowledge of Conventions:
By the end of first-year composition, students
should
Conventions Outcomes
Develop knowledge of linguistic
structures, including grammar,
punctuation, and spelling, through
practice in composing and revising;
Understand why genre conventions
for structure, paragraphing, tone,
and mechanics vary;
Gain experience negotiating
variations in genre conventions;
Learn common formats and/or
design features for different kinds of
texts;
Learn to give and to act on
productive feedback to works in
progress;
The Academic Writer offers frequent
suggestions for students to interview
faculty about the reading, research,
writing, and presenting that are integral
in their discipline.
Chapter 7 reflects on various research
approaches in disciplines.
Chapter 8 focuses directly on the
differences in rhetorical situations in
disciplines with sample papers.
Section 6 of these Instructor’s Notes
provides sample student papers that
composition faculty can use.
The Academic Writer
Throughout, The Academic Writer
focuses on the rhetorical grounding of
conventions and the creation of ethos
on the part of students with their
attention to reader expectations for
clear, correct writing.
In particular, Chapters 8 and 11 and the
student samples throughout the book
show various college writing
assignments in terms of content and
formatting along with the expectations
for composing in various disciplines.
Chapter 7 discusses documentation
approaches in different disciplines,
with attention to ethics in research and
 Explore the concepts of intellectual
property (such as fair use and
copyright) that motivate
documentation conventions;
Practice applying citation
conventions systematically in their
own work.
Faculty in all programs and departments can build
on this preparation by helping students learn
The reasons behind conventions of
usage, specialized vocabulary,
format, and citation systems in their
fields or disciplines;
Strategies for controlling
conventions in their fields or
disciplines;
Factors that influence the ways work
is designed, documented, and
disseminated in their fields;
Ways to make informed decisions
about intellectual property issues
connected to common genres and
modalities in their fields.
intellectual property in using borrowed
materials.
Chapter 10 covers revising, editing, and
proofreading, again with attention to
the rhetorical importance of
correctness.
Faculty can count on The Academic
Writer to introduce students to
appropriate writing for their field.
The frequent Strategies for Success
notes help students of varied academic
and cultural backgrounds to compose
work that meets expectations in various
disciplines.
Section 4 of the Instructor’s Notes
provides additional guidance for
helping students adapt to academic
conventions.
Contents
Preface for Instructors
PART 1 Writing and Rhetoric in Action
1 Writing Rhetorically
Understanding the Impact of Communication
Technologies on Writing
Writing and Rhetoric
Composing and Designing Texts
Developing Rhetorical Sensitivity
Strategies for Success
Rhetorical Sensitivity and Kairos
Strategies for Success
For Thought, Discussion, and Writing

2 Reading, Listening, and Viewing Rhetorically

Applying Rhetorical Sensitivity to Your Reading
Understanding Your Purposes as a Reader
Understanding How Genre Affects Your Reading
Understanding How Medium and Device Affect
Your Reading
QUIZ: READING ON PAGE OR SCREEN
Strategies for Success
 Understanding the Text’s Rhetorical Situation
Strategies for Success

Developing the Habits of Mind Needed for Academic

Reading
QUESTIONS FOR ANALYZING A TEXT’S
RHETORICAL SITUATION
Developing Critical Reading Skills
Previewing
Strategies for Success
QUESTIONS FOR PREVIEWING A TEXT
Frank Rose, “The Selfish Meme”
Annotating
QUESTIONS FOR ANNOTATING A TEXT
Summarizing
Analyzing a Text’s Argument
GUIDELINES FOR SUMMARIZING A TEXT
QUESTIONS FOR ANALYZING A TEXT’S
ARGUMENT

Reading Visual Texts

Strategies for Success
QUESTIONS FOR ANALYZING VISUAL TEXTS
Reading, Listening, Viewing, and Believing (or Not) in
an Age of Social Media
 GUIDELINES FOR READING, LISTENING, AND
VIEWING RHETORICALLY
For Thought, Discussion, and Writing

3 Analyzing Rhetorical Situations

Learning to Analyze Your Rhetorical Situation
The Rhetorical Situation
Strategies for Success
Using Your Rhetorical Analysis to Guide Your
Writing
Setting Preliminary Goals
QUESTIONS FOR ANALYZING YOUR
RHETORICAL SITUATION
Alia Sands’s Analysis
Alia Sands, “A Separate Education”

Using Aristotle’s Appeals

Brandon Barrett’s Analysis
Brandon Barrett, “The All-Purpose Answer”
Analyzing Textual Conventions
CHARACTERISTICS OF AN EFFECTIVE ACADEMIC
ESSAY
Observing a Professional Writer at Work: Comparing
and Contrasting Textual Conventions
Jean M. Twenge, iGen: Why Today’s Super-Connected
Kids Are Growing Up Less Rebellious, More Tolerant,
 Less Happy — and Completely Unprepared for
Adulthood (Excerpt)
Jean M. Twenge, “Has the Smartphone Destroyed a
Generation?” (Excerpt)
Jean M. Twenge, et al., “Increases in Depressive
Symptoms, Suicide-Related Outcomes, and Suicide
Rates among U.S. Adolescents after 2010 and Links
to Increased New Media Screen Time,” (Excerpt)
Strategies for Success
Using Textual Conventions
For Thought, Discussion, and Writing

4 Academic Writing: Committing to the Process

Managing the Writing Process
Identifying Composing Styles
COMPOSING STYLES: ADVANTAGES AND
DISADVANTAGES
Strategies for Success

Analyzing Your Composing Process

Strategies for Success
QUIZ: ANALYZING YOUR COMPOSING
PROCESS

Writing Communities
Finding a Community
Working Collaboratively
 GUIDELINES FOR GROUP WORK
For Thought, Discussion, and Writing

PART 2 Writing in College

5 Analyzing and Synthesizing Texts
Understanding the Centrality of Reading to Academic
Writing
Considering Analysis and Synthesis in the Context of
the Academic Community
Understanding Your Audience
Hope Leman, “The Role of Journalists in American
Society: A Comparison of the ‘Mirror’ and
‘Flashlight’ Models”
Understanding How Analysis Works
Establishing a Purpose for Your Analysis
Developing an Appropriate Method for Your
Analysis
QUESTIONS FOR DEVELOPING AN
APPROPRIATE METHOD FOR ANALYSIS

Understanding the Relationship between Analysis

and Argument
Analyzing Academic Arguments
Determining the Question at Issue
STASIS QUESTIONS
Charles Carr, “Reinstate the Fairness Doctrine!”
 Identifying an Author’s Position on a Question
QUESTIONS FOR CRITICAL READING AND
ANALYSIS
Strategies for Success
Using Aristotle’s Three Appeals
Recognizing Fallacies
Putting Theory into Practice I: Academic Analysis in
Action
GUIDELINES FOR IDENTIFYING FALLACIES
Thai Luong, “Political Polarization in the News:
Examining the Fairness Doctrine”
Understanding How Synthesis Works
Putting Theory into Practice II: Academic Synthesis in
Action
QUESTIONS FOR SYNTHESIZING TEXTS
Elizabeth Hurley, “The Role of Technology in the
Classroom: Two Views”
For Thought, Discussion, and Writing

6 Making and Supporting Claims

Understanding — and Designing — Academic
Arguments
Exploring Aristotle’s Three Appeals
Understanding the Role of Values and Beliefs in
Argument
 GUIDELINES FOR ANALYZING YOUR OWN VALUES
AND BELIEFS
Strategies for Success
Mastering the Essential Moves in Academic Writing
Determining Whether a Claim Can Be Argued
Developing a Working Thesis
GUIDELINES FOR DEVELOPING AN
ARGUABLE CLAIM
Providing Good Reasons and Supporting Them with
Evidence
Acknowledging Possible Counterarguments
QUESTIONS FOR EVALUATING EVIDENCE
Framing Your Argument as Part of the Scholarly
Conversation
Using Media to Strengthen Your Argument
Suzanne Chouljian, “Effects of Habitat
Fragmentation on Bobcat (Lynx Rufus)
Populations in the Pocono Mountains”
(Excerpt)
GUIDELINES FOR USING VISUALS IN
ACADEMIC WRITING

Composing an Academic Argument: A Case Study of

One Student’s Writing Process
Daniel Stiepleman’s Annotation of the Public
Service Announcement
 Daniel’s Cluster
Daniel’s Discovery Draft
Daniel’s Journal Entry
Daniel’s Rhetorical Analysis
Daniel’s Plan for His Essay
Daniel’s First Draft
Daniel’s Second Draft with Peer Comments
Daniel’s Response to Peer Comments
Daniel’s Final Draft
Daniel Stiepleman, “Literacy in America:
Reading between the Lines”
For Thought, Discussion, and Writing

7 Doing Research: Joining the Scholarly Conversation

Habits of Mind for Academic Research
QUESTIONS FOR ANALYZING YOUR RHETORICAL
SITUATION AS A RESEARCHER
CHOOSING A TOPIC AND FINDING YOUR FOCUS
Curiosity
Source Requirements
GUIDELINES FOR IDENTIFYING SOURCE TYPES
Considering Multiple Perspectives
Hands-On Research
GUIDELINES FOR HANDS-ON RESEARCH
METHODS
LEARNING ABOUT YOUR TOPIC
Search Terms and Keywords
QUESTIONS TO ASK AS YOU DEVISE AND REVISE
YOUR LIST OF KEYWORDS
Evaluating Search Results
Refining Search Results
Using Common Research Tools
Retrieving Full Text
GUIDELINES FOR GETTING THE FULL TEXT OF
ARTICLES
Staying Organized
Develop a System
Digital Tools and Citation Managers
Asking for Help
RESEARCH WRITING: JOINING THE SCHOLARLY
CONVERSATION
Synthesizing, Writing, and Citing
Evaluating Sources
Choosing Evidence
QUESTIONS TO CONSIDER AS YOU CHOOSE
SOURCES
Understanding Academic Audiences
Synthesizing Information and Ideas
 Structuring a Supporting Paragraph in a Research
Project
Quoting, Paraphrasing, and Summarizing
WHEN SHOULD I QUOTE, PARAPHRASE OR
SUMMARIZE?
Using Signal Phrases
Quoting, Paraphrasing, and Summarizing
Appropriately and Ethically
Avoiding Plagiarism
Strategies for Success
GUIDELINES FOR AVOIDING PLAGIARISM
Using Appropriate Citation Styles and Formatting
Understanding Your Rights as a Content Creator
Isn’t There More to Say Here on Writing?
Sample Research Essay Using MLA Documentation
Style
Thai Luong, “Representation Matters: Asian
American Representation in Films”
For Thought, Discussion, and Writing

8 Writing in the Disciplines: Making Choices as You Write

Strategies for Success
Thinking Rhetorically about Writing in the
Disciplines
 QUESTIONS FOR ANALYZING WRITING IN THE
DISCIPLINES
Strategies for Success
Writing in the Humanities
Sample Student Essay in the Humanities
Elizabeth Ridlington, “Lincoln’s Presidency and
Public Opinion”
Writing in the Natural and Applied Sciences
Sample Student Essay in the Natural and Applied
Sciences
Tara Gupta, “Field Measurements of Photosynthesis
and Transpiration Rates in Dwarf Snapdragon
(Chaenorrhinum minus Lange): An Investigation of
Water Stress Adaptations”
Writing in the Social Sciences
Sample Student Essay in the Social Sciences
Tawnya Redding, “Mood Music: Music Preference
and the Risk for Depression and Suicide in
Adolescents”
Writing in Business
Sample Student Email for Business Writing
Michelle Rosowsky, “Taylor Nursery Bid”
For Thought, Discussion, and Writing

PART 3 Practical Strategies for Composing Texts

9 Strategies for Invention, Planning, and Drafting
Strategies for Invention
Strategies for Success
Freewriting
Looping
Brainstorming
GUIDELINES FOR GROUP BRAINSTORMING
Clustering
Asking the Journalist’s Questions
Exploring Ideas
Asking the Topical Questions
Researching
QUESTIONS FOR EXPLORING A TOPIC
Strategies for Success
Writing a Discovery Draft
Strategies for Planning
Establishing a Working Thesis
Formulating a Workable Plan
QUESTIONS FOR ESTABLISHING A WORKING
THESIS
Strategies for Success

Strategies for Drafting

Managing the Drafting Process
Another random document with
no related content on Scribd:
of the fact that the judge had the power to imprison, suffering as they
were, never would they have consented to a verdict in favor of the
prosecution. Another distinguished juror, W. L. Young, on the case,
on seeing the defendant coming from the court-room, met him with
all the warmth of genuine friendship and the most sincere of
emotion, sympathy, and contrition, which will be best understood in
his own words: “My dear sir, my feelings are deeply wounded, and I
feel as though I have committed a very great wrong in giving consent
against my better judgment—a wrong even to fine you so much as
one single cent, and were the case to be done over again, with the
light now before me, I would most assuredly act quite differently, for I
now see my great error, though my greatest grief is that this lesson
was taught too late to be of any service to you in your present
humiliated situation.” The reply was suitable, and in these words:
“Permit me, sir, to acknowledge your truly sympathetic
manifestations with all the welcomeness and gratitude which are
possible to be expressed; and also to further express to you that
notwithstanding this heavy stroke of adversity, I will endeavor to bear
the same with philosophical fortitude, under the strengthening
conviction that this is the most memorable epoch of life, and in spite
of malignant persecution, justice will afterwards be done, and time
will bring forth its appropriate reward.”

FAILURE OF PETITION—RECEIVES THE KINDEST TREATMENT

WHILE IN PRISON.

Immediately after the sentence, the citizens of Mobile prepared

and sent a petition to His Excellency, Governor Moore, of the State
of Alabama, containing the signatures of over six hundred of the best
citizens of Mobile, praying for the release of the defendant, but the
Governor declined to grant the request because the petition was not
signed by the presiding judge.
But the sheriff of the city, Hon. James T. Shelton, must not be
overlooked. His conduct in behalf of the defendant was noble and
magnanimous in the extreme. All that one man could do to alleviate
the rust and monotony of confinement, was gracefully and cheerfully
done by him. His friendship—his whole-souled treatment reached to
an extent not to be surpassed by any. Hospitalities at his own
mansion in profusion, a separate parlor well furnished with books of
every description, and in everything else well fitted up in the utmost
order of elegance and taste; no restraint whatever, beyond what the
law required—having the whole limits, for exercise and recreation, of
the prison boundaries; all such conveniences and comforts were
freely and lavishly bestowed; and for which a lasting gratitude is due
to the memory of the departed James T. Shelton.
Numerous other visitors, of both sexes, came to render all the
comfort which humanity could afford. These visits were sincere,
friendly, and consoling, indeed; in short, everything which could be
done to remove dullness and make the time glide away agreeably,
was done with cheerfulness and with truly natural fervor of heart.
Time did not hang heavily; but passed away briefly—a time which
can now be referred to with pride and satisfaction.

THE CLAN GROVELLINGLY PENETRATES PRIVATE

TRANSACTIONS.

The defendant, at the time of his arrest, was engaged to be

married on the 22d of March following, to Miss Julia Pauline Bowen,
daughter of Rev. P. P. Bowen, of Ocean Springs, Miss., but having
become entangled in severe law difficulties, the appointed time for
the consummation of this engagement was, from necessity,
indefinitely prolonged. During this time, and more especially while
confined in prison, the fact of such engagement became generally
known. Malicious propensities could not be gratified enough by what
had already been done, and by the little persecution then enduring,
but the baneful malignity even extended to private and domestic
arrangements. Some one in Mobile, over the signature of Amogene
Colfax, addressed quite a lengthy communication to Miss Bowen.
This communication pretended to have emanated from a female
friend, the real object of which was evidently to poison and prejudice
the mind to an extent sufficient to mar the existing engagement, and
finally to break up all further considerations of the matter with a view
to bring on a reaction of public prejudice to take the place of public
sympathy, which was then running in favor of the defendant. But few
have any adequate conception of the heights and depths of infamy
which the clan could reach for the accomplishment of its infernal
designs. But in this instance all such designs proved signally
abortive, as will be satisfactorily understood by reading Miss
Bowen’s reply to a communication from the defendant while in
prison.
It is very much to be regretted that the letter with the fictitious
signature of Amogene Colfax has been misplaced or lost. Its
appearance in this work would be valuable by the way of giving
some idea of the clan’s complicated machinations; however, Miss
Bowen’s reply will afford information enough to satisfy that she was
far beyond the reach of influences which contemplated the ruin of
both. Piety, firmness and devoted sincerity are conspicuous in every
line of the reply. Let the reader now judge for himself:

MISS BOWEN’S LETTER.

Ocean Springs, Miss., March 16, 1859.

J. R. S. Pitts, Esq., Mobile, Ala.:
Esteemed Friend—Happy indeed am I to have the pleasure of
acknowledging the reception of your kind favor bearing date 12th
instant, the contents of which are so consoling and interesting that I
feel entirely inadequate to the task of making the properly deserving
reply.
This is the first intelligence I have had from you by letter since I
heard of the last unfortunate results of your trial. Ever since the
reception of this sad news my mind has been a complete wreck.
Both mental and physical strength have visibly declined under the
pressure of contemplated burdens which you had to bear; but the
relief which this, your last letter, has afforded is beyond the powers
of description.
 In the first stages every effort was made to conceal a wounded
heart, but in vain; the countenance of sorrow was too plainly
depicted to be mistaken by those around who are acquainted with
former cheerfulness. Laboring under pungent affliction from the silent
meditation of your melancholy situation, none but myself can have
any correct idea of the internal struggles with which I was
contending. Under such a compression of the vital powers, earthly
scenes had no charms for me; but the wings of last night’s mail bore
the glad tidings from you that all is well, leaving you comfortably
situated and cared for in every respect, which affords me the most
exquisite relief. From gloom and despair to joy and hope, the
transition was rapid and sudden. The following from your pen affords
a satisfaction which words are incapable of representing:
“You will please give yourself no uneasiness of mind so far as
regards my comfort and well-being. My friends here have situated
me as agreeably in every respect as I could possibly have desired.
Perfectly composed and resigned myself, I want you to share the
same, if possible, in a still higher degree.”
All of us, well knowing your entire innocence, deeply sympathize
with you; and, as for my own part, this ordeal has only been a trial of
my devotion—not knowing before the real depth of affection, which is
now more strengthened and indelibly fixed on thee. Fictitious
signatures cannot avail, nor indeed any other cunningly devised
schemes for the interruption of the peaceful concord which has so
long been maintained between us.
Even a brief narration of little ordinary simplicities may sometimes
be enjoyed by minds accustomed to higher ranges of thought, and
which frequently soar to loftier spheres of the grander
contemplations of nature’s wonderful works. Accordingly you will be
disposed to pardon anything which you may here find apparently of a
light and frivolous character.
There is nothing new in our village that could, I presume, be of
interest to you, unless accounts of frequent marriages would have
this effect. In affairs of this sort there has been almost an epidemic.
We have had quite an inclement change in the weather for this
season of the year. It is just now very cold, lowering, and quite
unpleasant indeed; but the joyous cheerfulness manifested by the
little birds indicate the early dawn of spring.
There is a charming lovely little mocking bird that makes frequent
visits near my window—sings so sweetly, and seems to enjoy life
with the utmost fulness of felicity, so much so that I am, in a doleful
hour, sometimes inclined to envy the happiness which I cannot at all
times share myself. Its warbling melodies echoing as they are wafted
along on the zephyrs of the morning and renewed again toward the
evening shades, sometimes excite peculiar reflections, which are
very wrong to indulge in. I ought to be content with my lot, though it
may seem rather hard, yet, perhaps, all for the best. The
dispensations of Providence cannot be otherwise; and it is vain to
repine against what we do not understand sufficiently. It is true my
pathway has been interspersed with many difficulties and heart-
rending trials from my earliest childhood; and they seem to still follow
me up to the present day. But of what use to murmur? He who has
blessed me with innumerable favors will do all things well. “He who
has been with and comforted in the sixth trouble, will not forsake in
the seventh.”
I fear you will think me enthusiastic on the subject of religion, but
hope not. All written has been sincerely felt; and were it not for the
comfort of religion hardly one happy moment would I enjoy.
Oppressed and fatigued, I can go to Him who hath said, “Come unto
me and find rest for your wearied soul.”
The family desire a united remembrance to you. Pardon error, and
believe as ever,
Yours, etc., Pauline.

DR. BEVELL’S LETTER TO MISS BOWDEN.

This is, perhaps, the proper place for the insertion of Dr. Bevell’s
letter to Miss Bowen. It contains important matter of a public nature,
which will again have to be referred to in the subsequent comments
which are to follow. Let it be carefully read:
 April 12, 1859.
Miss J. P. Bowen, Ocean Springs, Miss.:
Excuse me, an entire stranger to you, for the liberty and freedom I
take in addressing you. Although, personally, we are unacquainted
yet my sympathies are with you and your unfortunate intended. I
formed his acquaintance in Augusta, Miss., while he was engaged in
writing the confessions of Copeland—the cause of his present unjust
imprisonment. Although he is in prison, and redeeming an unjust
sentence, his friends have not deserted him, as is too often the case,
but visit him regularly and inquire after his welfare with the greatest
anxiety, and endeavor to administer to his every want and comfort.
His friends, though numerous previous to his trial, have greatly
increased in number since. We have made an effort to limit his
imprisonment through the pardoning power of Governor Moore, by
an article addressed to him in the shape of a petition, with about six
hundred signatures of the most responsible citizens of Mobile; but in
this we have failed, and, to my deepest regret, he will have to serve
his time out.
We first drew up a petition to Judge McKinstry, signed by a
respectable number of the jury, but hearing of his negative
declarations on the street, we declined honoring him with the
request.
Although we have failed in these efforts, the conduct of all the
opposing clique strongly indicate to my mind that the principal
stringent ruling is to gratify, and sustain, and retain political influence.
The opposing party have by no means sustained itself to the world,
notwithstanding the obtaining of a forced verdict and fine in the pitiful
sum of fifty dollars, which the jurors are determined shall not come
out of Colonel Pitts’ pocket. The Colonel has the sympathy of the
principal citizens of Mobile; and, among that number, almost, if not
quite, the entire portion of the gentler sex; and as long as he has
those amiable creatures advocating his cause he is free from all
censure and harm. He was extremely unfortunate in not being able
to prove certain facts on his trial that have since almost revealed
themselves. I think myself they have seriously regretted the past and
present daily expositions. Colonel Pitts is as comfortably situated as
possible under the circumstances. He has the entire liberty of the
prison bounds, with no restraint whatever on his person or actions—
sharing freely the hospitality of our inestimable Sheriff and family. He
has an excellent little parlor, well fitted up for convenience and
comfort.
I was one of the unfortunate jurors who tried the case, and from
my observations prior to, and during the progress of the trial, in my
humble opinion he met with strenuous ruling and injustice. Yet he
bore all with that fortitude and patience that ever characterizes a
truly good man; and, since his confinement, appears to be
composed and resigned to his fate. This has had a tendency to
influence a favorable impression in his behalf among the citizens of
Mobile. His friends in Mississippi, who are very numerous, are very
much incensed against the Court, and manifested their indignation
by public declarations in their public newspapers. His greatest grief
and mortification are in your behalf. He suffers more on your account
than he does on his own. He has daily the fullest assurance and
confirmation of the kindest feelings of our best people. And what
more could he want? It is looked on as one of those misfortunes
incident in life that sometimes cannot be avoided honorably, and the
only chance is to brave the storm fearlessly until a more congenial
sun will burst forth to his advantage, which will be better appreciated
and enjoyed had he never been in prison. I do hope you have
firmness and decision enough to fast adhere in adversity—spurning
the advice of those who would attempt to prejudice you against him.
Sympathizing with him under the clouds of misfortune, rejoicing with
him in prosperity, and yet be happy together; and may you both live,
not to exult, but witness the repentance of your enemies, is the
desire of your well wisher.
Very respectfully, yours,
John A. Bevell.
Miss Bowen availed herself of the very earliest opportunity to
acknowledge and to reply to this valuable communication, in which
will be found some statements well worthy of record.
 MISS BOWEN’S REPLY TO DR. BEVELL’S LETTER.

Ocean Springs, Miss., April 16, 1859.

Dr. John A. Bevell, Mobile, Ala.:
Sir:—I am in receipt of yours, bearing date 12th inst., and sensibly
feel the loss of suitable language for a correct expression of what is
due for your inestimable favor. It has been read with intense interest.
It came at the opportune moment when most needed, and contains
matter which to me is of the highest earthly treasure, and for which
the ordinary returns of gratitude are but a faint expression of the true
estimation entertained in my own mind.
To learn from one so competent to furnish correct information of
the easy and comfortable situation of my much esteemed friend, Mr.
P., is gratifying in the extreme. At first, imagination had drawn
pictures too darkly of him being immured in solitary confinement
where the cheering rays of solid friendship could not penetrate. How
agreeably I have been disappointed. Your communication has
completely dispelled for the future all such illusory apprehensions.
Friends numerous, and sympathy not confined to narrow limits, with
an abundant plenty of everything else calculated to alleviate the
misfortunes of a temporary exile.
But allow me to confess to you that the recent trial, with its
apparently sad results, has with me in no wise made the slightest
change deleterious to the future interest and happiness of my friend.
Previous to this memorable event in his life, with him I had pledged
for an early approach to the hymeneal altar, and was fully satisfied
then that he was, in every respect, worthy of such a pledge of
confidence; and if his merit were deserving the same in that day,
they are certainly, in my opinion, more so to day.
As yet I have not heard a single word uttered that does not fully
justify Mr. P’s action in giving publicity to the history of Copeland.
The public good of his country demanded such action from him.
Bearing in mind such circumstances, I could not, with any degree of
consistency, suffer myself for a moment to be biased or influenced
by out-siders, and, more especially, by those who are violently
antagonist against the author for doing that which ought to be
received by the public generally as a great blessing to society.
You will please do me the kindness at your earliest convenience to
inform Mr. P. not to suffer himself to be in the least troubled on my
account, nor to entertain any doubt of my unswerving constancy. In
this respect, perhaps I am endowed with as much stability as any,
and as much as he can desire.
Although heretofore strangers, nevertheless, I hold to be much
indebted for the warm interest you have taken in behalf of my friend,
and indeed mutually so of both.
Very respectfully, etc.,
J. P. Bowen.
From every creditable source, profuse attentions had entered
through all avenues of the prison wall; and now the defendant’s time
for which he had been sentenced was about to expire, preparations
were immediately made to honor him with a “reception committee” to
greet him from the narrow limits to the realms of liberty, where dwells
the broad expanse of earth and sky. Confinement had not corroded
the soul’s finer parts; and to show how devoid his mind was of every
semblance of prejudice or malignity, a brief extract from his address
delivered on that occasion when emerging from his sentence
bounds, will be read with some degree of interest.

AN EXTRACT FROM THE SPEECH OF THE DEFENDANT

BEFORE THE COMMITTEE.

“Gentlemen, at this proud moment, the breath of liberty is

refreshing. From an incarceration so unjust, you welcome me back
to freedom with as much joy as I can possibly experience myself at
this instant of time. Rather as a very much persecuted individual
than a criminal do you this day consider me. For this demonstration
of your kindly sentiments, as well as on all other occasions, my
gratitude is tendered in profusion. What is it that can not be endured
while being surrounded with friends so devoted and sincere? The
reception you have seen proper to give me, removes all doubts as to
the manner I will be met by other circles of my fellow beings. Well do
I know how hastily judgment is often pronounced without sufficiently
discriminating betwixt guilt and innocence. This morning I leave the
precincts of prison unconscious of any wrong by me committed, but,
on the contrary, am strongly impressed with the convictions that I
have materially served my country by giving publicity to the career of
a band of men who, for years, held whole States in absolute terror.
For this I have suffered, but do not repine, because time, the great
friend of truth, must eventually triumph. From prison I come not forth
burning with vindictive or revengeful feelings against any.
Notwithstanding the wrongs endured, I have passed in my own heart
an act of amnesty so far as private considerations are concerned,
and whatever course may be marked out for the future, only the
public good will, in this respect, afford me any interest for
subsequent pursuit. To you, and to other large bodies of respectable
citizens of Mobile, for petitioning the Governor for pardon, although a
failure, yet equally do I return thanks for the best of intentions as
though they had been perfectly successful.”
Immediately after his release, letters of condolence and
congratulations, from distant parts, and almost from every direction
poured in. One in particular from a friend in Gonzales, Texas, will
also be read with more than ordinary interest. Its spirit and intention
were to impel him forward to higher achievements of fame and utility.

A LETTER FROM A FRIEND IN TEXAS AFTER DEFENDANT’S

RELEASE.

Gonzales, Texas, Dec. 30, 1859.

Dr. J. R. S. Pitts, Medical College, Ala.:
“Dear Sir:—In the sunshine of prosperity, friends will crowd
around like bees on the honey-comb, but when the lowering clouds
of adversity appear, there are but few who will not be found among
the ranks of deserters, your case, however, forms an exception to
the general rule. You have been favored by the benign and
exhilarating influences of fortune; and you have also experienced the
dark and bitter reverses with which humanity is so often saturated. At
one time, she has thrown around you a joyous halo of felicity—at
another time she has forsaken you with a treacherous inconstancy;
but amid all her various phases of change which you have endured,
the sympathy and good-will of every honest heart has beat high in
your behalf. Your vile prosecutors succeeded by miserable
subterfuges of law, which involved you in serious pecuniary
embarrassments, and consigned you within the dreary walls of
confinement, but time is now doing justice both to you and to them.
You are mounting up into a brighter—a purer atmosphere of public
estimation, while they are descending as rapidly into the dark
abodes of eternal execration.
No one can feel more elated, or more disposed to congratulate
you on anything pertaining to your interest, happiness, and success
than myself; and certainly none more willing to contribute at every
opportunity all within the power of one individual to your permanent
gratification: how could it be otherwise? I have known you long; a
chain of unbroken friendship has ever continued betwixt us; and
more than all, I am proud in the contemplation that I have had some
share in your early education.
Your attention is now directed towards the medical profession; and
here I can express a few words of encouragement without acting
derogatory to the principles of rectitude or sincerity; for if thinking
otherwise, most certainly would I prefer the task of assisting at the
risk of displeasing you.
The medical profession affords a fine scope for the developement
of every faculty belonging to the human soul. Man, “the image of
God,” is the most wonderful and complicated machine in the
universe. Here is the noblest of all subjects—vast, boundless, and
inexhaustible. Here is a theme on which the finest geniuses of the
world have been engaged: a theme in connection with which the
accumulation of intellectual wealth and constant progression have
been marching onward with giant strides from the commencement of
man’s mundane existence; yet but little hope—but little prospect of
ever reaching perfection; hence the encouragement for onward
acquisition for further triumphs of science.
 Knowledge is valuable only in proportion to its applicability for
preventing or alleviating the sufferings of humanity; then where is the
avocation more adapted to better accord with this sentiment than the
medical profession? Of course, I exclude all consideration in
reference to the many quacks, empirics and murderers, who assume
the medical garb without the least sign of internal qualification.
There is nothing in all the wide diversified forms of creation that
can give you such lofty conceptions of the attributes of the Deity as
the study of man: Life’s warm stream which ramifies and circulates in
processes so wonderful; the numerous heterogeneous fluids which
are secreted from it to answer all the astounding purposes of
systematical economy with the nicest of all exactness; and all this by
a “vital principle” which none can define, but which serves very well
to represent our ignorance; the almost countless numbers of self-
acting—self-propelling powers, with multitudes of valves, hinges,
joints, all working in the grandest of earthly harmony; these are
mechanical operations which belong to the Deity, and mock the
proudest of all efforts in vain imitation. But what are these in
comparison to the human mind—this noble prerogative of man? It is
this which makes him the “lord of creation,” and draws the broad line
of distinction betwixt himself and the lower order of creation. It is to
this we are indebted for the manifold wheels, springs and levers
which carry society along; in short the moral transactions of this
revolving globe owe their origin and continuance to its agency. The
science of medicine comprises a considerable knowledge of the
whole. To understand any one business well, we must have much
information on the relation of many. The study of causes and effects
of physical phenomena, as well as the faculties, sentiments, and
propensities of the human soul, are all within your province. But
without enlarging, enough has been written to urge and animate you
on in the work you have so well begun.”
The most remarkable action of any executive was that of the
Governor of Mississippi in giving assistance to the “clan” in its
expiring throes, whether intentionally or unintentionally, is not
material now to enquire. From this action alone, but few are
incapable of understanding, to some extent, the influence which
wealth and distinction can exercise in cases, no matter how
depraved they may be. This is only one instance from incalculable
numbers which might be adduced where even the highest
departments of State can be made subservient to vitiated purposes.

A LETTER TAKEN FROM THE “TRUE DEMOCRAT.”

The following was published in the True Democrat, from the pen of
one of the ablest Judges in the eastern part of Mississippi, shortly
after the liberation of the defendant:
Mr. Editor—We heartily sympathize with J. R. S. Pitts, Sheriff of
Perry county, and are deeply mortified at the yielding course of our
Governor in rendering him up a prisoner in obedience to a requisition
from the State of Alabama. We look on this whole affair as being
preposterous in the extreme. To have the Sheriff of one of our
counties forced to vacate his office, temporarily, and to be taken like
a common felon, and carried to another State, and there be tried as
a malefactor, and for what? Why, for simply writing and publishing
the confessions of a notorious “land pirate,” one of a gang of banditti
that has till recently been a terror to the whole country for a great
many years. Such a course betrays a feebleness of nerve on the
part of his Excellency perfectly unpardonable in the Executive.
The “Wages and Copeland Clan” have become as notorious in
portions of Mississippi, Alabama, Louisiana and Texas, as was the
pirate and robber, John A. Murrell, and his clan. It is well for Mr. Pitts
that his friends volunteered to guard him and protect him until he
reached the city of Mobile in safety.
Talk about rendering him up on a requisition that claimed him as a
“fugitive from justice,” when the offence, if any, was committed in this
State, when he was a citizen of Perry county, and Sheriff of the
county at the time, and quietly at home discharging the duties of his
office. “Oh! shame, where is thy blush?”
But we rejoice to learn that his prosecutors have failed to hurt him.
They may have forced him to draw heavily on his purse to fee
lawyers, pay tavern expenses, etc., but they have not hurt his
character. He stands to-day proudly vindicated as a bold and
efficient officer before an impartial and unprejudiced public. Mr. Pitts
is too well known in Mississippi for the tongue of slander or the hand
of the bitter persecutor to injure him seriously. He is a native of
Georgia—“to the manner born.” He was reared and principally
educated in Mississippi. And right in the county where he was
principally raised, he was selected by a large majority of the citizens
of the county to serve them and the State in the high and responsible
office of Sheriff of the county; and that too when he had barely
reached his majority of years. The intelligent citizens of Perry county
elected him by their spontaneous suffrage solely on account of his
great moral worth and his superior business qualifications.
The most amusing circumstance in the whole affair is, the report
industriously circulated that Mr. Pitts did not write the book—that he
is not scholar enough to write such a book. The report refutes itself
by its own palpable absurdity. Everybody who is acquainted with Mr.
Pitts knows that he is a fair English scholar, and a very good writer.
The book is a valuable book; and it has done, and will do more to rid
the country of the clan it exposes than even the killing and hanging
has done.
Mr. Pitts may congratulate himself as having done more with his
pen as an author than he did with the rope and gallows as Sheriff.
Much more might be said in vindication of this persecuted
gentleman, but this is deemed sufficient. Mr. Pitts is a young man,
and will, if he lives many years, work out a character in high social
position, and official position, too, if he seeks it. From his beginning, I
predict for him a brilliant career in the future.
Very respectfully,
Vindex.

THE CHARACTER OF THE PROSECUTOR.

The vile character of the prosecution is not yet sufficiently

understood. There is yet more to be developed. Enough has already
been brought to light to give some idea of Shoemake, one of the
main witnesses in the struggle to crush truth. Earth was never trod
by a more dangerous and despicable wretch than this. He was the
embodiment of all that was mean, cruel, bloody and horrible. How
much superior the other agent and intended witness, Bentonville
Taylor is, the reader will judge for himself from the following authentic
testimony.
The statement will be remembered in the commencing part of the
proceedings of the trial that no ordinary amount of astonishment was
experienced by the defendant when Bentonville Taylor was called
into court as one of the principal witnesses for the prosecution. The
defendant well knowing the character of this man, he lost no time for
getting the most substantial of testimony touching his notorious
reputation. This testimony has been held in reserve up to the present
period for reasons which will be given presently.
In Shoemake’s evidence, the prosecution sustained such an
overwhelming defeat that it refrained from calling up another of the
same type for that time. As before stated, Bentonville Taylor was
brought from Williamsburg, Covington county, Miss. The nature of
his testimony, intended to be given in court, was immediately learned
afterward by his card published in one of the Mobile newspapers.
The substance of this card was to the effect that the names given in
the confessions were forged by the defendant, and that Copeland
himself was insane at the time he made the confessions, and the
same entirely unworthy of any credit whatever either in public or
private. It was thought at the time that Bentonville Taylor was to be
used in the other two cases of Moulton and Cleaveland against the
defendant to be afterward tried. This is one reason why the
documents pertaining to Bentonville Taylor have so long been
withheld. Another is, it is always painful, in the absence of imperative
necessity, to make public such considerations as, under other
circumstances, might be better enveloped in silence; but when
charges of forgery have been made, and that the whole confessions
are entirely unworthy of credit, then it becomes an absolute
necessity to know something of the man who has had the audacity to
make such charges.
 First will be given some extracts from a letter which was intended
for publication at the time, but on more mature thought was decided
to be suppressed for the same reasons as just given. This letter is
now in the hands of the defendant, the severer parts of which will still
be suppressed for humanity’s sake:
“Who is this Bentonville Taylor, where did he come from, and what
his character as established by himself? It seems he came to
Ellisville, Jones county, Miss., about the time or shortly after
Copeland was brought from the Alabama penitentiary to Mississippi
to be tried for the murder of Harvey—pretending then to be a Yankee
school master seeking employment—having with him a woman
whom he introduced to that community as his sister and assistant
teacher. They obtained a school; he and his sister took board in a
respectable family located in Ellisville, Mr. Parker’s. They had not
been there long before reports got out in this family of such a nature
that is perhaps improper to publish. However, Mr. Parker ordered
them to leave his house. The trustees of the school forthwith called a
meeting, which resulted in the discharge of both. They were promptly
paid off; the woman left for parts unknown, while he has been
loitering around in the adjoining counties in a way anything but
satisfactory, ever since. He got out a license to plead law, defended
Copeland in his last trial, and then was brought from Williamsburg,
Covington county, by the Mobile prosecutors, to there serve their
purposes, in the most reduced of external condition and centless, but
returned in the finest suit of attire, with plenty of money in his pocket
—the rewards of his services in Mobile for falsehood and attempted
deception. And this is the respectable lawyer from Mississippi, as
represented by one of the prosecutors. A cheaper and more
degraded instrument could not have been found in all Eastern
Mississippi. A poor subterfuge to resort to such a man to lie men out
of deserving censure. How readily it seems the prosecution knew
where to place its fingers to subserve the purpose. A few more such
licks will nail the truth of Copeland’s confessions to the cross
forever.”
But read the documents now in possession, from the best and
most respectable citizens of Jones county, about this man:
The State of Mississippi,
Perry County. }
This day personally appeared before me, A. L. Fairly, a Justice of
the Peace, in and for the said county and State aforesaid, Franklin J.
Mixon, who makes oath in due form of law, and on oath says that
Bentonville Taylor stole from this affiant a bridle and girth, while this
affiant resided in Jones county, Mississpipi, at, or near, Hoskin’s ferry
in said Jones county, in the month of March or April, 1858.
Sworn to, and subscribed before me this twelfth day of April, 1859.
A. L. Fairly, J. P., P. C.
Signed, F. J. Mixon.

State of Mississippi,
Perry County. }
I, James Carpenter, Clerk of the Probate Court of said county,
certify that A. L. Fairly, whose name is signed to the above affidavit,
was at the time of signing the same, a Justice of the Peace, in and
for said county, and that full faith and credit are due all his official
acts as such.
Given under my hand and seal of said court, this sixteenth day of
April, 1859.
James Carpenter,
Clerk Probate Court, Perry Co., Miss.

Ellisville, Jones County,

Mississippi. }
 We, the undersigned citizens of said county and State aforesaid,
do hereby certify that we are well acquainted with Bentonville Taylor,
and know him to be a man of no moral worth as a citizen, no
character as a lawyer, nor school teacher, and a man to whose word
we could not give any credence for truth and veracity.
J. L. Owen, Att’y at Law, Ellisville, Miss.
J. A. Easterling.
Norval Cooper.
S. E. Nettles, Treas. of Jones county.
F. K. Willoughby, Justice of the Peace.
Hiram Mathas.
Isaac Anderson.
M. H. Owen.
Amos J. Spears.
Richmond Anderson.
Thos. D. Dyess.
John H. Walters.
H. D. Dossett, Ex-Sheriff of said county.

State of Mississippi,
Jones County. }
I, D. M. Shows, Clerk of the Circuit and Probate Courts of said
county, do hereby certify that I believe the men whose names appear
to the foregoing annexed certificate, are men of truth and veracity.
Given under my hand and seal of office this second day of April,
1859.
D. M. Shows, Clerk of C & P. C.

Ellisville, Mississippi,
 Jones County.
}
I, E. M. Devall, Sheriff of said county and State aforesaid, do
certify that I believe that the men whose names appear to the
foregoing annexed certificate are men of truth and veracity.
Given under my hand and seal this 2d day of April, 1859.
E. M. Devall, Sheriff Jones county.

After Bentonville Taylor returned from Mobile, I saw him and told
him of the rumor that was in circulation relative to his going to Mobile
as a witness against Col. J. R. S. Pitts, and he denied emphatically
to me of having any share in the transaction, and also stated that the
aforesaid rumor was false.
[Signed.] Edward W. Goff.
The next question to be dealt with is the miserable plea of insanity,
and forged names in the confessions.
First, let the report from the inquisition jury be read, which will be
found on page 113 of this work. Again, it is well known by those who
visited Copeland in person, that there was a keenness and
shrewdness about him which distinguished him from ordinary men;
and all the promptings given to feign insanity did not amount to
anything but deserving failure. And as to the gratuitous charge of
forging names, the defendant did not know anything about them
previous to being given by Copeland. He did not know that such
names were in existence before, and of course could not forge in the
absence of all knowledge appertaining; but the conduct of the
prosecution, with hundreds of living witnesses, go, as quoted from
the letter just referred to, “to nail to the cross forever the truth of
Copeland’s confessions.”
So much for the trial in Mobile in the first case, and now for the
necessary comments to further enable the reader to comprehend the
whole.
There were two other cases on the same docket of precisely a
similar nature to the first against the defendant. For two or three
years afterward he was in regular attendance, and always ready for
trial; but the prosecution would not allow either case to come on until
known that his presence was required in the army during the war;
and then it had the cases called up, and the bonds declared
forfeited. The two cases were ordered dismissed, and, some several
years afterward, the bondsmen were finally released by the
“Commissioners of Revenue” without injury.
Nothing is plainer than of the prosecution being glad of any
plausible pretext for dismissing the cases—anything in the shape of
a convenient opportunity for relief in the awkward situation in which it
stood. Why so determined and successful to bring on instanter the
first case in spite of the most powerful reasons for a temporary
continuance? And why, when this was over, was it equally
determined and successful to ward off the two remaining cases? Is it
not evident, notwithstanding all the prostituted forces at command,
that it was unwilling to make a second experiment? But how stands
the presiding Judge affected in this slimy affair? In the first case, in
defiance of the most powerful cause assigned in favor, he would not
allow one hour of continuance of the case; but from term to term,
from year to year, he allowed the prosecution all it wanted,
regardless of all the urgent efforts of the defendant for the remaining
trials to be proceeded with to save entire ruin from excessive and
repeated expenses. But when the defendant’s absence was
compelled by demands made from the War Department, then did this
Judge allow the case to be pressed forward by the prosecution, and
the bonds declared forfeited! If this junta, or combination of Judge
with the prosecution did not exist, the plainest of all circumstantial
demonstrations are not worthy of any notice whatever. But this is
only one instance out of a number, which will be given of this Judge’s
partiality—of his palpable efforts to do violence to justice.
Again, mark his conduct in endeavoring to obtain a forced and
unnatural verdict. After twenty-four hours of close confinement, the
jury returned with the report that there was no earthly chance of