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09739cam a2200493 a 4500 |
| 001 - CONTROL NUMBER |
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5981064 |
| 003 - CONTROL NUMBER IDENTIFIER |
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CaONFJC |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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20221227194144.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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111124s2013 onca b 001 0 eng |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9780176504465 |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
CaOONL |
| Language of cataloging |
eng |
| Transcribing agency |
JCRC |
| Modifying agency |
CaOONL |
| -- |
CaONFJC |
| -- |
AEGMCT |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Rosenwasser, David |
| 245 10 - TITLE STATEMENT |
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| Title |
Writing Analytically with Readings / |
| Statement of responsibility, etc. |
David Rosenwasser, Jill Stephen and Doug Babington. |
| 250 ## - EDITION STATEMENT |
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| Edition statement |
2nd Canadian ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Place of publication, distribution, etc. |
Toronto : |
| Name of publisher, distributor, etc. |
Nelson Education Ltd, |
| Date of publication, distribution, etc. |
2013. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xx, 460 p. : |
| Other physical details |
ill. ; |
| Dimensions |
23 cm. + |
| Accompanying material |
1 access code card. |
| 500 ## - GENERAL NOTE |
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| General note |
Accompanied by access code card affixed to cover. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
Includes bibliographical references and index. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CONTENTS:<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Part I: Making Meaning: Essential Skills<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 1 Powers of Observation<br/> |
| Title |
A. Notice and Focus (Ranking)<br/> |
| -- |
B. Five-Step Analysis<br/> |
| -- |
Making Observation Systematic and Habitual<br/> |
| -- |
Looking for Pattern<br/> |
| -- |
Anomaly<br/> |
| -- |
Using Five-Step Analysis: An Example<br/> |
| -- |
C. Thinking Recursively<br/> |
| -- |
D. The Observational Bottom Line<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Chapter 2 Habitual Thinking<br/> |
| Title |
A. Banking<br/> |
| -- |
B. Generalizing<br/> |
| -- |
C. Judging<br/> |
| -- |
D. Debate-Style Argument<br/> |
| -- |
E. Either/Or Thinking (Binaries)<br/> |
| -- |
F. Opinions (Versus Ideas)<br/> |
| -- |
G. Ideas Across the Curriculum<br/> |
| -- |
H. Creative Analysis<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Chapter 3 Interpreting Your Data<br/> |
| Title |
A. Prompts: "Interesting" and "Strange"<br/> |
| -- |
B. Pushing Observations to Conclusions: Asking "So What?"<br/> |
| -- |
Moving from Description to Interpretation: An Example<br/> |
| -- |
C. The Making of Meaning<br/> |
| -- |
The Limits on Interpretation<br/> |
| -- |
Multiple Meanings and Interpretive Contexts<br/> |
| -- |
What About the Writer's Intentions?<br/> |
| -- |
"Hidden" Meanings: What "Reading Between the Lines" Really Means<br/> |
| -- |
The Fortune-Cookie School of Interpretation versus The Anything-Goes School<br/> |
| -- |
Implication and Inference: Hidden or Not?<br/> |
| -- |
Seems to Be About X but...<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Chapter 4 Reader's Writing<br/> |
| Title |
A. How to Read: Words Matter<br/> |
| -- |
Becoming Conversant Versus Reading for the Gist<br/> |
| -- |
Paraphrase x 3<br/> |
| -- |
Summary<br/> |
| -- |
Strategies for Making Summaries More Analytical<br/> |
| -- |
Passage-Based Focused Freewriting<br/> |
| -- |
B. What to Do with the Reading: Avoiding the Matching Exercise<br/> |
| -- |
Applying a Reader as a Lens<br/> |
| -- |
Comparing and Contrasting One Reading with Another<br/> |
| -- |
Uncovering the Assumptions in a Reading<br/> |
| -- |
Procedure for Uncovering Assumptions<br/> |
| -- |
A. Sample Essay: Having Ideas by Uncovering Assumptions<br/><br/> |
| -- |
C. Personalizing (Locating the "I")<br/> |
| -- |
D. The Ultimate Try This<br/> |
| -- |
Readings:<br/> |
| -- |
The Scavenger of Highway #3<br/> |
| -- |
My Life as a High School Dropout<br/> |
| -- |
What Sort of People Did This?<br/><br/> |
| -- |
Julian Assange: The End of Secrets?<br/> |
| -- |
A Matter of Will<br/> |
| -- |
Image World<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Part II: Writing the Thesis-Driven Paper<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Chapter 5 Linking Evidence and Claims: 1 on 10 versus 10 on 1<br/> |
| Title |
A. Developing a Thesis Is More Than Repeating an Idea ("1 on 10")<br/><br/> |
| -- |
What's Wrong with Five-Paragraph Form?<br/> |
| -- |
An Alternative to Five-Paragraph Form: The All-Purpose Organizational Scheme<br/> |
| -- |
B. Linking Evidence and Claims<br/><br/><br/> |
| -- |
Unsubstantiated Claims<br/> |
| -- |
Pointless Evidence<br/> |
| -- |
C. Analyzing Evidence in Depth: "10 on 1"<br/> |
| -- |
Pan, Track, and Zoom: The Film Analogy<br/> |
| -- |
Demonstrating the Representativeness of Your Example<br/> |
| -- |
10 on 1 and Disciplinary Conventions<br/> |
| -- |
A Template for Using 10 on 1<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Chapter 6 The Evolving Thesis<br/> |
| Title |
A. Re-Creating the Chain of Thought<br/> |
| -- |
The Reciprocal Relationship Between Thesis and Evidence: The Thesis as a Camera Lens<br/> |
| -- |
Moving Through a Series of Complications<br/> |
| -- |
B. Locating the Evolving Thesis in the Final Draft<br/> |
| -- |
The Evolving Thesis and Common Thought<br/> |
| -- |
Patterns: Deduction and Induction<br/> |
| -- |
The Evolving Thesis as Hypothesis and Conclusion in the Natural and Social Sciences<br/> |
| -- |
The Evolving Thesis and Introductory and Concluding Paragraphs<br/> |
| -- |
C. Putting It All Together<br/> |
| -- |
Description to Analysis: The Exploratory Draft<br/> |
| -- |
Interpretive Leaps and Complicating Evidence<br/> |
| -- |
Revising the Exploratory Draft<br/> |
| -- |
Testing the Adequacy of the Thesis<br/> |
| -- |
D. The Thesis-Builder's Bottom Line<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Chapter 7 Recognizing and Fixing Weak Thesis Statements<br/> |
| Title |
A. Five Kinds of Weak Thesis and How to Fix Them<br/> |
| -- |
Weak Thesis Type 1: The Thesis Makes No Claim<br/> |
| -- |
Weak Thesis Type 2: The Thesis Is Obviously True or Is a Statement of Fact<br/> |
| -- |
Weak Thesis Type 3: The Thesis Restates Conventional Wisdom<br/> |
| -- |
Weak Thesis Type 4: The Thesis Offers Personal Conviction as the Basis for the Claim<br/> |
| -- |
Weak Thesis Type 5: The Thesis Makes an Overly Broad Claim<br/> |
| -- |
B. How to Rephrase Thesis Statements: Specify and Subordinate<br/> |
| -- |
Can a Thesis Be a Question?<br/> |
| -- |
C. Common Logical Errors in Constructing a Thesis<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 8 Writing the Researched Paper<br/> |
| Title |
A. Source Anxiety and What to Do About It<br/> |
| -- |
The Conversation Analogy<br/> |
| -- |
B. Six Strategies for Analyzing Sources<br/> |
| -- |
Strategy 1: Make Your Sources Speak<br/> |
| -- |
Strategy 2: Use Your Sources to Ask Questions, Not Just to Provide Answers<br/> |
| -- |
Strategy 3: Put Your Sources into Conversation with One Another<br/> |
| -- |
Strategy 4: Find Your Own Role in the Conversation<br/> |
| -- |
Strategy 5: Analyze Sources Along the Way (Don't Wait Until the End)<br/> |
| -- |
Strategy 6: Watch Your Language When You Paraphrase or Quote<br/> |
| -- |
C. Making the Research Paper More Analytical: A Sample Essay<br/> |
| -- |
D. Strategies for Writing and Revising Research Papers<br/> |
| -- |
E. A Canadian Research Paper: Assessing the Conversation<br/> |
| -- |
Writing the Researched Paper: A Final Checklist of Strategies for Success<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Chapter 9 Finding and Citing Sources<br/> |
| Title |
A. Getting Started<br/> |
| -- |
B. Selecting the Most Reliable and Helpful Sources<br/> |
| -- |
A Closer Look at Indexes<br/> |
| -- |
Keyword Searches<br/> |
| -- |
Searching the Internet<br/> |
| -- |
Web Page Evaluation<br/> |
| -- |
C. Plagiarism and the Logic of Citation<br/> |
| -- |
Why Does Plagiarism Matter?<br/> |
| -- |
Frequently Asked Questions (FAQs) About Plagiarism<br/> |
| -- |
How to Cite Sources<br/> |
| -- |
How to Integrate Quotations into Your Paper<br/> |
| -- |
D. How to Prepare an Abstract<br/> |
| -- |
E. The Ultimate Try This<br/> |
| -- |
F. The Final Step in the Sequence: Synthesis<br/> |
| -- |
Readings:<br/> |
| -- |
Japan's Long Nuclear Disaster Film<br/> |
| -- |
Karla Homolka Has a Right to Study at Queen's<br/> |
| -- |
The Mirror Stage: Infinite Reflections on the Public Good<br/> |
| -- |
Idols of the Tribe<br/> |
| -- |
Gendering Risk at What Cost: Negotiations of Gender and Risk in Canadian Women's Prisons<br/> |
| -- |
Memory in Canadian Courts of Law<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Part III Organization and Style<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 10 Everything in Order<br/> |
| Title |
A. Harmonized Paragraphs<br/> |
| -- |
The Shaping Force of Transitions<br/> |
| -- |
B. Prescribed Formats<br/> |
| -- |
The Two Functions of Formats: Product and Process<br/> |
| -- |
The Relation Between Writing and Genre<br/> |
| -- |
Using Formats Heuristically: An Example<br/> |
| -- |
C. Introductions and Conclusions<br/> |
| -- |
D. The Function of Introductions<br/> |
| -- |
Putting an Issue or Question in Context<br/> |
| -- |
Using Procedural Openings<br/><br/> |
| -- |
E. How Much to Introduce Up Front<br/> |
| -- |
Typical Problems That Are Symptoms of Doing Too Much<br/> |
| -- |
Opening Gambits: Five Good Ways to Begin<br/> |
| -- |
Gambit 1: Challenge a Commonly Held View<br/> |
| -- |
Gambit 2: Begin with a Definition<br/> |
| -- |
Gambit 3: Offer a Working Hypothesis<br/> |
| -- |
Gambit 4: Lead with Your Second-Best Example<br/> |
| -- |
Gambit 5: Exemplify the Topic with a Narrative<br/> |
| -- |
G. The Function of Conclusions<br/> |
| -- |
Ways of Concluding<br/> |
| -- |
Three Strategies for Writing Effective Conclusions<br/> |
| -- |
H. Solving Typical Problems in Conclusions<br/> |
| -- |
Redundancy<br/> |
| -- |
Raising a Totally New Point<br/> |
| -- |
Overstatement<br/> |
| -- |
Anticlimax<br/> |
| -- |
I. Scientific Format: Introductions and Conclusions<br/> |
| -- |
Introductions of Reports in the Sciences<br/> |
| -- |
Discussion Sections of Reports in the Sciences<br/> |
| -- |
Assignment: Inferring the Format of a Published Article<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Ch.11 The Language of Clarity<br/> |
| Title |
A. Selecting and Arranging Words<br/> |
| -- |
B. Attitude and Pace<br/> |
| -- |
C. Levels of Style: How Formal is Too Formal?<br/> |
| -- |
Managing Personal Pronouns<br/> |
| -- |
D. Shades of Meaning: Choosing the Best Word<br/><br/> |
| -- |
What's Bad About "Good" and "Bad" (and Other Broad, Judgmental Terms)<br/> |
| -- |
Controlling Verbal Cotton Wool<br/> |
| -- |
Latinate Diction<br/><br/><br/> |
| -- |
The Politics of Language<br/> |
| -- |
Assignment: Style Analysis<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 12: Shaping Up Your Sentences<br/> |
| Title |
A. The Essential Ingredients of Effective Sentences<br/> |
| -- |
B. Coordination, Subordination, and Emphasis<br/> |
| -- |
Coordination<br/> |
| -- |
Reversing the Order of Coordinate Clauses<br/> |
| -- |
Subordination<br/> |
| -- |
Reversing Main and Subordinate Clauses<br/> |
| -- |
Parallel Structure<br/> |
| -- |
C. Periodic and Cumulative Sentences<br/><br/> |
| -- |
The Periodic Sentence: Snapping Shut<br/> |
| -- |
The Cumulative Sentence: Starting Fast<br/> |
| -- |
D. Cutting the Fat<br/> |
| -- |
Expletive Constructions<br/> |
| -- |
Static (Intransitive) Versus Active (Transitive) Verbs: "To Be" or "Not to Be"<br/> |
| -- |
Active and Passive Voices: Doing and Being Done To<br/> |
| -- |
E. Experiment!<br/> |
| -- |
Assignments: Stylistic and Grammatical Analysis<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 13: Nine Basic Writing Errors and How to Fix Them<br/> |
| Title |
A. How Much Does "Correctness" Matter?<br/> |
| -- |
B. The Concept of Basic Writing Errors (BWEs)<br/> |
| -- |
What Punctuation Marks Signify: A Short Guide<br/> |
| -- |
Nine Basic Writing Errors and How to Fix Them<br/> |
| -- |
C. The Ultimate Try This<br/> |
| -- |
D. Glossary of Grammatical Terms<br/> |
| -- |
E. Revising for Correctness: The Bottom Line<br/> |
| -- |
Assignment: Grammar and Style Quiz<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 13 Appendix: Answer Key (with Discussion) |
| Title |
Grammar and Style Quiz Answers<br/> |
| -- |
Readings:<br/> |
| -- |
The Wrong Incentive<br/> |
| -- |
MSN Spoken Here<br/><br/> |
| -- |
Female Eavesdropping on Male Song Contests in Songbirds<br/> |
| -- |
"What Colour Is Your English?"<br/><br/> |
| -- |
The Grief Industry<br/> |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Rhetoric. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Academic writing. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Critical thinking. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Babington, Doug |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Stephen, Jill |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://www.cengage.ca/c/writing-analytically-with-readings-2e-rosenwasser-stephen-babington/9780176504465/">https://www.cengage.ca/c/writing-analytically-with-readings-2e-rosenwasser-stephen-babington/9780176504465/</a> |
| Public note |
Publisher's Website. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
