Includes index.

Part I: A GUIDE TO WRITING EFFECTIVELY Chapter 1: Why We Write — Understanding Writing Writing in College — Writing to Demonstrate What You Know — Writing to Learn — Writing to Join Academic Conversations -- Writing in the Workplace -- Writing as a Citizen -- Writing to Understand Ourselves


Chapter 2: Ten Core Concepts for Effective Writing — Core Concept 1: Writing Is a Process of Discovery and Learning — Core Concept 2: Good Writing Fits the Context — Core Concept 3: The Medium is Part of the Message — Core Concept 4: A Writer Must Have Something to Say — Core Concept 5: A Writer Must Support Claims and Assertions — Core Concept 6: Purpose Determines Form, Style, and Organization in Writing — Core Concept 7: Writing Is a Social Activity — Core Concept 8: Revision Is an Essential Part of Writing — Core Concept 9: There Is Always a Voice in Writing, Even When There Isn't an I — Core Concept 10: Good Writing Means More Than Good Grammar Chapter 3: The Core Concepts in Action — Step 1: Discover and Explore a Topic — Beginning with a Question — Exploring Your Questions — Selecting a Working Topic — Identifying What You Know About Your Topic — Adjusting Your Question — Using Technology to Generate Ideas and Gather Information — Writing a Discovery Draft — Step 2: Examine the Rhetorical Context — Identifying Your Audience — Considering the Context — Reviewing Your Question — Developing Your Discovery Draft — Step 3: Select an Appropriate Medium — Selecting a Medium — Considering How the Medium Might Shape Your Project — Step 4: Have Something to Say — Revisiting Your Main Question — Writing a Guiding Thesis Statement — Reviewing Your Discovery Draft — Revising Your Guiding Thesis Statement -- Step 5: Back Up What You Say — Identifying Your Main Claims or Assertions — Reviewing Your Discovery Draft — Writing a Complete Draft — Step 6: Establish a Form and Structure for Your Project — Identifying the Main Parts of Your Project — Developing an Outline — Refining Your Outline — Writing or Revising Your Draft — Step 7: Get Feedback — Asking Your Readers to Respond to Your Draft — Identifying Common Themes in Your Reader’s Responses — Reviewing Disagreements — Among Your Readers — Step 8: Revise — Focusing First on Content — Focusing Next on Form — Considering Your Rhetorical Situation — Revisiting Your Introduction and Conclusion — Step 9: Strengthen Your Voice — Considering Your Rhetorical Context — Considering Whether You Should Use the First Person — Strengthening Your Voice — Step 10: Make It Correct Chapter 4: A Student Writer Applies the Core Concepts — Step 1: Discover and Explore a Topic — Elizabeth Parisi’s Discovery Draft — Step 2: Examine the Rhetorical Context — Step 3: Select an Appropriate Medium — Step 4: Have Something to Say — Elizabeth Parisi’s Guiding Thesis Statement — Step 5: Back Up What You Say — Elizabeth Parisi’s First Full Draft — Step 6: Establish a Form and Structure for Your Project — Step 7: Get Feedback — Elizabeth Parisi’s Draft Annotated with Her Instructor’s Comments — Step 8: Revise — Step 9: Strengthen Your Voice — Step 10: Make It Correct — Elizabeth Parisi’s Final Draft: Are We Trying Too Hard or Not Hard Enough?

Part II: WRITING TO ANALYZE Chapter 5: Understanding Analytical Writing — Occasions for Analytical Writing Understanding Analytical Writing in College — A Desire to Understand — A Careful Examination of the Evidence — Well-Reasoned Conclusions — Doing Analysis Using a Framework to Analyze Something — Making Reasonable Claims on the Basis of Available Information — Supporting Claims — Features of Analytical Writing — "The Joy of Boredom," by Carolyn Johnson Chapter 6: Examining Causes and Effects — Occasions for Causal Analysis — Understanding Causal Analysis — Reading Causal Analysis — "The United States of Inequality," by Timothy Noah — "Everyone's Gone Nuts: The Exaggerated Threat of Food Allergies," by Meredith Broussard — "A Blog Is a Little First Amendment Machine," by Jay Rosen — Writing Causal Analysis — Step 1: Identify a Topic for Causal Analysis — Step 2: Place Your Topic in Rhetorical Context — Step 3: Select a Medium — Step 4: Identify Your Main Claim — Step 5: Support Your Claim(s) — Step 6: Organize Your Causal Analysis — Around Causes and/or Effects Around Claims — Step 7: Get Feedback — Step 8: Revise — Step 9: Refine Your Voice — Step 10: Edit. Writing Projects That Call for Causal Analysis Chapter 7: Comparing and Synthesizing — Occasions for Comparing and Synthesizing — Understanding Comparison and Synthesis — A Reason for Comparison — A Basis for Comparison — Reading Comparative Analysis — "War and Football," by Frank Deford — “The Whole Truth," by Julian Baggini — “Taking Science on Faith," by Paul Davies — Writing Comparative Analysis — Step 1: Identify a Topic for Comparative Analysis — Step 2: Place Your Topic in Rhetorical Context — Step 3: Select a Medium — Step 4: Identify Your Main Claim — Step 5: Support Your Claim(s) — Step 6: Organize Your Comparative Analysis — Step 7: Get Feedback — Step 8: Revise — Step 9: Refine Your Voice — Step 10: Edit
Chapter 8: Conducting Rhetorical Analysis — Occasions for Rhetorical Analysis — Understanding Rhetorical Analysis — Basic Rhetorical Analysis — The Gettysburg Address, by Abraham Lincoln — Using Classical Rhetorical Theory for Rhetorical Analysis — Stylistic Analysis — Analyzing Images — Reading Rhetorical Analysis — Rhetorical Analysis of a National Health Service of England Public Service Announcement — "A Rhetorical Analysis of The Declaration of Independence: Persuasive Appeals and Language," by Jim Stover — "Rhetorical Analysis of National Poetry Month Poster," by Julie Platt — Writing Rhetorical Analysis — Step 1: Identify a Topic for Rhetorical Analysis — Listing Texts for Rhetorical Analysis — Selecting a Text from Your List — Formulating a Question About the Text — Step 2: Place Your Topic in Rhetorical Context — Identifying an Audience That Might Be Interested in an Analysis of This Text — Examining the Relevance of the Text for Your Audience — Identifying Your Purpose in Analyzing This Text — Step 3: Select a Medium — Step 4: Identify Your Main Claim — Identifying the Rhetorical Context of the Text You Are Analyzing — Selecting a Framework for Your Analysis — Step 5: Support Your Analysis — Identifying Evidence for Your Claims from Your Analysis — Consulting Relevant Outside Sources — Step 6: Organize Your Rhetorical Analysis — According to Your Claims — According to Your Analytical Framework — Step 7: Get Feedback — Step 8: Revise — Step 9: Refine Your Voice — Step 10: Edit Chapter 9: Analyzing Literary Texts — Occasions for Literary Analysis — Understanding Textual Analysis — Interpretation -- Evidence — Summary — Terminology — Reading Textual Analysis — “Literary Analysis of 'Hills Like White Elephants,'" by Diane Andrews Henningfeld — “Tolkien: A Marxist Analysis," by John Molyneux — “Watchmen and the Birth of Respect for Graphic Novels," by Karl Allen -- Writing Literary Analysis Step 1: Identify a Topic for Textual Analysis Step 2: Place Your Topic in Rhetorical Context Step 3: Select a Medium Step 4: Develop Your Interpretation and Identify Your Main Claim Step 5: Support Your Interpretation Step 6: Organize Your Textual Analysis Step 7: Get Feedback Step 8: Revise Step 9: Refine Your Voice Step 10: Edit
Chapter 10: Evaluating and Reviewing — Occasions for Evaluating and Reviewing — Understanding Reviews and Evaluation — Criteria for Evaluation — A Summary or Description of What Is Being Evaluated — A Reason for the Review — Something Relevant to Say — Reading Reviews — “The Imperial Whitney Houston," by Jonathan Bogart — “Harry Potter and the Deathly Hallows, Part II: The Final Film Is Better Than the Book" by Gazelle Emami — “Review of 'Thirteen Reasons Why' by Jay Asher," by Bryan Gillis — Writing Evaluations and Reviews — Step 1: Identify a Topic — Starting with Your Own Interests or Passions — Considering Your Purpose — Formulating the Purpose of Your Review as a Working Question — Step 2: Place Your Review in Rhetorical Context — Identifying an Appropriate Audience for Your Review — Considering What Might Interest That Audience About the Subject of Your Review — Step 3: Select a Medium -- Step 4: Develop Your Main Point — Step 5: Support Your Claim through Your Evaluation of Your Subject — Identifying the Criteria for Evaluating Your Subject — Listing Your Criteria — Evaluating Your Subject — Developing Your Evaluation — Step 6: Organize Your Review — Step 7: Get Feedback — Step 8: Revise — Step 9: Refine Your Voice — Step 10: Edit

Part III: WRITING TO PERSUADE
Chapter 11: Understanding Argument — Occasions for Argument — Arguments to Solve a Problem — Arguments to Assert a Position — Arguments to Inquire — Arguments to Prevail — Understanding Argument in College — Making Arguments — Developing a Main Argument — Considering the Rhetorical Situation — Making a Persuasive Appeal — Appraising and Using Evidence — Structuring an Argument — Features of Argument — "Ahh, Free at La-Oops! Time's Up," by Joe Robinson [Annotated Reading] Chapter 12: Making Academic Arguments — Occasions for Academic Argumentation — Understanding Academic Argument: A Case Study — Reading Academic Arguments — “Crime and Punishment," by Bruce Western — “Unpaid Internships Worth More Than Cash," by Jasmine Ako — “More Argument, Fewer Standards," by Mike Schmoker and Gerald Graff — Writing Academic Arguments — Step 1: Identify a Topic for Argument — Step 2: Place Your Topic in Rhetorical Context -- Step 3: Select a Medium — Step 4: Identify Your Main Argument — Step 5: Support Your Main Argument — Step 6: Organize Your Argument Considering the Rhetorical Situation Examining the Nature of the Argument — Step 7: Get Feedback -- Step 8: Revise Reviewing Your Draft Using the Questions Listed in Step #7 Adjusting Your Persuasive Appeals Reviewing Each Supporting Argument or Claim — Step 9: Refine Your Voice — Step 10: Edit Chapter 13: Making Arguments in Popular Discourse — Occasions for Popular Argument — Understanding Argument in Popular Discourse — “Would a Ban on Supersized Soda Help People Make Healthy Choices?,” by Jeff Halevy — Reading Popular Arguments — “A Judge's Plea for Pot," by Gustin L. Reichbach — “Senate Wars Episode II: Attack of the Drones," by Victor Lana — “American Wind Power," by American Wind Energy Association — Writing Arguments in Popular Contexts — Step 1: Identify a Topic for Argument — Step 2: Place Your Topic in Rhetorical Context — Step 3: Select a Medium — Step 4: Identify Your Main Argument — Step 5: Support Your Main Argument — Step 6: Organize Your Argument — Step 7: Get Feedback — Step 8: Revise — Step 9: Refine Your Voice — Step 10: Edit Chapter 14: Presenting a Proposal — Occasions for Writing Proposals — Understanding Proposals — Reading Proposals "University of California Student Investment Proposal," by Fix UC "Puppies Behind Bars," by Anne Teillon "Seattle Citywide Skatepark Plan," by Skatepark Advisory Task Force — Writing Proposals — Step 1: Identify a Project for Your Proposal — Step 2: Place Your Topic in Rhetorical Context — Step 3: Select a Medium — Step 4: Identify Your Main Points — Step 5: Support Your Main Points — Developing Your Problem — Statement Developing Your Plan — Developing Your Rationale — Step 6: Organize Your Proposal — Step 7: Get Feedback — Step 8: Revise — Reviewing Your Draft — Using the Questions Listed in Step #7 — Adjusting Your Persuasive Appeals Following Step #8 in Chapter 3 — Step 9: Refine Your Voice — Step 10: Edit

Part IV: WRITING TO NARRATE Chapter 15: Understanding Narrative Writing — Occasions for Narrative Writing — Understanding Narrative Writing in College — “Teaching in the Time of Dogs," by Todd Goodson — Telling Stories — Maintaining Focus — Structuring a Narrative — Writing Purposeful Description — Showing and Telling — Features of Narrative — "Keeping Close to Home: Class and Education," by bell hooks [Annotated Reading] Chapter 16: Writing Personal Narratives — Occasions for Personal Narrative — “Immigration and the New Old Me," by Gregory Rodriguez — Understanding Personal Narrative — Reading Personal Narrative — “Hot Mint Tea in July”, by Marissa Dearing — “Hunting Deer With My Flintlock," by Seamus McGraw — “Red Boat, Blue Sky," by Edmund Jones — Writing Personal Narratives — Step 1: Identify a Topic for Your Personal Narrative — Making a List of Experiences That Were Important in Your Life — Making a List of Issues That Interest You and Connect with Your Own Experience — Identifying the Experience That You Would Most Like to Write About — Step 2: Place Your Topic in Rhetorical Context — Step 3: Select a Medium — Step 4: Identify the Main Point of Your Narrative — Step 5: Support Your Main Point — Step 6: Organize Your Narrative — Beginning with a Basic Chronological Structure — Starting Your Narrative as Close to the End of the Story as Feasible — Incorporating Essential Background Information — Emphasizing Important Scenes and Passages — Making Sure Your Introduction and Conclusion Establish and Reinforce the Focus of Your Narrative — Step 7: Get Feedback — Step 8: Revise — Rereading Your Draft — Reviewing Your Draft — Using the Questions from Step #7 — Evaluating How Well Your Draft Maintains Its Focus — Reviewing Your Introduction and Conclusion — Step 9: Refine Your Voice — Step 10: Edit
Chapter 17: Informative Essays — Occasions for Informative Writing — Features of Informative Writing — Reading Informative Writing — “A U.S. Crew’s Urgent Flight into the Afghan Desert, by C.J. Chivers — “Gamification: How Competition Is Reinventing Business, Marketing, and Everyday Life," by Jennifer Van Grove — “What Honeybees Can Teach Us About Gang-Related Violence," by Emily Badger — Writing Informative Essays — Step 1: Identify a Topic — Making a Brief List of Possible Topics in Each Category — Selecting the Topic That Seems Most Promising to You — Step 2: Place Your Topic in Rhetorical Context — Step 3: Select a Medium — Step 4: Identify the Main Point of Your Informative Project — Step 5: Support Your Main Point — Identifying What You Already Know — Gathering Additional Information — Eliminating Unnecessary Material — Step 6: Organize Your Informative Project — Beginning with Your Main Point — Determining Which Information or Ideas Are Most Important for Supporting Your Main Point — Identifying Supporting Information or Ideas — Incorporating Essential Background Information — Making Sure Your Introduction and Conclusion Establish and Reinforce the Focus of Your Project — Step 7: Get Feedback — Step 8: Revise — Reviewing Your Draft Using the Questions from Step #7 — Evaluating How Clearly Your Draft Conveys Information and Explains Your Topic — Reviewing the Structure of Your Project Following Step #8 in Chapter 3 — Step 9: Refine Your Voice — Returning to Your Guiding Thesis Statement — Returning to Your Rhetorical Context — Step 10: Edit Chapter 18: Digital Storytelling — Occasions for Digital Storytelling — Understanding Digital Stories — “Good Will," by Christi Clancy — Managing the Technical Components of a Digital Story — Creating a Storyboard Using Images — Incorporating Sound — Narrating a Digital Story — Making Transitions — Reading Digital Stories — “Mountain of Stories," by Nazbah Tom — “Mother to Son, Father to Daughter," by Molly Fanning — “Common Ground," by Scott Strazzante — Composing Digital Stories — Step 1: Identify a Topic — Step 2: Place Your Topic in Rhetorical Context — Step 3: Select a Medium — Step 4: Identify the Main Point of Your Digital Story — Step 5: Support Your Main Point — Step 6: Organize Your Digital Story — Step 7: Get Feedback — Step 8: Revise — Step 9: Refine Your Voice — Step 10: Edit

Part V: ESSENTIAL SKILLS FOR CONTEMPORARY WRITERS
Chapter 19: Working with Ideas and Information — Developing an Academic Writing Style — Learning to Write Like a Scholar — Principles of Academic Inquiry — Writing Paragraphs — Writing Well-Developed Paragraphs — Achieving Coherence — Achieving Cohesion — Summarizing and Paraphrasing — Synthesizing — Keeping Larger Goals in Mind — Identifying a Main Point Using Only the Source Material You Need — Framing — Introductions — Getting Right to the Point — Focusing on Context Using a Reference Point — Telling an Anecdote — Transitions Chapter 20: Designing Documents — Understanding Document Design as a Rhetorical Tool — Principles of Document Design — Contrast — Repetition — Alignment — Proximity — Working with Visual Elements — Working with Tables, Graphs, and Charts Working with Images — Designing Effective Documents: Three Sample Projects — Print Documents — Prezi Presentation — Designing a Website
Chapter 21: Finding Source Material — Understanding Research — Determining What You Need Consider Your Purpose and Audience — Generate Questions You Might Need to Address — Identify Possible Sources to Answer Your Questions — Understanding Sources — Print Materials — Online Resources — Locating the Right Sources — Library — Catalogs — Databases — Search Engines — Developing a Search Strategy — Do a General Search for Materials — Narrow Your Search for Specific Critiques — Do a Targeted Search for Alternatives
22. Evaluating Sources — Determining Whether a Source Is Trustworthy — Credibility — Reliability — Understanding Bias — Evaluating Source Material for Your Rhetorical Purposes — Is the Source Credible? — Is the Source Reliable? — What Is the Bias of the Source? Chapter 23: Using Source Material — Quoting from Sources — Quote Only What You Need and When Necessary — Reproduce the Original Text Accurately — Be Concise — Make It Fit — Additional Guidelines — Punctuate Complete Quotations — Correctly Insert Phrases When You Don’t Need an Entire Statement — Use Ellipses to Indicate Missing Words from a Quotation — Use Brackets to Indicate a Modified Quotation — Avoiding Plagiarism Chapter 24: Citing Sources Using MLA Style — Two Main Components in MLA Style — Creating In-Text Citations in MLA Style -- Creating a Works Cited Page in MLA Style — Books — Periodicals — Other Sources — Sample MLA-Style Research Paper Chapter 25: Citing Sources Using APA Style — Two Main Components in APA Style — Creating In-Text Citations in APA Style — Creating a References List in APA Style — Books (Print and Online) — Periodicals (Print and Online) — Other Sources — Sample APA-Style Research Paper 26. Avoiding Common Problems in Style, Grammar, and Usage — Strategies for Avoiding Errors: Identifying the Errors You Make in Your Writing — Learning the Rules Related to Those Errors Practicing Coordination, Subordination, and Parallelism: Coordination — Subordination — Parallel Structure Common Sentence-Level Problems: Run-on or Fused Sentences — Fragments — Faulty Sentence Structure Common Pronoun Errors: Incorrect Pronoun Case — Lack of Pronoun-Antecedent Agreement — Vague Pronoun Reference Word Choice and Style: Imprecise Word Choices — Wrong Word — Confusing Similar Words Common Punctuation Errors: Missing Commas — Unnecessary Commas — Comma Splices — Incorrect Semi-colon — Incorrect Use of Apostrophe — Incorrect Use of Colons

"Writing: Ten core Concepts emphasizes what you really need to learn to become an effective writer. The ten core concepts are not rules to memorize or directions to follow - they are insights you can apply as you plan, draft, and revise whatever kind of writing you're engaged in. Writing: Ten Core Concepts introduces the core concepts, provides flow charts to help you stay oriented and think critically as you work, and gives specific advice as you write analysis, argument, and narration. Master these ten core concepts and you will harness the power of writing in any writing situation." (Book Cover)