000			09739cam a2200493 a 4500
999			_c1891 _d1891
001			5981064
003			CaONFJC
005			20221227194144.0
008			111124s2013 onca b 001 0 eng
020			_a9780176504465
040			_aCaOONL _beng _cJCRC _dCaOONL _dCaONFJC _dAEGMCT
100	1		_aRosenwasser, David
245	1	0	_aWriting Analytically with Readings / _cDavid Rosenwasser, Jill Stephen and Doug Babington.
250			_a2nd Canadian ed.
260			_aToronto : _bNelson Education Ltd, _c2013.
300			_axx, 460 p. : _bill. ; _c23 cm. + _e1 access code card.
500			_aAccompanied by access code card affixed to cover.
504			_aIncludes bibliographical references and index.
505			_aCONTENTS:
505			_aPart I: Making Meaning: Essential Skills
505			_aChapter 1 Powers of Observation _tA. Notice and Focus (Ranking) _tB. Five-Step Analysis _tMaking Observation Systematic and Habitual _tLooking for Pattern _tAnomaly _tUsing Five-Step Analysis: An Example _tC. Thinking Recursively _tD. The Observational Bottom Line
505			_aChapter 2 Habitual Thinking _tA. Banking _tB. Generalizing _tC. Judging _tD. Debate-Style Argument _tE. Either/Or Thinking (Binaries) _tF. Opinions (Versus Ideas) _tG. Ideas Across the Curriculum _tH. Creative Analysis
505			_aChapter 3 Interpreting Your Data _tA. Prompts: "Interesting" and "Strange" _tB. Pushing Observations to Conclusions: Asking "So What?" _tMoving from Description to Interpretation: An Example _tC. The Making of Meaning _tThe Limits on Interpretation _tMultiple Meanings and Interpretive Contexts _tWhat About the Writer's Intentions? _t"Hidden" Meanings: What "Reading Between the Lines" Really Means _tThe Fortune-Cookie School of Interpretation versus The Anything-Goes School _tImplication and Inference: Hidden or Not? _tSeems to Be About X but...
505			_aChapter 4 Reader's Writing _tA. How to Read: Words Matter _tBecoming Conversant Versus Reading for the Gist _tParaphrase x 3 _tSummary _tStrategies for Making Summaries More Analytical _tPassage-Based Focused Freewriting _tB. What to Do with the Reading: Avoiding the Matching Exercise _tApplying a Reader as a Lens _tComparing and Contrasting One Reading with Another _tUncovering the Assumptions in a Reading _tProcedure for Uncovering Assumptions _tA. Sample Essay: Having Ideas by Uncovering Assumptions _tC. Personalizing (Locating the "I") _tD. The Ultimate Try This _tReadings: _tThe Scavenger of Highway #3 _tMy Life as a High School Dropout _tWhat Sort of People Did This? _tJulian Assange: The End of Secrets? _tA Matter of Will _tImage World
505			_aPart II: Writing the Thesis-Driven Paper
505			_aChapter 5 Linking Evidence and Claims: 1 on 10 versus 10 on 1 _tA. Developing a Thesis Is More Than Repeating an Idea ("1 on 10") _tWhat's Wrong with Five-Paragraph Form? _tAn Alternative to Five-Paragraph Form: The All-Purpose Organizational Scheme _tB. Linking Evidence and Claims _tUnsubstantiated Claims _tPointless Evidence _tC. Analyzing Evidence in Depth: "10 on 1" _tPan, Track, and Zoom: The Film Analogy _tDemonstrating the Representativeness of Your Example _t10 on 1 and Disciplinary Conventions _tA Template for Using 10 on 1
505			_aChapter 6 The Evolving Thesis _tA. Re-Creating the Chain of Thought _tThe Reciprocal Relationship Between Thesis and Evidence: The Thesis as a Camera Lens _tMoving Through a Series of Complications _tB. Locating the Evolving Thesis in the Final Draft _tThe Evolving Thesis and Common Thought _tPatterns: Deduction and Induction _tThe Evolving Thesis as Hypothesis and Conclusion in the Natural and Social Sciences _tThe Evolving Thesis and Introductory and Concluding Paragraphs _tC. Putting It All Together _tDescription to Analysis: The Exploratory Draft _tInterpretive Leaps and Complicating Evidence _tRevising the Exploratory Draft _tTesting the Adequacy of the Thesis _tD. The Thesis-Builder's Bottom Line
505			_aChapter 7 Recognizing and Fixing Weak Thesis Statements _tA. Five Kinds of Weak Thesis and How to Fix Them _tWeak Thesis Type 1: The Thesis Makes No Claim _tWeak Thesis Type 2: The Thesis Is Obviously True or Is a Statement of Fact _tWeak Thesis Type 3: The Thesis Restates Conventional Wisdom _tWeak Thesis Type 4: The Thesis Offers Personal Conviction as the Basis for the Claim _tWeak Thesis Type 5: The Thesis Makes an Overly Broad Claim _tB. How to Rephrase Thesis Statements: Specify and Subordinate _tCan a Thesis Be a Question? _tC. Common Logical Errors in Constructing a Thesis
505			_aChapter 8 Writing the Researched Paper _tA. Source Anxiety and What to Do About It _tThe Conversation Analogy _tB. Six Strategies for Analyzing Sources _tStrategy 1: Make Your Sources Speak _tStrategy 2: Use Your Sources to Ask Questions, Not Just to Provide Answers _tStrategy 3: Put Your Sources into Conversation with One Another _tStrategy 4: Find Your Own Role in the Conversation _tStrategy 5: Analyze Sources Along the Way (Don't Wait Until the End) _tStrategy 6: Watch Your Language When You Paraphrase or Quote _tC. Making the Research Paper More Analytical: A Sample Essay _tD. Strategies for Writing and Revising Research Papers _tE. A Canadian Research Paper: Assessing the Conversation _tWriting the Researched Paper: A Final Checklist of Strategies for Success
505			_aChapter 9 Finding and Citing Sources _tA. Getting Started _tB. Selecting the Most Reliable and Helpful Sources _tA Closer Look at Indexes _tKeyword Searches _tSearching the Internet _tWeb Page Evaluation _tC. Plagiarism and the Logic of Citation _tWhy Does Plagiarism Matter? _tFrequently Asked Questions (FAQs) About Plagiarism _tHow to Cite Sources _tHow to Integrate Quotations into Your Paper _tD. How to Prepare an Abstract _tE. The Ultimate Try This _tF. The Final Step in the Sequence: Synthesis _tReadings: _tJapan's Long Nuclear Disaster Film _tKarla Homolka Has a Right to Study at Queen's _tThe Mirror Stage: Infinite Reflections on the Public Good _tIdols of the Tribe _tGendering Risk at What Cost: Negotiations of Gender and Risk in Canadian Women's Prisons _tMemory in Canadian Courts of Law
505			_aPart III Organization and Style
505			_aChapter 10 Everything in Order _tA. Harmonized Paragraphs _tThe Shaping Force of Transitions _tB. Prescribed Formats _tThe Two Functions of Formats: Product and Process _tThe Relation Between Writing and Genre _tUsing Formats Heuristically: An Example _tC. Introductions and Conclusions _tD. The Function of Introductions _tPutting an Issue or Question in Context _tUsing Procedural Openings _tE. How Much to Introduce Up Front _tTypical Problems That Are Symptoms of Doing Too Much _tOpening Gambits: Five Good Ways to Begin _tGambit 1: Challenge a Commonly Held View _tGambit 2: Begin with a Definition _tGambit 3: Offer a Working Hypothesis _tGambit 4: Lead with Your Second-Best Example _tGambit 5: Exemplify the Topic with a Narrative _tG. The Function of Conclusions _tWays of Concluding _tThree Strategies for Writing Effective Conclusions _tH. Solving Typical Problems in Conclusions _tRedundancy _tRaising a Totally New Point _tOverstatement _tAnticlimax _tI. Scientific Format: Introductions and Conclusions _tIntroductions of Reports in the Sciences _tDiscussion Sections of Reports in the Sciences _tAssignment: Inferring the Format of a Published Article
505			_aCh.11 The Language of Clarity _tA. Selecting and Arranging Words _tB. Attitude and Pace _tC. Levels of Style: How Formal is Too Formal? _tManaging Personal Pronouns _tD. Shades of Meaning: Choosing the Best Word _tWhat's Bad About "Good" and "Bad" (and Other Broad, Judgmental Terms) _tControlling Verbal Cotton Wool _tLatinate Diction _tThe Politics of Language _tAssignment: Style Analysis
505			_aChapter 12: Shaping Up Your Sentences _tA. The Essential Ingredients of Effective Sentences _tB. Coordination, Subordination, and Emphasis _tCoordination _tReversing the Order of Coordinate Clauses _tSubordination _tReversing Main and Subordinate Clauses _tParallel Structure _tC. Periodic and Cumulative Sentences _tThe Periodic Sentence: Snapping Shut _tThe Cumulative Sentence: Starting Fast _tD. Cutting the Fat _tExpletive Constructions _tStatic (Intransitive) Versus Active (Transitive) Verbs: "To Be" or "Not to Be" _tActive and Passive Voices: Doing and Being Done To _tE. Experiment! _tAssignments: Stylistic and Grammatical Analysis
505			_aChapter 13: Nine Basic Writing Errors and How to Fix Them _tA. How Much Does "Correctness" Matter? _tB. The Concept of Basic Writing Errors (BWEs) _tWhat Punctuation Marks Signify: A Short Guide _tNine Basic Writing Errors and How to Fix Them _tC. The Ultimate Try This _tD. Glossary of Grammatical Terms _tE. Revising for Correctness: The Bottom Line _tAssignment: Grammar and Style Quiz
505			_aChapter 13 Appendix: Answer Key (with Discussion) _tGrammar and Style Quiz Answers _tReadings: _tThe Wrong Incentive _tMSN Spoken Here _tFemale Eavesdropping on Male Song Contests in Songbirds _t"What Colour Is Your English?" _tThe Grief Industry
650		0	_aEnglish language _xRhetoric.
650		0	_aAcademic writing.
650		0	_aCritical thinking.
700	1		_aBabington, Doug
700	1		_aStephen, Jill
856			_uhttps://www.cengage.ca/c/writing-analytically-with-readings-2e-rosenwasser-stephen-babington/9780176504465/ _zPublisher's Website.
942			_2z _cBK