Always Learning

Professional Copy, 3/E
Mary Lynch KennedySUNY, Cortland
Hadley M. SmithIthaca College

ISBN-10: 0132187892
ISBN-13:  9780132187893

Publisher:  Longman
Copyright:  2006
Format:  Paper
Published:  07/22/2005
Status: Out of Print



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Description

The third edition of Reading and Writing in the Academic Community continues to present a comprehensive rhetoric covering assertive, critical reading and the major types of academic writing students encounter as undergraduates and an anthology of timely, high-interest readings.  This text makes few assumptions about student’s prior experience in the academy and provides explicit, step-by-step instruction in paraphrasing, summarizing, quoting, writing essays in response to readings, composing synthesis essays, and using sources to compose comparison-and-contrast essays, argument essays, analysis essays, evaluation essays, and research papers.


Features

NEW–Book has been expanded from three parts to four. 

NEW–Part II: “Writing as a Process."

~ Gives additional emphasis to various elements of reading, planning, drafting, revising and editing.

NEW–Entirely new chapters on revising style and editing for correctness added.

NEW–Material on analysis of images added to Chapter 8.

NEW—Chapter 10 on writing grounded in personal experience added.

~ Principal example in this chapter is the literacy narrative, an assignment that is becoming increasingly common in education courses.

NEW–Readings on timely and provocative topics added to each of the anthology chapters.

NEW—Chapter 14 on visual culture.

~ Allows students to practice the techniques of visual analysis that was added to Chapter 8.

NEW–Chapter 9, “Writing Research Papers”—Updated to include additional information on using the World Wide Web for research.

Divided into four parts:

 

Part I: “Reading and Writing Conventions.”

~ Focuses on the purpose for reading the sources drawn upon in an essay.

Part II: “Writing as Process.”

~ Encourages process-oriented writing and engaging fully in prewriting, drafting, revising and editing.

 

Part III, “Writing for College Courses.”

~ Driven by a central question:  What do you want to get across to readers in your academic community?

Part IV is an anthology of compelling, high-interest reading selections and visual images.

A focus on rhetorical purpose.

~ Shows students that for each piece of writing they compose, they must decide on a clear-cut purpose, assess their audience's needs, and determine how they will influence their readers.

Straightforward, clear instruction on the entire reading-writing process—e.g., summarizing; quoting; writing essays in response to readings; composing synthesis essays; and using sources to compose essays and research papers.

~ Presents concrete strategies that enable students to learn the habits of the mind and conventions of thought that will allow them to do well on academic writing assignments.

An anthology of compelling, high-interest reading selections—Features women and ethnic writers among the authors.

~ Encourages students to learn assertive, critical reading skills and methods of writing from accessible sources.

Reading comprehension questions—Accompany each reading and pre-reading activity.

~ Requires students to grasp the informational content, decide what form, organization, and expository features the author uses, and analyze rhetorical concerns—such as the context of the piece and the author's purpose with regard to his or her audience.

Instructional boxes—Features lists of strategies; summaries of strategies; charts comparing different types of essays; revision checklists; and more.

~ Provides students with quick, readily available reference points and summaries of vital information.

Peer review checklists.

~ Demonstrates the importance of audience to students, and allows them to internalize the qualities of good writing.

Helpful models of other students’ work.


New To This Edition

Book has been expanded from three parts to four. 

~ New Part II, “Writing as a Process,” gives additional emphasis to various elements of reading, planning, drafting, revising and editing.

Entirely new chapters on revising style and editing for correctness added.

Material on analysis of images added to Chapter 8.

Chapter 10 on writing grounded in personal experience added.

~ Principal example in this chapter is the literacy narrative, an assignment that is becoming increasingly common in education courses.

Readings on timely and provocative topics added to each of the anthology chapters.

Chapter 14 on visual culture.

~ Allows students to practice the techniques of visual analysis that was added to Chapter 8.

Chapter 9, “Writing Research Papers”–Updated to include additional information on using the World Wide Web for research.


Table of Contents

Introduction: The Academic Community and Its Conventions.

 

Part I: READING AND WRITING CONVENTIONS.   

 

 1. Reading Academic Texts.

 2. Learning the Basic Conventions: Summarizing, Paraphrasing, and  Quoting.

Part II: WRITING AS PROCESS.

    

 3. The Response Essay: An Example of the Composing Process.

 4. Revising Essays for Style.    

 5. Editing for Correctness.   

Part III: WRITING FOR COLLEGE COURSES.   

    

 6. Composing Multiple-Source Essays.

 

 7. Drawing on Sources for an Argument Essay.

 

 8. Analysis and Evaluation.

 

 9. Writing Research Papers.

 

10. Personal Essay: Literacy Narrative.

 

Part IV: READING SELECTIONS.

 

11. Grades and Learning.

12. Technology and Identity.

13. Tastes in Pop Music.

14. Visual Culture: Family Photography.

 

15. Racial Profiling.

 

Appendix A. Documenting Sources.

 

Appendix B. Writing Essay Examinations.



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