Reading and Writing in the Academic Community

Description

• The book has been expanded from four parts to five. New in this edition is Part I,“The Composing Process,” orienting students to writing as process, an approach that is emphasized throughout the rest of the book.
• In Part II,“Reading Sources and Incorporating Them Into Your Writing,” a new chapter is devoted to summarizing, and expanded treatment of the summary essay is included.
•  Part III, “Responding to, Analyzing, and Evaluating Sources,” focuses on essays that examine single sources.
• Part IV,“Synthesizing Sources,” covers essays that draw on multiple sources, including summary of multiple sources, an objective synthesis, an essay written in response to multiple sources, an argument essay, and a research paper.
• Additional sample student essays have been added to Parts II, III, and IV.
• New chapter themes in Part V, “Reading Selections,” include “Cyberhood,” “Adolescent Pregnancy,” and “Creativity and Ownership.”
• The Appendix on MLA and APA documentation reflects the latest versions of these two styles.

Reading and Writing in the Academic Community is a comprehensive rhetoric with engaging, timely readings.  The authors wrote their book to include more coverage of the writing process.   This text  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.

LIZ MANDRELL, “Zen and the Art of Grade Motivation”

JERRY FARBER, “A Young Person’s Guide to the Grading System”

STEVEN VOGEL, “Grades and Money”

STEPHEN RAY FLORA AND STACY SUZANNE POPONAK, “Childhood Pay for Grades

Is Related to College Grade Point Averages”

CELESTE BIEVER, “Modern Romance”

SHERRY TURKLE, “Cyberspace and Identity”

JOHN PERRY BARLOW, “Is There a There in Cyberspace?”

KAY S. HYMOWITZ, “Gloucester Girls Gone Wild”

CATHY GULLI, “Suddenly Teen Pregnancy Is Cool?”

NANCY GIBBS, “Give the Girls a Break”

CAROL COWLEY AND TILLMAN FARLEY, “Adolescent Girls’Attitudes Toward Pregnancy:

The Importance of Asking What the Boyfriend Wants”

LAWRENCE LESSIG, “Why Crush Them?”

DAVID BOLLIER AND LAURIE RACINE, “Control of Creativity?”

MARK HELPRIN, “A Great Idea Lives Forever. Shouldn’t Its Copyright?”

DAVID HAJDU, “I,Me,Mine”

YOLANDA T.MOSES, “Race, Higher Education, and American Society”

BARACK OBAMA, “A More Perfect Union”

Appendix A Documenting Sources

Appendix B Editing for Correctness

Appendix C Revising for Style

A focus on writing process–Each chapter focusing on a major academic form guides students through the writing process for completing the major assignment.

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.

Helpful models of other students’ work–  Includes examples in various stages of revision, modeling process for students.

Peer review checklists– Guides students through evaluating peers’ papers for elements of rhetoric, style, structure and adherence to academic writing conventions, and allow them to internalize the qualities of good writing.

Reading comprehension questions–Accompany each reading and pre-reading activity and guide 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.

Writing assignments— Several writing assignments accompany each reading, and a further selection of writing assignments is presented at the end of each topically related chapter of readings.

Making few assumptions about students’ prior preparation, Reading and Writing in the Academic Community is a rhetoric with readings designed to teach the most common academic forms of summary, response, critique, analysis, and synthesis.  Each form is taught with an emphasis on writing process, and strengthened with coverage of reading and research.