Writing Conventions

Alternate Contents Preface



PART ONE: KEY CONCEPTS IN WRITING AND READING

Chapter 1

Composing Our Composing Processes

Pose?Composing Processes of Writing



Writing Project Part One



Responding to the Writing Situation



Using Language in Context



Material Resources of Writing



Writing Project Part Two

Expanding Your Toolkit of Composing Strategies



Some cautions about how to talk about composing processes



The writing?reading?thinking?talking connection

Pre-writing, Drafting, Revision



Experimenting with Commonly Recommended Composing Strategies



Brainstorming

Proofreading

Outlining

Dictionary Use, Note-taking

Scrap Files, Note Taking

Re-reading, Satisficing, Questioning

Collaborating



Writing Project Part Three



Conclusion



Assignments







Chapter 2

Reading and Rereading

Writing Project Part One



Identifying Habits of Reading



Writing Project Part Two



Reading in Academic Contexts



Writing Project Part Three



Reading to Revise and Make New Connections



Writing Project Part Four



Experimenting with Underlining and Reverse Underlining



Conclusion



Assignments



Chapter 3

Composing Genres

Questions for Composing Genres



Writing Project Part One (1)



Writing Project Part One (2)



Strategies for Composing Genres in College



Learning an Assigned Genre's Expected Characteristics



Writing Project Part Two (1)



Learning to Tinker with a Genre's Expected Characteristics



Writing Project Part Two (2)



Writing Project Part Three



Conclusion



Assignments



Chapter 4

Vocabulary: Composing the Meaning of Words Learning a Specialized Vocabulary



The meaning of a word in its environment

Writing Project Part One:



Word Choice?Thinking?Living



Changes in Possibilities of Word Choice



Writing Project Part Two

Using Words Critically and Creatively



Introducing new neighbors to an established word environment



Writing Project Part Three (1)



Researching the Historical Shifts in the Meanings of Individual Words



Writing Project Part Three (2)

Meshing the Specialized Vocabularies of Diverse Groups

Writing Project Part Three (3)



Writing Project Part Four



Conclusion



Assignments



Chapter 5

Audience: Composing Ways of Reading

Anticipating and Proposing an Audience



Anticipating and Proposing Ways of Reading



Getting Started



What type of writing am I expected to produce for this assignment?



Where and when is my work going to be evaluated?



What has the reaction been to similar types of writing on similar occasions?



Posing and Revising Audience when Reading and Writing

Proposing Audience in Writing

Writing Project Part One



Strategies for Composing Audience



Looking at the form of assigned readings

Writing Project Part Two (1)



Imagining an actual reader's response to my writing

Writing Project Part Two (2)



Reading a text in a different context



Writing Project Part Two (3)

Conclusion

Writing Project Part Three

Assignments

Chapter 6

Purpose: Composing Goals When Reading and Writing

Setting General Purposes When Getting Started



Exploring Connections among genre, purpose, and occasion



Assessing the relations among Genre, Purpose, and Occasion



Writing Project Part One



Adding and Revising Purposes When Writing



Allow alternative purposes to emerge during writing



Writing Project Part Two (1)



Creating breaks to explore alternative purposes



Writing Project Part Two (2)



Writing Project Part Two (3)



Writing Project Part Three



Conclusion



Assignments





Chapter 7

Error: Working Rules

Common Beliefs about Error



Seeing What (May Be) There on the Page



Proofreading Techniques



Summary of Proofreading Techniques



What to Do with What You've Seen: Working Rules



Working, Not Just Following, Rules



Matters of Agreement and Disagreement



Conclusion



Assignments




PART TWO: SELECTED READINGS



Jean Anyon. "Social Class and the Hidden Curriculum of Work."



Gloria Anzaldua. "How to Tame a Wild Tongue."



James Baldwin. "If Black English Isn't a Language, Then Tell Me, What Is?"



Sarah Boxer. "A New Poland, No Joke."



Sandra Cisneros. "Little Miracles, Kept Promises."



Stephen Jay Gould. "A Biological Homage to Mickey Mouse."



Langston Hughes. "Theme for English B."



Eve Fox Keller. "Language and Science: Genetics, Embryology, and the Discourse of Gene Action."



Thomas Kuhn. "The Historical Structure of Scientific Discovery."



Royal Philips Corporation. "Sense and simplicity." [advertisement]



Leslie Marmon Silko. "Fences Against Freedom."



Karen Springen and Stanford Kay. "Green Malls: The Color of Money."



Henry David Thoreau. "Economy."



Henry David Thoreau. "The Bean Field."



Haunani Trask. "From a Native Daughter."



Alice Walker. "In the Closet of the Soul."



PART THREE: ASSIGNMENT SEQUENCES



Assignment Sequences

Writing History

1. Trask's View of History Writing

2. Trask's Writing of History

3. Testing Trask's Perspective on History Writing with Silko

4. Considering a Different View of History Writing: Thomas Kuhn

5. Kuhn's Writing of History

6. Testing Kuhn's Perspective on History Writing

7. Writing History: Tentative Conclusions

8. The History of What You've Written



Writing Science

1. Thomas Kuhn's Critique of Scientific Discovery

2. Applying Kuhn's Critique to Kuhn's Discovery

3. Keller on Science and Writing

4. Gould as a Test Case for Scientific Writing

5. Expanding Research on Science Writing

6. Drawing Conclusions



Writing Society

1. Anyon and Your Schooling

2. Applying Anyon's Approach to Anyon's Text

3. Your Writing as Work

4. Alice Walker and the Effects of Writing on Society

5. Anyon's and Walker's Writing as Work on Society

6. Another Voice on Writing and Society: Henry David Thoreau

7. Your Writing as Work on Society



Language and the Self

1. James Baldwin on Language and the Self

2. Baldwin's Argument and "Little Miracles"

3. Trask and Baldwin on Language and the Self

4. Adding Hughes to the Dialogue on Language and the Self

5. Your Language, Your Self

Index