
Writing Conventions
Pearson (Publisher)
Published on 13. February 2008
Book
Paperback/Softback
464 pages
978-0-321-14310-5 (ISBN)
Description
Writing Conventionsteaches the fundamentals of writing by inviting the writer to reflect on their own experiences as writers and to explore new strategies for a variety of academic writing projects.
More details
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
Professional and scholarly
Dimensions
Height: 229 mm
Width: 152 mm
Weight
630 gr
ISBN-13
978-0-321-14310-5 (9780321143105)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Content
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
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