Writing: A Guide for College and Beyond, Brief Edition, 3rd edition
Published by Pearson (October 12, 2011) © 2012
- Lester Faigley University of Texas at Austin
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Writing: A Guide for College and Beyond uses written instruction and visual tools to teach students how to read, write, and research effectively for different purposes.
Lester Faigley’s clear and inviting teaching style and Dorling Kindersley’s accessible and striking design combine to give students a textbook that shows them what readers and writers actually do. Unique and dynamic presentations of reading, writing, and research processes in the text bring writing alive for students and speak to students with many learning styles. Throughout the book, students are engaged and learning, with such notable features as “process maps” to guide students through the major writing assignments, extensive examples of student “Writers at work,” and diverse, distinctive reading selections.
Unique “process maps” let students see at a glance what is expected of them for each of the major writing assignments (Chapters 6-13). These process maps give students an overview of the whole writing process and help them to stay oriented as they discover ideas, draft, and revise their own papers.
“Writer at work” sections show examples of student writers working through the writing process, from invention through revision to a final paper (Chapters 6-13). Instead of just showing a finished paper, these sections let students see another student working through the whole messy, creative process of writing.
Writing “Projects” that conclude Chapters 6-13 offer a variety of assignments, ranging from essays to a field observation paper, a profile, a film review, and a position argument.
Most reading selections are designed to look like original publications (an editorial looks like a page from a newspaper, a Web article looks like a Web page, and so on), thus exposing students to a diversity of genres they will encounter in college and beyond.
“Staying on Track” boxes included throughout the book focus on common writing problems and give students concrete advice for how to avoid such problems, including both “off track” and “on track” examples that help to illustrate these problems for students.
“Write Now” boxes give brief writing assignments that are designed to help students discover ideas and explore where they lead.
Instruction in and strategies for the research process in Part 4 includes avoiding plagiarism, evaluating sources, and using library databases and the Internet as research tools (Chapters 19-25).
Twelve student papers, all with sources and citations, give students realistic, accurate models.
More than 300 visuals, many of them photographs taken by the author, not only make every page of the text lively and engaging, but also serve to support the main points made in each chapter.
Advice on style, grammar, punctuation, and ESL issues is included (Part 5).
Suggestions for writing essay exams and creating portfolios can be found in Brief Appendices.
The eBook offers increased flexibility for students who prefer to study online.
Part One now offers more detailed instruction on the planning, drafting, and revising stages of the writing process, including:
* a new stand-alone chapter on revision (Chapter 5).
* new discussion of how to move from reading to writing in Chapter 2.
* a continuous student "Writer at Work" example that runs through the chapters in Part One, following a student through the writing process, from planning to revising.
Chapters in Part Two now feature expanded, visual "How to Read" guides that give a list of thoughtful questions students can ask before and during reading, and also walk students through the process of mapping the organization of a text as one important part of the reading process. These guides use the first reading in each chapter as their example.
Nearly half of the readings in this edition are new, including new selections that focus on engaging, current topics such as the immigration experience, how gossip is good for you, Twitter, and the values of eating local food. Many contemporary authors are also included in this edition with new readings by Malcolm Gladwell, P.J. O'Rourke, Michael Pollan, Jane McGonigal, and Rebecca Solnit.
New media enhancements available in the Pearson eText link students to videos, animations, interactive documents, and more in MyCompLab to create a rich, interactive learning experience, let students access additional help as needed, and help students with different learning styles understand key concepts.
Every reading in Part Two includes new "Exploring Ideas and Issues" questions that help students apply the ideas in the readings to the outside world and also help students generate ideas that they can use for their main writing projects.
Part Two also features many new examples of student work - Chapter 9 includes a new student literary analysis, and entirely new "Writer at Work" sections are included in the Causal Arguments, Evaluation Arguments, and Position Arguments chapters.
New "Write Now" assignments at the beginning of each chapter in Part Two ask students to find real world examples of the aim or genres discussed at the opening of the chapter.
The Projects at the end of each chapter in Part Two feature at least one new multimodal assignment per chapter, and also expanded instruction on all other assignments.
A new Part Three, "The Multimodal Writer," brings together chapters on design, collaboration, and oral presentation, as well as an all-new Chapter 17 on writing for online courses that offers advice on using courseware, participating in online discussions, and keeping track of online coursework.
Part Four (The Writer as Researcher) have been extensively revised and updated. In this edition, this Part now:
* opens with a new research process map that lays out for students the key steps to follow when completing a research project.
* features new separate chapters on finding sources and evaluating sources.
* includes a new model annotated bibliography in Chapter 21.
* reflects the newest MLA guidelines and APA documentation guidelines in Chapters 24 and 25.
1. Thinking as a Writer
Explore through writing
Understand the process of writing
Understand the rhetorical situation
Analyze your assignment
Think about your genre and medium
Think about your topic
Think about your audience
Think about your credibility
2. Reading to Explore
Become a critical reader
Look with a critical eye
Read actively
Recognize fallacies
Respond as a reader
Move from reading to invention
3. Planning
Move from a general topic to a writing plan
Narrow your topic
Write a thesis
Make a plan
4. Drafting
Draft with strategies in mind
Write a zero draft
Draft from a working outline
Start fast with an engaging title and opening paragraph
Develop paragraphs
Conclude with strength
Link within and across paragraphs
5. Revising
Revising and editing
Evaluate your draft
Respond to others
Pay attention to details last
Revise using your instructor’s comments
PART TWO: The Writer as Guide
Writing to Reflect
6. Reflections
Writing reflections
What makes a good reflection
How to read reflections
Sue Kunitomi Embrey, Some Lines for a Younger Brother . . .
David Sedaris, Let it Snow
Alisa Valdes-Rodriguez, My Hips, My Caceras
Rebecca Solnit, Open Door
Amy Tan, Mother Tongue
How to write a reflection
Student example
Janine Carter, The Miracle Quilt
Projects
Writing to Inform
7. Observations
Writing observations
What makes a good observation
How to read observations
Mary Roach, Monster in a Ryokan
Sandra Tsing Loh, Coming Home to Van Nuys
Kellie Schmitt, The Old Man Isn’t There Anymore
Ansel Adams, Photographs of Japanese-Americans at Manzanar
National Park Service, Yellowstone’s Geothermal Resources
How to write an observation
Student example
Sarah Cuellar, Playing in Traffic: How Parallel Play Helps Preschool Children "Merge" into Group Play
Projects
8. Informative Essays
Reporting information
What makes good informative writing
How to read informative writing
Chip Walter, Affairs of the Lips: Why We Kiss
Kheehong Song and Allison Cui, Understanding China’s Middle Class
Robin Dunbar, Gossip Is Good for You
World Wildlife Fund, Measuring Human Demand
Christopher McCandless, The Heart Disease Test Madeover
How to write to inform
Student example
Lakshmi Kotra, The Life Cycle of Stars
Projects
Writing to Analyze
9. Rhetorical, Visual, and Literary Analyses
Writing to analyze
Analyzing text and context
Writing a rhetorical analysis
Writing a visual analysis
Writing a literary analysis
How to read analyses
Tim Collins, Straight from the Heart
David T. Z. Mindich, The Collapse of Big Media: The Young and the Restless
Example for analysis: Volkswagen Beetle
Example for analysis: Kate Chopin, The Storm
Example for analysis: Dagoberto Gilb, Love in LA
Student example
Quandre Brown, Fender-bender Romance in Dagoberto Gilb's "Love in LA"
How to write an analysis
Student example
Kelsey Turner, Biting the Hands That Feed America
Projects
Writing Arguments
10. Causal Arguments
Writing a causal argument
What makes a good causal argument
How to read causal arguments
Laura Fraser, The French Paradox
Emily Raine, Why Should I Be Nice To You? Coffee Shops and the Politics of Good Service
Kay S. Hymowitz, The New Girl Order
Malcolm Gladwell, Small Change
Clay Shirkey, Gin, Television, and Social Surplus
Eduardo Porter, The Price of Crossing Borders
How to write a causal argument
Student example
Armandi Tansel, Modern Warfare: Video Games’ Link to Real-World Violence
Projects
11. Evaluation Arguments
Writing an evaluation argument
What makes a good evaluation argument
How to read evaluation arguments
P. J. O'Rourke, The End of the Affair
Editorial. The Worst Policy on Campus
Bill McKibben, The Only Way to Have a Cow
Jane McGonigal, The Four Secrets to Making Our Own Happiness
Stephanie Rosenbloom, The Nitpicking Nation
How to write an evaluation
Student example
Jenna Picchi, Organic Foods Should Come Clean
Projects
12. Position Arguments
Writing a position argument
What makes a good position argument
How to read position arguments
Ted Koppel, Take My Privacy, Please!
Frederick Douglass, What to the Slave Is the Fourth of July?
Mark Winne, When Handouts Keep Coming, the Food Line Never Ends
Michael Pollan, Eat Food, Food Defined
David Carr, Why Twitter Will Endure
James Paul Gee, Games, Not Schools, Are Teaching Kids to Think
Buff Daddy
Food Cops Bust Cookie Monster
How to write a position argument
Student example
Patrice Conley, Flagrant Foul: The NCAA’s Definition of Student Athletes as Amateurs
Projects
13. Proposal Arguments
Writing a proposal argument
What makes a good proposal argument
How to read proposal arguments
Thomas Jefferson, The Declaration of Independence
Richard Nixon, Building the Interstate Highway System
San Francisco Bicycle Coalition, Connecting the City
Glenn Loury, A Nation of Jailers
Peter W. Huber, Bound to Burn
Chris Packham and Mark Wright, Should Pandas Be Left to Face Extinction?
How to write a proposal argument
Student example
Kim Lee, Let’s Make It a Real Melting Pot with Presidential Hopes for All
Projects
PART THREE: The Multimodal Writer
14. Thinking Visually
Communicate with visuals and words
Know when to use images and graphics
Take pictures that aren’t boring
Compose images
Create tables, charts, and graphs
15. Designing Documents
Start with your readers
Use headings and subheadings effectively
Design pages
Understand typography
Create tables, charts, and graphs
16. Delivering Presentations
Plan a presentation
Design effective visuals
Deliver a successful presentation
17. Writing for Online Courses
Keep track of online coursework
Participate in online discussions
Manage online writing
18. Working as a Team
Organize a team
Brainstorm as a team
Work as a team
PART FOUR: The Writer as Researcher
Guide to Research
19. Planning Research
Analyze the research task
Ask a question
Determine what you need
Draft a working thesis
20. Finding Sources
Identify the kinds of sources that you need
Search using keywords
Find sources in databases
Find sources on the Web
Find multimedia sources
Find print sources
Create a working bibliography
21. Evaluating Sources
Determine the relevance and quality of sources
Determine the kind of source
Determine if a source is trustworthy
Create an annotated bibliography
22. Exploring in the Field
Conduct interviews
Administer surveys
Make observations
23. Writing the Research Project
Write a draft
Avoid plagiarism
Quote sources without plagiarizing
Summarize and paraphrase sources without plagiarizing
Incorporate quotations
Incorporate visuals
Review your research project
24. MLA Documentation
Elements of MLA documentation
Entries in the works-cited list
In-text citations in MLA style
Books in MLA-style works cited
Web sources in MLA-style works cited
Other sources in MLA-style works cited
Visual sources in MLA-style works cited
Sample MLA paper
Sarah Picchi, It’s Time to Shut Down the Identity Theft Racket
25. APA Documentation
APA citations
In-text citations in APA style
Books in APA-Style references list
Periodicals in APA-Style references list
Web sources in APA-Style references list
Other sources in APA-Style references list
Sample APA paper
Blair Zacharias, Parking Design Recommendations for Publically Funded Commercial Redevelopment Projects
Appendixes:
A. Writing Essay ExamsB. Creating Portfolios
Lester Faigley holds the Robert Adger Law and Thos. H. Law Professorship in Humanities at the University of Texas at Austin. He was the founding director of the Division (now Department) of Rhetoric and Writing at Texas in 1993, and he served as the 1996 Chair of the Conference on College Composition and Communication. Faigley has published over twenty books and editions, including Fragments of Rationality (Pittsburgh, 1992), which received the MLA Mina P. Shaughnessy Prize.
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