Reading Critically, Writing Well by Rise B. Axelrod; Charles R. Cooper; Alison M. Warriner - Eleventh Edition, 2017 from Macmillan Student Store

Reading Critically, Writing Well

A Reader and GuideEleventh Edition ©2017 Rise B. Axelrod; Charles R. Cooper; Alison M. Warriner

With more critical reading coverage than any other composition reader, Reading Critically, Writing Well helps students read for meaning and read like a writer, and it guides them to use what they've learned in their writing. Each of the book’s 8 assignment chapters includes a specific guid...

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ISBN:9781319032753

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Reading Critically, Writing Well by Rise B. Axelrod; Charles R. Cooper; Alison M. Warriner - Eleventh Edition, 2017 from Macmillan Student Store

The most support to help students read like writers

With more critical reading coverage than any other composition reader, Reading Critically, Writing Well helps students read for meaning and read like a writer, and it guides them to use what they've learned in their writing. Each of the book’s 8 assignment chapters includes a specific guide to reading that challenges students to analyze the authors’ techniques as well as a step-by-step guide to writing and revising that helps them apply these techniques to their own essays.

Now with more readings in each chapter, including 17 provocative new professional selections and student models covering a range of disciplines, this new edition features hands-on activities for critical analysis and invention, helpful reading and research strategies (including 2016 MLA coverage), and multiple opportunities for summary and synthesis. Accessible instruction, engaging readings, and effective writing assignments make Reading Critically, Writing Well ideal for instructors who want the support and readings to demonstrate effective rhetorical choices that students can make in their own writing.

Features

40 professional plus 8 student readings model the full range of writing that students will read and produce in college, including autobiography, reflection, evaluation, and argument. Selections represent an array of themes and disciplines, from social sciences and humanities to food studies and neuroscience. Readings by classic and popular authors include Martin Luther King Jr., Annie Dillard, David Sedaris, and Susan Cain.

An introduction to the academic habits of mind in Chapter 1 focuses on the crucial habits students need to develop—curiosity, critical analysis, and rhetorical sensitivity—with activities that promote academic reading and writing.

Uniquely thorough coverage of the reading-writing connection provides detailed guidance for students in moving from critical reading to successful writing and is found in each assignment chapter:

  • Step-by-step Guides to Reading walk students through a reading selection, asking them to develop their own interpretations while introducing them to the basic features of that chapter's genre of writing.

  • Step-by-step Guides to Writing take students through the process of planning, drafting, and revising an essay for that chapter's genre of writing.

  • A Catalog of Reading Strategies in Chapter 2 includes 17 useful strategies for critical reading, from annotating and outlining to analyzing and evaluating the logic of an argument. Special Reading Strategy boxes in the assignment chapters highlight examples in the readings where these strategies are at work.

  • An Appendix of Strategies for Research and Documentation and Writing with Sources boxes provide examples and strategies for planning and conducting research projects in both MLA and APA styles.

Hands-on activities for active learning accompany each reading and invite students to learn by doing. Tailored questions prepare students to read and summarize each reading, then respond and analyze the writer’s assumptions. Analyze & Write prompts help students practice writing about each selection. Annotated example paragraphs and sentence strategy templates foreground the rhetorical moves students need to learn to write effectively in the classroom and beyond.

New to This Edition

40% new reading selections and more readings per chapter. An additional reading in every assignment chapter gives students more opportunities to practice and develop their critical reading skills. Instructors’ feedback on what topics and types of readings worked in the classroom also means more interesting topics to write about. Some highlights include:

  • Leslie Jamison's "The Immortal Horizon" observes in detail a unique ultra-marathon in the Tennessee wilderness.

  • Michael Pollan’s "Altered State" questions what it really means to eat "natural."

  • Miya Tokumitsu’s "In the Name of Love" suggests that "doing what you love" may not be the best career advice.

Improved annotated readings now bring the book’s unique Reading Like a Writer questions into the margins of selections, helping students see strategies in context and ask rhetorical questions while they read.

New Peer Review Charts in the Guides to Writing simplify self- and peer-review by asking students to identify what’s working well and what needs improvement, fostering constructive feedback.

A clearer connection between activities with a streamlined design in Thinking About, Writing to Learn, and Reflecting boxes helps unite the activities and keep students thinking about each genre as they work through each assignment chapter.

Alternative tables of contents by discipline and theme allow instructors the flexibility to chart their own path through the readings to meet their course goals.

Updated MLA coverage aligns formatting and citation examples with the 2016 Modern Language Association guidelines.

"I have been using Reading Critically, Writing Well for over a decade, and it would be hard to get me to switch to another rhetoric or reader. With interesting readings, clear assignments, and helpful guides, this book helps college writers learn independently."
– Sondra Smith Gates, Kirkwood Community College


"What distinguishes Reading Critically, Writing Well is that it is one of the few composition and rhetoric textbooks that emphasizes the importance of critical reading in the writing process. It doesn't tell students what to write; it tells them what good writers look for in their readings."
– Kirstin Brunnemer, Pierce College

"Reading Critically, Writing Well delves more into deeper reading than other textbooks, which is essential to help students think more critically about the world around them. It helps them gain new insights and helps shape their place in this world and how they think about it."
– Elizabeth Langenfeld, Crafton Hills College

 

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Table of Contents

Contents by Theme

Contents by Discipline

CHAPTER 1 ACADEMIC HABITS OF MIND: FROM READING CRITICALLY TO WRITING WELL

Joining the Academic Conversation

     Developing Curiosity

     Analyzing Ideas

     Developing Rhetorical Sensitivity

Exploring the Rhetorical Situation

From Reading Critically to Writing Well

The Writing Process

CHAPTER 2 A CATALOG OF READING STRATEGIES

Annotating

Martin Luther King Jr., "An Annotated Sample from "Letter from Birmingham Jail"

Taking Inventory

Outlining

Summarizing

Paraphrasing

Synthesizing

Analyzing Assumptions

Contextualizing

Exploring the Significance of Figurative Language

Analyzing Visuals

Looking for Patterns of Opposition

Reflecting on Challenges to Your Beliefs and Values

Comparing and Contrasting Related Readings

Lewis H. Van Dusen Jr., "Legitimate Pressures and Illegitimate Results"

Evaluating the Logic of an Argument

Recognizing Logical Fallacies

Recognizing Emotional Manipulation

Judging the Writer’s Credibility

CHAPTER 3 AUTOBIOGRAPHY

Rhetorical Situations for Autobiographies

A GUIDE TO READING AUTOBIOGRAPHY

Annie Dillard, "An American Childhood"

*David Sedaris, "Me Talk Pretty One Day" (Annotated Essay)

Tom Ruprecht, "In Too Deep"

Saira Shah, "Longing to Belong"

Jenée Desmond-Harris, "Tupac and My Non-Thug Life"

Brad Benioff, "Rick" (Student Essay)

A GUIDE TO WRITING AUTOBIOGRAPHY

Writing Your Draft

Reviewing and Improving the Draft

CHAPTER 4 OBSERVATION

Rhetorical Situations for Observations

A GUIDE TO READING OBSERVATIONS

The New Yorker, "Soup"

*Leslie Jamison, "The Immortal Horizon" (Annotated Essay)

John T. Edge, "I’m Not Leaving Until I Eat This Thing"

Gabriel Thompson, "A Gringo in the Lettuce Fields"

Amanda Coyne, "The Long Goodbye: Mother's Day in Federal Prison"

Brian Cable, "The Last Stop" (Student Essay)

A GUIDE TO WRITING OBSERVATIONAL ESSAYS

Writing Your Draft

Reviewing and Improving the Draft

CHAPTER 5 REFLECTION

Rhetorical Situations for Reflections

A GUIDE TO READING REFLECTIVE ESSAYS

Brent Staples, "Black Men and Public Space"

Dana Jennings, "Our Scars Tell the Stories of Our Lives" (Annotated Essay)

*Marina Keegan, "Stability in Motion"

*Jacqueline Woodson, "The Pain of the Watermelon Joke"

*Manuel Muñoz, "Leave Your Name at the Border"

Katherine Haines, "Whose Body Is This?" (Student Essay)

A GUIDE TO WRITING REFLECTIVE ESSAYS

Writing Your Draft

Reviewing and Improving the Draft

CHAPTER 6 EXPLAINING CONCEPTS

Rhetorical Situations for Concept Explanations

A GUIDE TO READING ESSAYS EXPLAINING CONCEPTS

Susan Cain, "Shyness: Evolutionary Tactic?"

*John Tierney, "Do You Suffer from Decision Fatigue?" (Annotated Essay)

*Alexis C. Madrigal, "The Machine Zone"

*Melanie Tannenbaum, "The Problem When Sexism Just Sounds So Darn Friendly"

*Michael Pollan, "Altered State: Why 'Natural' Doesn't Mean Anything"

Linh Kieu Ngo, "Cannibalism: It Still Exists" (Student Essay)

A GUIDE TO WRITING ESSAYS EXPLAINING CONCEPTS

Writing Your Draft

Reviewing and Improving the Draft

CHAPTER 7 EVALUATION

Rhetorical Situations for Evaluations

A GUIDE TO READING EVALUATIONS

Amitai Etzioni, "Working at McDonald’s"

*Molly McHugh, "This App Digitally Curates Your Messiest Relationships. Yay?" (Annotated Essay)

*Emily Nussbaum, "The Aristocrats: The Graphic Arts of Game of Thrones"

Malcolm Gladwell, "What College Rankings Really Tell Us"

Christine Rosen, "The Myth of Multitasking"

Christine Romano, "Jessica Statsky’s ‘Children Need to Play, Not Compete’: An Evaluation" (Student Essay)

A GUIDE TO WRITING EVALUATIONS

Writing Your Draft

Reviewing and Improving the Draft

CHAPTER 8 ARGUING FOR A POSITION

Rhetorical Situations for Position Arguments

A GUIDE TO READING ESSAYS ARGUING FOR A POSITION

Brian Greene, "Put a Little Science in Your Life"

*David Z. Hambrick and Christopher Chabris, "Yes, IQ Really Matters" (Annotated Essay)

Sherry Turkle, "The Flight from Conversation"

Daniel J. Solove, "Why Privacy Matters Even If You Have ‘Nothing to Hide’"

*Miya Tokumitsu, "In the Name of Love"

Jessica Statsky, "Children Need to Play, Not Compete" (Student Essay)

A GUIDE TO WRITING ESSAYS ARGUING FOR A POSITION

Writing Your Draft

Reviewing and Improving the Draft

CHAPTER 9 SPECULATING ABOUT CAUSES OR EFFECTS

Rhetorical Situations for Speculating about Causes or Effects

A GUIDE TO READING ESSAYS SPECULATING ABOUT CAUSES OR EFFECTS

Stephen King, "Why We Crave Horror Movies"

*Eve Fairbanks, "How Did Sleep Become So Nightmarish?" (Annotated Essay)

Shankar Vedantam, "The Telescope Effect"

Nicholas Carr, "Is Google Making Us Stupid?"

*Sendhil Mullainathan, "The Mental Strain of Making Do with Less"

*Clayton Pangelinan, #socialnetworking: Why It’s Really So Popular" (Student Essay)

A GUIDE TO WRITING ESSAYS SPECULATING ABOUT CAUSES OR EFFECTS

Writing Your Draft

Reviewing and Improving the Draft

CHAPTER 10 PROPOSAL TO SOLVE A PROBLEM

Rhetorical Situations for Proposals

A GUIDE TO READING PROPOSALS

David Bornstein, "Fighting Bullying with Babies"

*Harold Meyerson, "How to Raise Americans’ Wages" (Annotated Essay)

*Naomi Rose, "Captivity Kills Orcas"

William F. Shughart II, "Why Not a Football Degree?"

Kelly D. Brownell and Thomas R. Frieden, "Ounces of Prevention—The Public Policy Case for Taxes on Sugared Beverages"

Patrick O’Malley, "More Testing, More Learning" (Student Essay)

A GUIDE TO WRITING PROPOSALS

Writing Your Draft

Reviewing and Improving the Draft

APPENDIX: STRATEGIES FOR RESEARCH AND DOCUMENTATION

Planning a Research Project

     Analyzing Your Rhetorical Situation and Setting a Schedule

     Choosing a Topic and Getting an Overview

     Focusing Your Topic and Drafting Research Questions

     Establishing a Research Log

     Creating a Working Bibliography

     Annotating Your Working Bibliography

     Taking Notes on Your Sources

Finding Sources

     Searching Library Catalogs and Databases

     Searching for Government Documents and Statistical Information

     Searching for Websites and Interactive Sources

Conducting Field Research

     Conducting Observational Studies

     Conducting Interviews

     Conducting Surveys

Evaluating Sources

     Choosing Relevant Sources

     Choosing Reliable Sources

Using Sources to Support Your Ideas

     Synthesizing Sources

     Acknowledging Sources and Avoiding Plagiarism

     Using Information from Sources to Support Your Claims

Citing and Documenting Sources in MLA Style

     Using In-Text Citations

     Creating a List of Works Cited

Citing and Documenting Sources in APA Style

     Using In-Text Citations

     Creating a List of References

Rise B. Axelrod

Rise B. Axelrod is McSweeney Professor of Rhetoric and Teaching Excellence, Emeritus, at the University of California, Riverside, where she was also director of English Composition. She has previously been professor of English at California State University, San Bernardino; director of the College Expository Program at the University of Colorado, Boulder; and assistant director of the Third College (now Thurgood Marshall College) Composition Program at the University of California, San Diego. She is the co-author, with Charles R. Cooper, of the best-selling textbooks The St. Martin's Guide to Writing and The Concise St. Martin's Guide to Writing, as well as Reading Critically, Writing Well.

Charles R. Cooper

Charles R. Cooper an emeritus professor at the University of California, San Diego served as coordinator of the Third College (now Thurgood Marshall College) Composition Program at the University of California, San Diego, and co-director of the San Diego Writing Project, one of the National Writing Project Centers. He advised the National Assessment of Educational Progress writing study and coordinated the development of California's first statewide writing assessment. He taught at the University of California, Riverside; the State University of New York at Buffalo; and the University of California, San Diego. Co-editor, with Lee Odell, of Evaluating Writing and Research on Composing: Points of Departure, and he was co-author, with Rise Axelrod, of the best-selling textbooks The St. Martin's Guide to Writing and The Concise St. Martin's Guide to Writing, as well as Reading Critically, Writing Well.

Alison M. Warriner

Alison M. Warriner is professor of English emerita at California State University, East Bay, where she was the Coordinator of Composition and Director of Writing Across the Curriculum. Previously she was Director of Communications at Sacred Heart University. She is co-author of Academic Literacy: A Statement of Competencies Expected of Students Entering California's Public Colleges and Universities (2002) and of the Expository Reading and Writing Course (ERWC 2005-present) that is currently adopted as Senior English in many California public high schools

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Instructor's Manual for Reading Critically, Writing Well (Online Only)

Rise B. Axelrod; Charles R. Cooper; Allison M. Warriner | Eleventh Edition | ©2017 | ISBN:9781319062309

The Instructor’s Manual, designed to accompany Reading Critically, Writing Well, 11th Edition, offers general advice and sugges...

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