From the Publisher New Features New introductory chapter. Chapter 1, "Introduction to This Book, to College Writing, and to Thinking About Thinking," shows users how they can take best advantage of the text and its features. For instance, the chapter includes a series of 15 "Short Takes" that forecast the modular organization of the text and serve as a reference tool for locating extended topical discussions throughout the text.
And I plan to continue teaching as long as KSU, or any university, continues offering me classes. I've found several of the tools useful in my own writing; I have not found a better explication of what it means to paraphrase, nor have I encountered a more useful adaptation of focused freewriting; the authors outline six steps for focusing a freewriting session by continually returning to one key passage in a text, then sketching that passage's context, paraphrasing key words and interpreting the language that seems most crucial to the passage's meaning, and, finally, working out ways the passage connects to other sections in the text or to other passages from other texts.
The authors also present a "Method" for locating strands of repetition and contrast in visual and print texts that takes a little work to get down but really proves useful in locating, rather than a "main idea" or gist, sections wherein the writer pitches ideas agaisnt each other.
It's a useful way of reading and of shaping texts; I'd even consider using the Method in a fiction workshop. I've had some diffiiculty helping students acclimate to the drastically different way this text's authors approach writing. They use the word "analytically" quite literally; thus, analytical writing proceeds from uncertainty and involves a great deal of evidence gathering and interpretation.
Students used to summarizing and reading for a main idea with find this approach troubling. At least, a great number of my own students have had such trouble. I've found that it's necessary to have chosen a set of readings centered on, or at least loosely tethered to, a set of shared ideas; I have students then spend a week on each reading, using one of the analytical tools to try and break open a part of those readings.
It's been a difficult time, but I'm receiving some fairly solid work from all my classes, and I'm convinced their writing will only get better as the semester progresses.
And by "better," I mean more inquisitive, descriptive, deeper, and more developed.Rent Writing Analytically 7th edition () today, or search our site for other textbooks by David Rosenwasser.
Every textbook comes with a day "Any Reason" guarantee. Published by CENGAGE Learning. David Rosenwasser teaches at Muhlenberg College, a small liberal arts college in Pennsylvania, where he has been since the late s. Along with Jill Stephen, he created and implemented the Writing Across the Curriculum program there through a series of faculty seminars.
Find Writing Analytically 7th Edition by Rosenwasser et al at over 30 bookstores. Buy, rent or sell. To that end, WRITING ANALYTICALLY treats writing as a tool of thought, offering prompts that lead students through the process of analysis and synthesis and .
David Rosenwasser teaches at Muhlenberg College, a small liberal arts college in Pennsylvania, where he has been since the late s. He and Jill Stephen created and implemented the Writing Across the Curriculum program there through a series of faculty seminars.4/5(2).
David Rosenwasser teaches at Muhlenberg College, a small liberal arts college in Pennsylvania, where he has been since the late s. He and Jill Stephen created and implemented the Writing Across the Curriculum program there through a series of faculty pfmlures.coms: 2.