The Allyn & Bacon Guide to Writing: MLA Update Edition

Writing ProjectsThematic ContentsPrefaceI: A RHETORIC FOR WRITERS1. Thinking Rhetorically About Good Writing Concept 1: Good Writing Can Vary from Closed to Open Forms David Rockwood, “A Letter to the Editor” Thomas Merton, “A Festival of Rain”Distinctions between Closed and Open Forms of WritingWhere to Place Your Writing Along the ContinuumConcept 2: Good Writers Pose Questions about Their Subject MatterShared Problems Unite Writers and ReadersPosing Your Own Subject-Matter Questions Brittany Tinker, “Can the World Sustain an American Standard of Living?”Concept 3: Good Writers Write for a Purpose to an Audience within a GenreHow Writers Think about PurposeHow Writers Think about AudienceHow Writers Think about GenreChapter SummaryBrief Writing Project 1: Posing a Good Subject-Matter ProblemBrief Writing Project 2: Understanding Rhetorical Context *2. Thinking Rhetorically about Your Subject Matter Concept 4: Professors Value “Wallowing in Complexity”Learning to Wallow in ComplexitySeeing Each Academic Discipline as a Field of Inquiry and ArgumentConcept 5: Good Writers Use Exploratory Strategies to Think Critically about Subject Matter ProblemsFreewritingFocused FreewritingIdea MappingDialectic TalkPlaying the Believing and Doubting Game "Believing and Doubting Paul Theroux’s Negative View of Sports”Concept 6: A Strong Thesis Surprises Readers with Something New or ChallengingTrying to Change Your Reader’s View of Your SubjectGiving Your Thesis Tension through “Surprising Reversal”Concept 7: Thesis Statements in Closed-Form Prose Are Supported Hierarchically with Points and ParticularsHow Points Convert Information to MeaningHow Removing Particulars Creates a SummaryHow to Use Points and Particulars When You ReviseChapter SummaryBrief Writing Project: Playing the Believing and Doubting Game3. Thinking Rhetorically about How Messages Persuade Concept 8: Messages Persuade through Their Angle of VisionRecognizing the Angle of Vision in a TextAnalyzing Angle of VisionConcept 9: Messages Persuade through Appeals to Logos, Ethos, and PathosConcept 10: Nonverbal Messages Persuade Through Visual Strategies That Can Be Analyzed RhetoricallyVisual RhetoricThe Rhetoric of Clothing and Other Consumer ItemsChapter SummaryBrief Writing Project: Analyzing Angle of Vision in Two Passages about Nuclear Energy4. Thinking Rhetorically about Style and Document Design Concept 11: Good Writers Make Purposeful Stylistic ChoicesFactors That Affect StyleAbstract Versus Concrete Words: Moving Up or Down the Scale of AbstractionWordy Versus Streamlined Sentences: Cutting Deadwood to Highlight Your IdeasCoordination Versus Subordination: Using Sentence Structure to Control EmphasisInflated Voice Versus a Natural Speaking Voice: Creating a PersonaConcept 12: Good Writers Make Purposeful Document Design ChoicesUsing TypeUsing Space and Laying Out DocumentsUsing ColorUsing Graphics and ImagesExamples of Different Document DesignsChapter SummaryBrief Writing Project: Converting a Passage from Scientific to Popular StyleII: WRITING PROJECTS Writing to Learn5. Seeing Rhetorically: The Writer as Observer Exploring Rhetorical ObservationUnderstanding Observational WritingWhy “Seeing” Isn’t a Simple MatterHow to Analyze a Text RhetoricallyWriting Project: Descriptions of the Same Place and a Self-ReflectionExploring Rationales and Details for Your Two DescriptionsGenerating DetailsShaping and Drafting for Your Two DescriptionsUsing Show Words Rather than Tell WordsRevising Your Two DescriptionsGenerating and Exploring Ideas for Your Self-ReflectionQuestions for Peer ReviewReadings Clash on the Congo: Two Eyewitness Accounts Tamlyn Rogers (student), “Two Descriptions of the Same Classroom and a Self-Reflection” * 6. Reading Rhetorically: The Writer as Strong Reader Exploring Rhetorical Reading Andrés Martin, “On Teenagers and Tattoos” Understanding Rhetorical ReadingWhat Makes College-Level Reading Difficult?Using the Reading Strategies of ExpertsReading with the Grain and Against the GrainUnderstanding Summary Writing Sean Barry (student), “Summary of Martin’s Article” Understanding Strong Response WritingStrong Response as Rhetorical Critique*Strong Response as Ideas Critique*Strong Response as Reflection*Strong Response as a Blend* Sean Barry (student), “Why Do Teenagers Get Tattoos? A Response to Andrés Martin” Writing a Summary/Strong Response of a Visual-Verbal TextWriting Project: A SummaryGenerating Ideas: Reading for Structure and ContentDrafting and RevisingQuestions for Peer ReviewWriting Project: A Summary/Strong Response EssayExploring Ideas for Your Strong ResponseWriting a Thesis for a Strong Response EssayShaping and DraftingRevisingQuestions for Peer ReviewReadings Thomas L. Friedman, “30 Little Turtles” * Stephanie Malinowski (student), “Questioning Thomas L. Friedman’s Optimism in ’30 Little Turtles’” * David Horsey, “Today’s Economic Indicator” (editorial cartoon)* Mike Lane, “Labor Day Blues” (editorial cartoon)* Froma Harrop, “New Threat to Skilled U.S. Workers” * Writing to Explore7. Writing an Autobiographical Narrative Exploring Autobiographical NarrativeUnderstanding Autobiographical WritingAutobiographical Tension: The Opposition of ContrariesHow Literary Elements Work in Autobiographical NarrativesWriting Project: Autobiographical NarrativeGenerating and Exploring IdeasShaping and Drafting Your NarrativeRevisingQuestions for Peer ReviewWriting Project: Literacy Narrative*What Is a Literacy Narrative?Typical Features of a Literacy NarrativeGenerating and Exploring IdeasShaping and Drafting Your Literacy NarrativeRevisingQuestions for Peer ReviewReadings Kris Saknussemm, “Phantom Limb Pain” Patrick Jose (student), “No Cats in America?” Anonymous (student), “Masks” Jennifer Ching (student), “Once Upon a Time” * 8. Writing an Exploratory Essay or Annotated Bibliography Exploring Exploratory WritingUnderstanding Exploratory WritingWriting Project: An Exploratory EssayGenerating and Exploring IdeasTaking “Double Entry” Research NotesShaping and DraftingRevisingQuestions for Peer ReviewWriting Project: An Annotated Bibliography*What Is an Annotated Bibliography?Features of Annotated Bibliography EntriesExamples of Annotation EntriesWriting a Critical Preface for Your Annotated BibliographyShaping, Drafting, and RevisingQuestions for Peer ReviewReadings James Gardiner (student), “How Do Online Social Networks Affect Communication?” * James Gardiner (student), “The Effect of Online Social Networks on Communication Skills? An Annotated Bibliography” * Jane Tompkins, “’Indians’: Textualism, Morality, and the Problem of History” * Writing to Inform9. Writing an Informative Essay or Report Exploring Informative (and Surprising) Writing EnchantedLearning.com, “Tarantulas” Rod Crawford, “Myths about ‘Dangerous’ Spiders” Understanding Informative WritingNeed-to-Know Informative Prose*Informative ReportsInformative Magazine ArticlesWriting Project: A Set of Instructions*Generating and Exploring IdeasShaping and DraftingRevisingQuestions for Peer ReviewWriting Project: Informative Workplace Report*Generating and Exploring IdeasShaping and DraftingRevisingQuestions for Peer ReviewWriting Project: Informative Magazine ArticleGenerating and Exploring IdeasShaping, Drafting, and RevisingQuestions for Peer ReviewReadings Kerry Norton, “Winery Yeast Preparation Instructions” * Pew Research Center, “Muslim Americans: Middle Class and Mostly Mainstream” * Kerri Ann Matsumoto (student), “How Much Does It Cost to Go Organic?” Cheryl Carp (student), “Behind Stone Walls” Shannon King (student), “How Clean and Green are Hydrogen Fuel-Cell Cars?” Eugene Robinson, “You Have the Right to Remain a Target of Racial Profiling” * Writing to Analyze and Synthesize10. Analyzing Field Research Data Exploring the Analysis of Field Research DataUnderstanding the Analysis of Field Research DataThe Structure of an Empirical Research ReportHow Readers Typically Read a Research ReportPosing Your Research QuestionCollecting Data Through Observation, Interviews, or QuestionnairesReporting Your Results in Text, Tables, and GraphsAnalyzing Your ResultsFollowing Ethical StandardsWriting Project: An Empirical Research ReportGenerating Ideas for Your Empirical Research ReportDesigning Your Empirical Study and Drafting the Introduction and Method SectionsDoing the Research and Writing the Rest of the ReportRevising Your ReportQuestions for Peer ReviewWriting in TeamsWriting Project: A Scientific Poster*What Is a Scientific Poster?Content of a PosterFeatures of an Effective PosterDesigning, Creating, and Revising Your PosterQuestions for Peer ReviewReadings Gina Escamilla, Angie L. Cradock, and Ichiro Kawachi, “Women and Smoking in Hollywood Movies: A Content Analysis” Lauren Campbell, Charlie Bourain, and Tyler Nishida (students), “A Comparison of Gender Stereotypes in Spongebob Squarepants and a 1930’s Mickey Mouse Cartoon” (APA-Style Research Paper)* Lauren Campbell, Charlie Bourain, and Tyler Nishida (students), “Spongebob Squarepants Has Fewer Gender Stereotypes than Mickey Mouse” (scientific poster)* 11. Analyzing Images Exploring Image Analysis*Understanding Image AnalysisHow Images Create a Rhetorical EffectHow to Analyze an AdvertisementHow Advertisers Target Specific AudiencesSample Analysis of an AdvertisementCultural Perspectives on AdvertisementsWriting Project: Analysis of Two Visual Texts*Exploring and Generating Ideas for Your AnalysisShaping and Drafting Your AnalysisRevisingQuestions for Peer ReviewReadings Paul Messaris, Excerpt from Visual Persuasion Stephen Bean (student), How Cigarette Advertisers Address the Stigma Against Smoking 12. Analyzing a Short Story Exploring Literary Analysis Evelyn Dahl Reed, “The Medicine Man” Understanding Literary AnalysisThe Truth of Literary EventsWriting (About) LiteratureWriting Project: An Analysis of a Short StoryReading the Story and Using Reading LogsGenerating and Exploring IdeasShaping, Drafting, and RevisingQuestions for Peer ReviewReadings Alice Walker, “Everyday Use (For Your Grandmama)” Sherman Alexie, “The Lone Ranger and Tonto Fistfight in Heaven” * Betsy Weiler (student), “Who Do You Want to Be? Finding Heritage in Walker’s 'Everyday Use'" 13. Analyzing and Synthesizing Ideas Exploring the Analysis and Synthesis of Ideas Nikki Swartz, “Mobile Phone Tracking Scrutinized” * Terry J. Allen, “Reach Out and Track Someone” * Understanding Analysis and SynthesisPosing a Synthesis QuestionSynthesis Writing as an Extension of Summary/Strong Response*Student Example of a Synthesis Essay Kate MacAuley (student), “Technology’s Peril and Potential” Writing Project: A Synthesis EssayIdeas for Synthesis Questions and ReadingsUsing Learning LogsExploring Your Texts Through Summary WritingExploring Your Texts’ Rhetorical StrategiesExploring Main Themes and Similarities and Differences in Your Texts’ IdeasGenerating Ideas of Your OwnTaking Your Position in the Conversation: Your SynthesisShaping and DraftingWriting a Thesis for a Synthesis EssayOrganizing a Synthesis EssayRevisingQuestions for Peer ReviewReadings Dee, “Comprehensive Immigration Reform: PROs and ANTIs” * Shirah, “The Real–and Unspoken–Immigration Issue” * Byron Williams, “Immigration Frenzy Points Out Need for Policy Debate” * Victor Davis Hanson, “The Global Immigration Problem” * Mike Crapo, “Immigration Policy Must Help Economy While Preserving Ideals” * Trapper John, “The Progressive Case Against the Immigration Bill” * Writing to Persuade14. Writing a Classical Argument Exploring Classical ArgumentUnderstanding Classical ArgumentStages of Development: Your Growth as an ArguerCreating an Argument Frame: A Claim with ReasonsArticulating ReasonsArticulating Unstated AssumptionsUsing Evidence EffectivelyEvaluating Evidence: The STAR Criteria*Addressing Objections and CounterargumentsResponding to Objections, Counterarguments, and Alternative ViewsAppealing to Ethos and Pathos A Brief Primer on Informal FallaciesWriting Project: A Classical ArgumentGenerating and Exploring IdeasShaping and DraftingRevisingQuestions for Peer ReviewReadings Ross Taylor (student), “Paintball: Promoter of Violence or Healthy Fun?” William Sweet, “Why Uranium Is the New Green” * Stan Eales, “Welcome to Sellafield” (editorial cartoon)* Los Angeles Times, “No Nukes” * Leonard Pitts, Jr., “Spare the Rod, Spoil the Parenting” A. J. Chavez, “The Case for (Gay) Marriage” 15. Making an Evaluation Exploring Evaluative Writing*Understanding Evaluation ArgumentsThe Criteria-Match ProcessThe Role of Purpose and Context in Determining CriteriaOther Considerations in Establishing CriteriaUsing a Planning Schema to Develop Evaluation ArgumentsConducting an Evaluation Argument: Evaluating a MuseumWriting Project: An Evaluation ArgumentGenerating and Exploring IdeasShaping and DraftingRevisingQuestions for Peer ReviewReadings Jackie Wyngaard (student), “EMP: Music History or Music Trivia?” Diane Helman and Phyllis Bookspan, “Sesame Street: Brought to You by the Letters M-A-L-E” Teresa Filice (student), “Parents, The Anti-Drug: A Useful Site” * 16. Proposing a Solution Exploring Proposal WritingUnderstanding Proposal WritingSpecial Demands of Proposal ArgumentsDeveloping an Effective Justification SectionProposals as Visual Arguments and PowerPoint Presentations*Writing Project: A Proposal ArgumentGenerating and Exploring IdeasShaping and DraftingRevisingQuestions for Peer ReviewWriting Project: Advocacy Ad or PosterUsing Document Design FeaturesExploring and Generating IdeasShaping and DraftingRevisingQuestions for Peer ReviewWriting Project: Proposal Speech with Visual Aids*Developing, Shaping, and Outlining Your Proposal SpeechDesigning Your Visual AidsDelivering Your SpeechRevisingQuestions for Peer ReviewReadings Jane Kester (student), “Visual Aids for a Proposal to Reduce High-Risk Drinking Through Student Awareness Workshops” * Rebekah Taylor (student), “A Proposal to Provide Cruelty-Free Products on Campus” Jennifer Allen, “The Athlete on the Sidelines” Dylan Fujitani (student), "'The Hardest of the Hardcore': Let’s Outlaw Hired Guns” III: A GUIDE TO COMPOSING AND REVISING17. Writing as a Problem-Solving Process Skill 1: Understand Why Expert Writers Use Multiple DraftsWhy Expert Writers Revise So ExtensivelyAn Expert’s Writing Processes Are RecursiveSkill 2: Revise Globally as Well as LocallySkill 3: Develop Ten Expert Habits to Improve Your Writing ProcessesSkill 4: Use Peer Reviews to Help You Think Like an ExpertBecome a Helpful Reader of Classmates’ DraftsUse a Generic Peer Review GuideParticipate in Peer Review WorkshopsRespond to Peer ReviewsChapter Summary18. Composing and Revising Closed-Form Prose Skill 5: Understand Reader ExpectationsUnity and CoherenceOld before NewForecasting and FulfillmentSkill 6: Convert Loose Structures into Thesis/Support Structures And Then Writing, or Chronological Structure All About Writing, or Encyclopedic Structure Engfish Writing, or Structure without SurpriseSkill 7: Plan and Visualize Your StructureUse Scratch Outlines Early in the Writing ProcessBefore Making a Detailed Outline, “Nutshell” Your ArgumentArticulate a Working Thesis and Main PointsSketch Your Structure Using an Outline, Tree Diagram, or FlowchartLet the Structure EvolveSkill 8: Create Effective TitlesSkill 9: Create Effective IntroductionsWhat Not to Do: The “Funnel” IntroductionFrom Old to New: The General Principle of Closed-Form IntroductionsTypical Elements of a Closed-Form IntroductionForecast the Whole with a Thesis Statement, Purpose Statement, or Blueprint StatementSkill 10: Create Effective Topic Sentences for ParagraphsPlace Topic Sentences at the Beginning of ParagraphsRevise Paragraphs for UnityAdd Particulars to Support PointsSkill 11: Guide Your Reader with Transitions and Other SignpostsUse Common Transition Words to Signal RelationshipsWrite Major Transitions between PartsSignal Transitions with Headings and SubheadingsSkill 12: Bind Sentences Together by Placing Old Information Before New InformationThe Old/New Contract in SentencesHow to Make Links to the “Old”Avoid Ambiguous Use of “This” to Fulfill the Old/New ContractHow the Old/New Contract Modifies the Rule “Avoid Weak Repetition”How the Old/New Contract Modifies the Rule “Prefer Active over Passive Voice”Skill 13: Use Four Expert Moves for Organizing and Developing IdeasThe For Example MoveThe Summary/However MoveThe Division-into-Parallel Parts MoveThe Comparison/Contrast MoveSkill 14: Write Effective Conclusions19. Composing and Revising Open-Form Prose Skill 15: Make Your Narrative a Story, not an And Then Chronology Patrick Klein (student), “Berkeley Blues”Depiction of Events Through TimeConnectednessTension or ConflictResolution, Recognition, or Retrospective InterpretationSkill 16: Write Low on the Ladder of AbstractionConcrete Words Evoke Images and SensationsUse Revelatory Words and Memory-Soaked WordsSkill 17: Disrupt Your Reader’s Desire for Direction and ClarityDisrupt Predictions and Make Odd JuxtapositionsLeave GapsSkill 18: Tap the Power of Figurative LanguageSkill 19: Expand Your Repertoire of StylesSkill 20: Use Open-Form Elements to Create “Voice” in Closed-Form ProseIntroduce Some HumorUse Techniques from Popular MagazinesReading Annie Dillard, “Living Like Weasels” IV: A RHETORICAL GUIDE TO RESEARCH20. Asking Questions, Finding Sources An Overview of Research WritingSkill 21: Argue Your Own Thesis in Response to a Research QuestionFormulating a Research QuestionEstablishing Your Role as a ResearcherA Case Study: James Gardiner’s Research on Online Social Networks*Skill 22: Understand Differences Among Kinds of SourcesLooking at Sources RhetoricallySkill 23: Use Purposeful Strategies for Searching Libraries, Databases, and Web SitesChecking Your Library’s HomepageFinding Books: Searching Your Library’s Online CatalogFinding Print Articles: Searching a Licensed DatabaseFinding Cyberspace Sources: Searching the World Wide Web21. Evaluating Sources Skill 24: Read Sources Rhetorically and Take Purposeful NotesRead with Your Own Goals in MindRead Your Sources RhetoricallyTake Purposeful NotesSkill 25: Evaluate Sources for Reliability, Credibility, Angle of Vision, and Degree of AdvocacyReliabilityCredibilityAngle of Vision and Political StanceDegree of AdvocacySkill 26: Use Your Rhetorical Knowledge to Evaluate Web SourcesThe Web as a Unique Rhetorical EnvironmentCriteria for Evaluating a Web SourceAnalyzing Your Own Purposes for Using a Web Source22. Incorporating Sources Into Your Own Writing Roger D. McGrath, “The Myth of Violence in the Old West” Skill 27: Keep Your Focus on Your Own ArgumentWriter 1: An Analytical Paper on Causes of Violence in Contemporary SocietyWriter 2: A Persuasive Paper Supporting Gun ControlWriter 3: An Informative Paper Showing Shifting Definitions of CrimeSkill 28: Know When and How to Use Summary, Paraphrase, Quotation, and Attributive TagsEffective Use of Summary, Paraphrase, or QuotationCreating Rhetorically Effective Attributive TagsSkill 29: Understand the Mechanics of QuotingQuoting a Complete Sentence Introduced by an Attributive TagInserting Quoted Words and Phrases into Your Own SentencesUsing Brackets to Modify a QuotationUsing Ellipses to Indicate Omissions from a QuotationUsing Single and Double Quotation Marks for a Quotation Within a QuotationUsing Block Indentation for Quotations More Than Four Lines LongSkill 30: Understand and Avoid Plagiarism23. Citing and Documenting Sources Skill 31: Understand How Parenthetical Citations WorkConnect the Body of the Paper to the Bibliography with CitationsCitation Problems with Database and Web SourcesSkill 32: Cite and Document Sources Using MLA StyleCite from an Indirect SourceCite Page Numbers for Downloaded MaterialDocument Sources in a “Works Cited” ListMLA Citation Models James Gardiner (student), “Why Facebook Might Not Be Good For You” (MLA-Style Research Paper)Skill 33: Cite and Document Sources Using APA StyleAPA Formatting for In-Text CitationsCite from an Indirect SourceDocument Sources in a “References” ListAPA Citation ModelsStudent Example of an APA-Style PaperV: WRITING FOR ASSESSMENT24. Essay Examinations: Writing Well Under Pressure How Essay Exams Differ from Other EssaysPreparing for an Exam: Learning Subject MatterIdentifying and Learning Main IdeasApplying Your KnowledgeMaking a Study PlanAnalyzing Exam QuestionsUnderstanding the Use of Outside QuotationsRecognizing Organizational CuesInterpreting Key TermsDealing with the Limits of the Test SituationProducing an “A” ResponseChapter Summary25. Assembling a Portfolio and Writing a Reflective Essay Understanding PortfoliosCollecting Work for Paper and Electronic PortfoliosSelecting Work for Your PortfolioUnderstanding Reflective WritingWhy Is Reflective Writing Important?Reflective Writing AssignmentsSingle Reflection AssignmentsGuidelines for Writing a Single ReflectionComprehensive Reflection AssignmentsGuidelines for Writing a Comprehensive ReflectionGuidelines for Writing a Comprehensive Reflective LetterReadings Jaime Finger (student), “A Single Reflection on an Exploratory Essay” Bruce Urbanik (student), “A Comprehensive Reflective Letter”VI. A GUIDE TO EDITINGHandbook 1. Improving Your Editing SkillsWhy Editing Is ImportantOverview of This Guide to EditingImproving Your Editing and Proofreading ProcessesMicrotheme Projects on EditingHandbook 2. Understanding Sentence StructureThe Concept of the SentenceBasic Sentence PatternsParts of SpeechTypes of PhrasesTypes of ClausesTypes of SentencesHandbook 3. Punctuating Boundaries of Sentences, Clauses, and PhrasesWhy Readers Need PunctuationRules for Punctuating Clauses and Phrases Within a SentenceIdentifying and Correcting Sentence FragmentsIdentifying and Correcting Run-Ons and Comma SplicesOverview of Methods for Joining ClausesHandbook 4. Editing for Standard English UsageFixing Grammatical TanglesMaintaining ConsistencyMaintaining AgreementMaintaining Parallel StructureAvoiding Dangling or Misplaced ModifiersChoosing Correct Pronoun CasesChoosing Correct Verb FormsChoosing Correct Adjective and Adverb FormsHandbook 5. Editing for StylePruning Your ProseEnlivening Your ProseAvoiding Broad or Unclear Pronoun ReferencePutting Old Information Before New InformationDeciding Between Active and Passive VoiceUsing Inclusive LanguageHandbook 6. Editing for Punctuation and MechanicsPeriods, Question Marks, and Exclamation PointsCommasSemicolonsColons, Dashes, and ParenthesesApostrophesQuotation MarksUnderlining (Italics)Brackets, Ellipses, and SlashesCapital LettersNumbersAbbreviationsManuscript FormA Guide to Avoiding PlagiarismAcknowledgmentsIndex