Writing Analytically, 6th Edition - Rosenwasser, David & Stephen, Jill [5]
How a Paragraph Says
How Long? Paragraphs, Readers, and Writers
Paragraphs Across the Curriculum: Some Common Patterns
Linking the Sentences in Paragraphs: Minding the Gaps
What a Paragraph Does: The Paragraph as Movement of Mind
Paragraph Structure #1: Topic Sentence, Restriction, Illustration
Try This 15.4: Label the Function of the Sentences in a Paragraph
Paragraph Structure #2: Observation -> Implication -> Conclusion
Paragraph Structure #3: Coordinate and Subordinate Paragraphs
Try This 15.5: Arrange Coordinate and Subordinate Sequences
Try This 15.6: Identify the Structure of Paragraphs
Finding the Skeleton of an Essay: An Example
Guidelines
Assignments
CHAPTER 16 Introductions and Conclusions Across the Curriculum
Introductions and Conclusions as Social Sites
How Much to Say Upfront
What Introductions Do: “Why What I’m Saying Matters”
Putting an Issue or Question in Context
Providing an Introductory Context: A Political Science Professor Speaks
Voices From Across the Curriculum
Introductions and Abstracts in the Sciences
Introductions in the Sciences: Three Professors Speak
Voices From Across the Curriculum
Integration of Citations in a Literature Review: A Brief Example
Introductions in Scientific Papers: A Brief Example
Framing Research Questions and Hypotheses: A Political Science Professor Speaks
Voices From Across the Curriculum
Introductions in the Humanities
How Much to Introduce Upfront: Typical Problems
Digression
Incoherence
Prejudgment:
Avoiding Strong Claims in the Introduction: An Economics Professor Speaks
Voices From Across the Curriculum
Using Procedural Openings
Using Procedural Openings: A Political Science Professor Speaks
Voices From Across the Curriculum
Good Ways to Begin
Challenge a Commonly Held View
Begin with a Definition
Lead with Your Second-Best Example
Exemplify the Topic with a Narrative
What Conclusions Do: The Final “So What?”
Beyond Restatement: Two Professors Speak
Voices From Across the Curriculum
Conclusions in the Sciences: The Discussion Section
Writing Conclusions in the Sciences: Two Professors Speak
Voices From Across the Curriculum
Conclusions in Scientific Papers: A Brief Example
Solving Typical Problems in Conclusions
Redundancy
Raising a Totally New Point
Overstatement
Anticlimax
Try This 16.1: Analyze Paired Introductions and Conclusions
Guidelines
Assignments
CHAPTER 17 Revising for Style: Word Choice
Style is Meaning
Style: A Matter of Choices
How Style Shapes Thought: A Brief Example
“Right” and “Wrong” Words: Shades of Meaning
Word Histories and the OED
Try This 17.1: Tracing Word Histories
What’s Bad about “Good” and “Bad”
Concrete and Abstract Diction
Try This 17.2: Two Experiments with Abstract and Concrete Diction
Latinate Diction
Choosing Words: Some Rhetorical Considerations
Tone
Try This 17.3: Analyzing Tone-Deaf Prose
Formal and Colloquial Styles: Who’s Writing to Whom, and Why Does It Matter?
Try This 17.4: Analyzing Effective Tone
First Person, Second Person or Third Person?
“I”: Pro and Con
Using the First-Person “I”: Three Professors Speak
Voices From Across the Curriculum
“You”: Pro and Con
Jargon
The Politics of Language
Guidelines
Assignment
CHAPTER 18 Revising for Style: The Rhetoric of the Sentence
Operating Assumptions
The Primary Comma Rule: Identifying the Main Clause
How to Recognize the Four Basic Sentence Types & What They Do
The Simple Sentence: One Statement at a Time
The Compound Sentence: Two Items of Equal Weight
The Complex Sentence: Ranking the Value of Ideas or Information
The Compound-Complex Sentence: Using Syntax to Convey Complexity
Try This 18.1: Compose the Four Sentence Types
Try This 18.2: Identify the Four Sentence Types in Sentences You Like
Using Coordination and Subordination to Emphasize Meanings
Using Coordination to Balance This with That
Emphasis Rests at the End of Coordinate Clauses
Try This 18.3: Rearrange Coordinate Clauses for Emphasis
Using Subordination to Adjust Emphasis
How the End Affects