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UNIT III MATTERS OF FORM: THE SHAPES THAT THOUGHT TAKES

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CHAPTER 15 Forms and Formats Across the Curriculum

CHAPTER 16 Introductions and Conclusions Across the Curriculum

CHAPTER 17 Revising for Style: Word Choice

CHAPTER 18 Revising for Style: The Rhetoric of the Sentence

CHAPTER 19 Revising for Correctness: Grammar and Punctuation

CHAPTER 19 Appendix

Index

Contents

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Preface

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UNIT I THE ANALYTICAL FRAME OF MIND: INTRODUCTION TO ANALYTICAL METHODS

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Finding Your Way in This Book: A Note to Readers

CHAPTER 1 Introduction: Fourteen Short Takes on Writing and the Writing Process

Order of the Short Takes

Thinking About Writing as a Tool of Thought

Analysis: A Quick Definition

Analysis Defined

What Do Faculty Want from Student Writing?

Breaking Out of 5-Paragraph Form

On Writing Traditional Essays in the Digital Age

What’s Different About Writing Arguments in College?

Rhetoric: What It Is and Why You Need It

Two Key Terms

Writing About Reading: Beyond “Banking”

The Banking Model of Education—and Beyond

Freewriting: How and Why to Do It

Some Useful Techniques for Freewriting

Process and Product: Some Ways of Thinking About the Writing Process

Tips for Managing the Writing Process

How to Think About Grammar and Style (Beyond Error-Catching)

A Quick Word on Style Guides

How to Think About Writing in the Disciplines

Academic vs. Nonacademic Writing: How Different Are They?

Assignments

CHAPTER 2 Toolkit of Analytical Methods I: Seeing Better, Seeing More

Focus on the Details

A. The Heuristics

1. Notice and Focus + Ranking

Troubleshooting Notice and Focus

A Quick Note on 10 on 1

Try This 2.1: Doing Notice and Focus with a Room

Try This 2.2: Notice and Focus Fieldwork

2. The Method: Work with Patterns of Repetition and Contrast

Two Examples of The Method Generating Ideas

Doing The Method on a Poem

Doing the Method on a Poem: Our Analysis

Why Do The Method?

Try This 2.3: Experiment in a Group Setting with The Method— Use a Visual Image by Adrian Tomine

Try This 2.4: Apply The Method to Arts & Letters Daily

3. Asking “So What?”

Asking So What?: An Example

Try This 2.5: Track the “So What?” Question

4. Paraphrase × (times) 3

How Paraphrase × 3 Unlocks Implications: An Example

Try This 2.6: Experiment with Paraphrase 3 3

Try This 2.7: Paraphrase and Implication

5. Identifying the “Go To” Sentence

Some Examples of “Go To” Sentences

Try This 2.8: Identify the Features of “Go To” Sentences

Try This 2.9: Find One of Your Own “Go To” Sentences

B. Counterproductive Habits of Mind

Reacting Is Not Thinking

1. Premature Leaps

Make It Strange

Get Comfortable with Uncertainty

2. The Judgment Reflex

Three Cures for the Judgment Reflex

Try This 2.10: Distinguishing Evaluative from Nonevaluative Words

Try This 2.11: Experiment with Adjectives and Adverbs

3. Generalizing

Take My Word for It?

Antidotes to Habitual Generalizing

Try This 2.12: Locating Words on the Abstraction Ladder

Try This 2.13: Distinguishing Abstract from Concrete Words

4. Naturalizing Our Assumptions (Overpersonalizing)

Try This 2.14: Fieldwork: Looking for Naturalized Assumptions

“I Didn’t Know You Wanted My Opinion”

Opinions: Are They Counterproductive Habits of Mind?

Habits of Mind in Psychology: A Psychologist Speaks

Voices From Across the Curriculum

Opinions—A Democratic Disease? A Political Science Professor Speaks

Voices From Across the Curriculum

Assignments

CHAPTER 3 Analysis: What It Is and What It Does

A. Five Analytical Moves

What Faculty Seek in Student Writing

Metacognition

Move 1: Suspend Judgment

Move 2: Define Significant Parts and How They’re Related

Try This 3.1: Description as a Form of Analysis

Description as a Form of Analysis: Some Academic Examples

Move 3: Look for Patterns of Repetition and Contrast and for Anomalies (aka The Method)

Looking