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Writing: Ten Core Concepts 2nd Edition
Robert P. Yagelski
ISBN-13: 9781305956766 | ISBN-10: 1305956761
© 2018 | Published |  896  Pages
Previous Editions: 9780618919772

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Robert P. Yagelski's WRITING: TEN CORE CONCEPTS is based on ten fundamental lessons -- the core concepts -- that students must learn to become effective writers. The thorough integration of these core concepts and the space devoted to guiding students through the main composing assignments distinguishes this book from all other writing guides. The text introduces students to the key rhetorical moves of three essential aims of writing (analysis, argument, and narrative) and then offers applied assignment chapters that use the ten core concepts to guide students' thinking and writing. Emphasizing writing as an interaction between a writer and a reader, WRITING: TEN CORE CONCEPTS offers students a way to participate in the important conversations that shape our lives. The second edition includes 21 new readings, new strategies for academic reading, a new section on summary-response essays, updated guidance on finding digital resources and on MLA documentation, and more.



  • Part I: A GUIDE TO WRITING EFFECTIVELY.
    1. Why We Write.
    Understanding Writing. Writing in College. Writing in the Workplace. Writing as a Citizen. Writing to Understand Ourselves.
    2. Ten Core Concepts for Effective Writing.
    Core Concept 1: Writing Is a Process of Discovery and Learning. Core Concept 2: Good Writing Fits the Context. Core Concept 3: The Medium Is Part of the Message. Core Concept 4: A Writer Must Have Something to Say. Core Concept 5: A Writer Must Support Claims and Assertions. Core Concept 6: Purpose Determines Form, Style, and Organization in Writing. Core Concept 7: Writing Is a Social Activity. Core Concept 8: Revision Is an Essential Part of Writing. Core Concept 9: There Is Always a Voice in Writing, Even When There Isn''t an I. Core Concept 10: Good Writing Means More Than Good Grammar.
    3. The Ten Core Concepts in Action.
    Step 1: Discover and Explore a Topic. Step 2: Examine the Rhetorical Context. Step 3: Select an Appropriate Medium. Step 4: Have Something to Say. Step 5: Back Up What You Say. Step 6: Establish a Form and Structure for Your Project. Step 7: Get Feedback. Step 8: Revise. Step 9: Strengthen Your Voice. Step 10: Make It Correct.
    4. A Student Writer Applies the Core Concepts.
    Step 1: Discover and Explore a Topic. Step 2: Examine the Rhetorical Context. Step 3: Select an Appropriate Medium. Step 4: Have Something to Say. Step 5: Back Up What You Say. Step 6: Establish a Form and Structure for Your Project. Step 7: Get Feedback. Step 8: Revise. Step 9: Strengthen Your Voice. Step 10: Make It Correct. Chloe Charles'' Final Draft: "Why Is College So Important in the United States?"
    Part II: WRITING TO ANALYZE.
    5. Understanding Analytical Writing.
    Occasions for Analytical Writing. Understanding Analytical Writing in College. Doing Analysis. Features of Analytical Writing. "Why Mothers and Daughters Tangle Over Hair," by Deborah Tannen.
    6. Examining Causes and Effects.
    Occasions for Causal Analysis. Understanding Causal Analysis. Reading Causal Analysis. "The Flight From Conversation," by Sherry Turkle. "Everyone''s Gone Nuts: The Exaggerated Threat of Food Allergies," by Meredith Broussard. "The Reign of Recycling," by John Tierney. Writing Causal Analysis. Writing Projects.
    7. Comparing and Synthesizing.
    Occasions for Comparing and Synthesizing. Understanding Comparison and Synthesis. Reading Comparative Analysis. "Move Over, Millennials, Here Comes Generation Z," by Alex Williams. "The Whole Truth," by Julian Baggini. "Sherlock Holmes Can Teach You to Multitask," by Maria Konnikova. Writing Analysis Involving Comparison and Synthesis. Writing Projects.
    8. Conducting Rhetorical Analysis.
    Occasions for Rhetorical Analysis. Understanding Rhetorical Analysis. Using Classical Rhetorical Theory for Rhetorical Analysis. Analyzing Images. Reading Rhetorical Analysis. "Obama''s Graceful Pause in Charleston," by Peter Manseau. "Rhetorical Analysis of a National Health Service of England Public Service Advertisement." "A Rhetorical Analysis of the Declaration of Independence: Persuasive Appeals and Language," by Jim Stover. Writing Rhetorical Analysis. Writing Projects.
    9. Analyzing Literary Texts.
    Occasions for Analyzing Texts. Understanding Textual Analysis. Reading Textual Analysis. "Literary Analysis of ''Hills Like White Elephants,'''''' by Diane Andrews Henningfeld. "Dangerous Illusions," by Caetlin Benson-Allott. "Watchmen and the Birth of Respect for Graphic Novels," by Karl Allen. Writing Textual Analysis. Writing Projects.
    10. Evaluating and Reviewing.
    Occasions for Evaluating and Reviewing. Understanding Reviews and Evaluation. Reading Reviews. "What We Owe the MythBusters," by James B. Meigs. "Review of Destiny," by Trace C. Schuelke. "Review of Thirteen Reasons Why by Jay Asher," by Bryan Gillis. Writing Reviews. Writing Projects.
    Part III: WRITING TO PERSUADE.
    11. Understanding Argument.
    Occasions for Argument. Understanding Argument in College. Making Arguments. Developing a Main Argument. Considering the Rhetorical Situation. Making a Persuasive Appeal. Appraising and Using Evidence. Structuring an Argument. Features of Argument. "Why N.C.A.A. Athletes Shouldn''t Be Paid," by Ekow N. Yankah.
    12. Making Academic Arguments.
    Occasions for Academic Argumentation. Understanding Academic Argument: A Case Study. Reading Academic Arguments. "Crime and Punishment," by Bruce Western. "Fulfilling Her Mother''s Dream," by Patricia McGuire. "Mark Zuckerberg''s Theory of Privacy," by Michael Zimmer. Writing Academic Arguments. Writing Projects.
    13. Making Arguments in Public Discourse.
    Occasions for Public Argument. Understanding Argument in Public Discourse. Reading Public Arguments. "Trigger Warnings Don''t Hinder Freedom of Expression: They Expand It," by Lindy West. "American Wind Power," by American Wind Energy Association. "The Problem With Affirmative Consent," by Alyssa Imam. Writing Arguments in Public Contexts. Writing Projects.
    14. Presenting a Proposal.
    Occasions for Writing Proposals. Understanding Proposals. Reading Proposals. "University of California Student Investment Proposal," by Fix UC. "Puppies Behind Bars," by Anne Teillon. "Proposal to Reduce the National Drinking Age," by Choose Responsibility. Writing Proposals. Writing Projects.
    Part IV: WRITING TO NARRATE AND INFORM.
    15. Understanding Narrative Writing.
    Occasions for Narrative Writing. Understanding Narrative Writing in College. "Playing the Odds," by Amy Monticello. Telling Stories. Maintaining Focus. Structuring a Narrative. Writing Purposeful Description. Showing and Telling. Features of Narrative. "The Art of Butchery," by Amanda Giracca.
    16. Writing Personal Narratives.
    Occasions for Personal Narrative. "$110,000 in Debt," by Jenna Levine. Understanding Personal Narrative. Reading Personal Narrative. "The Balancing Act," by Haley Lee. "Some Thoughts on Mercy," by Ross Gay. "Red Boat, Blue Sky," by Edmund Jones. Writing Personal Narratives. Writing Projects.
    17. Writing Informative Essays.
    Occasions for Informative Writing. Understanding Informative Writing. Reading Informative Writing. "Sculpting Identity: A History of the Nose Job," by Tiffany Hearsay. "Gamification: How Competition Is Reinventing Business, Marketing, and Everyday Life," by Jennifer Van Grove. "What Honeybees Can Teach Us About Gang-Related Violence," by Emily Badger. Writing Informative Essays. Writing Projects.
    18. Digital Storytelling.
    Occasions for Digital Storytelling. Understanding Digital Stories. "Good Will," by Christi Clancy. Managing the Technical Components of a Digital Story. Reading Digital Stories. "Mountain of Stories," by Mazbah Tom. "Common Ground," by Scott Strazzante. Composing Digital Stories. Writing Projects.
    Part V: ESSENTIAL SKILLS FOR CONTEMPORARY WRITERS.
    19. Working with Ideas and Information.
    Understanding Academic Writing as Conversation. A Strategy for Reading Academic Texts. Summarizing and Paraphrasing. Synthesizing. Writing Summary-and-Response Essays. "The Dynamics of Internet Addiction," by Avery Brahaum. Writing Projects.
    20. Designing Documents.
    Understanding Document Design as a Rhetorical Tool. Principles of Document Design. Working with Visual Elements. Designing Documents: Three Sample Projects.
    21. Finding Source Material.
    Understanding Research. Determining What You Need. Understanding Sources. Locating the Right Sources. Developing a Search Strategy.
    22. Evaluating Sources.
    Determining Whether a Source Is Trustworthy. Credibility. Reliability. Understanding Bias. Evaluating Source Material for Your Rhetorical Purposes.
    23. Using Source Material.
    Quoting from Sources. Additional Guidelines for Quoting from Sources. Avoiding Plagiarism.
    24. Citing Sources Using MLA Style.
    Two Main Components in MLA Style. Creating In-Text Citations in MLA Style. Creating a Works Cited List in MLA Style. Sample MLA-Style Research Paper. “Anxieties Over Electracy,” by Matt Searle.
    25. Citing Sources Using APA Style.
    Two Main Components in APA Style. Creating In-Text Citations in APA Style. Creating a References List in APA Style. Sample APA-Style Research Paper. “The Generations That Influence Technology,” by Duncan Gelder.
    26. Composing with Style.
    Developing an Academic Writing Style. Writing Paragraphs. Framing. Introductions. Transitions.
    27. Avoiding Common Problems in Grammar and Usage.
    Strategies for Avoiding Errors. Coordination, Subordination, and Parallelism. Common Sentence-Level Problems. Common Pronoun Errors. Word Choice and Style. Common Punctuation Errors.

    • Ten Core Concepts: The ten core concepts represent the ten most important moves and habits of effective writers, and as presented in this writing guide, they function as a set of principles and processes that students can apply to any writing project. The core concepts serve as a framework for understanding writing and as a practical, step-by-step guide for negotiating the demands of academic writing assignments. The text relies on the repetition of the ten core concepts to give students the practice they need to make the concepts part of their repertoire as writers.
    • Five Part Organization: The book is organized into five main parts, including an introduction to the core concepts; guidance in the three main categories of writing (analytical, persuasive, and narrative); and practical advice about research skills and the conventions of writing. Throughout, the core concepts serve as a step-by-step guide to negotiating the demands of academic writing tasks.
    • Visual, Interactive Guide: Chapter 3 presents a visual, interactive guide that students can use to apply the core concepts to any piece of writing. Students who use the questions and flow charts in this chapter can be assured that they will do the critical thinking and make the decisions necessary for creating an effective writing project.
    • Detailed Case Study: Chapter 4 presents a detailed case study of a first-year student writer as she applies the concepts. For students who like to see a model in action, this chapter demonstrates Chloe Charles's process of discovery and learning. Students see the evolution of her guiding thesis statement, draft with peer and instructor comments, and final draft.
    • Emphasis on Analytical Writing: Chapters 5–10 help students become competent in the most common forms of analytical writing in college. Following an introductory chapter on understanding analytical writing, each of the subsequent five chapters explores the purposes and features of a different form of analytical writing. Using the ten core concepts, the chapters guide students through analytical writing projects.
    • Emphasis on Argumentative Writing: Chapters 11–14 cover the principles of effective persuasive writing. Students use the ten core concepts to explore the nature and purpose of argument in academic and popular contexts and for different rhetorical purposes.
    • Emphasis on Narrative and Informative Writing: Chapters 15–18 help students learn how to write narratives for different rhetorical purposes and to appreciate the uses of narrative in academic contexts. A unique chapter on composing digital stories gives students guidelines on using media while still focusing on writing. The chapters in this section guide students in applying the ten core concepts to writing effective narratives and informative texts.
    • Fundamentals of Academic Reading and Writing: Students learn how to work with ideas and information in Chapters 19 and 26. Through instruction and example, they learn about the principles of academic inquiry and how to write like a scholar; how to read academic texts; how to write well-developed, coherent, and cohesive paragraphs; how to summarize, paraphrase, and synthesize ideas; how to frame an argument; and how to introduce a writing project and guide readers through it by effectively using transitions.
    • Using Sources: Five chapters on using and documenting sources (Chapters 21-25) provide all the research information students need to find, evaluate, integrate, and document sources in MLA style. The rhetorical context is emphasized throughout to help students make choices that will resonate with their readers.
    • Document Design: The rhetorical usefulness and the principles of document design are covered in Chapter 20. The chapter also discusses three design projects in different media: print documents, Prezi presentations, and website design. Advice about working with visual elements such as tables, charts, graphs, and images is also included.
    • Grammar, Punctuation, and Mechanics: Common problems of grammar and usage are addressed in Chapter 27. The chapter begins with strategies students can use to avoid making errors and then covers five major categories of the conventions of written English.
    • New Professional and Student Selections: Twenty-one new, full-length readings (out of 40 total) offer new models for using various aims of writing and new topics for discussion. New selections feature work by well-known contemporary authors such as Deborah Tannen, Maria Konnikova, Lindy West, Sherry Turkle, and John Tierney, and touch on issues such as the social impact of new digital technologies, the controversies surrounding trigger warnings and freedom of expression, and the ongoing discussions about environmental sustainability.
    • New Coverage of Summary-Response Essays: A new section on writing summary-and-response essays in Chapter 19 uses the ten core concepts to guide students through a step-by-step process for creating a thoughtful summary and response to a text.
    • New “Talking About This Reading” Dialogue with Students: Most professional readings are accompanied by a new "Talking About This Reading" feature in which real students comment on challenging elements or inspiring ideas in the reading. Author Bob Yagelski replies to each student comment with specific reading strategies or advice on how to use an idea as a starting point for a writing project.
    • New Strategies for Academic Reading: Chapter 19 includes new coverage of academic reading strategies. Like the accessible step-by-step approach used to guide students through the main composing assignments in Parts Two through Four, this new guide offers seven distinct steps or strategies that students can use to read any text.
    • New Student Case Study: Chapter 4 features a new student project and allows students to see how Chloe Charles applied the ten core concepts to a real writing assignment. The chapter follows Chloe's composing process and shows her work at many stages, from developing a guiding thesis statement, to responding to peer and instructor feedback to a draft, to her final submitted essay.
    • Updated Guidance for Finding and Using Sources: Chapters 21, 22, and 23 have been carefully revised to provide students with up-to-date guidance for finding, evaluating, and using relevant and reliable source materials for their research projects. This revised discussion will help students navigate the rapidly changing nature of digital technologies, which can improve the availability of source material but also complicate the process of locating and evaluating that material.
    • Updated MLA Guidelines: Chapter 24 has been extensively revised to reflect the new 2016 MLA guidelines for documenting sources. The chapter also includes many new model citations and new digital examples to help students cite sources accurately.
    • New Resources in the MindTap® Reader Edition: In MindTap® for WRITING: TEN CORE CONCEPTS, students and instructors have access to new additional readings for each chapter in Parts Two through Four; new interactive sample student papers; a new module on "Reading and Responding to Multimodal Texts"; updated "Getting Started" activities; and much more.
    • This edition features enhanced MindTap® annotations that identify opportunities for integrating digital resources into your class.
  • "WRITING: TEN CORE CONCEPTS is the most thorough textbook I've worked with. It does a fantastic job of supporting students for any writing project in which they engage."

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  • Robert P. Yagelski is Associate Vice Provost and Director of the Program in Writing and Critical Inquiry and Professor of English Education in the Department of Educational Theory and Practice at the State University of New York (SUNY) at Albany. He also teaches courses at SUNY-Albany in writing, composition theory and pedagogy, critical pedagogy, and qualitative research methods and helps prepare secondary school teachers. Considered a leading voice in composition theory, Professor Yagelski is widely published in the major journals in the field. He is also director of the Capital District Writing Project, a site of the National Writing Project, and former director of the SUNY-Albany Writing Center. He earned his Ph.D. in Rhetoric and Composition from The Ohio State University.