Reading critically writing well a reader and guide 2020

No matter their major or career track, today’s college students will find practice in Reading Critically, Writing Well for the various kinds of writing done in college: Analysis of conten

TWELFTH EDITION

Reading Critically, Writing Well

A READER AND GUIDE

For Bedford/St Martin’s

Vice President, Editorial, Macmillan Learning Humanities: Edwin Hill Executive Program Director for English: Leasa Burton

Executive Program Manager: John E Sullivan III

Executive Marketing Manager: Joy Fisher Williams

Director of Content Development, Humanities: Jane Knetzger

Senior Developmental Editor: Evelyn Denham

Editorial Assistant: Alex Markle

Content Project Manager: Pamela Lawson

Assistant Director, Process Workflow: Susan Wein

Production Supervisor: Lawrence Guerra

Advanced Media Project Manager: Rand Thomas

Executive Media Editor: Adam Whitehurst

Senior Manager of Publishing Services: Andrea Cava

Project Management: Lumina Datamatics, Inc.

Text Permissions Manager: Kalina Ingham

Text Permissions Researcher: Kristine Janssens, Lumina Datamatics,

Inc

Photo Permissions Editor: Angela Boehler

Photo Researcher: Krystyna Borgen, Lumina Datamatics, Inc.

Director of Design, Content Management: Diana Blume

Text Design: Jerilyn Bockorick/Diana Blume

Cover Design: William Boardman

Cover Image: JamesBrey/E+/Getty Images

Copyright © 2020, 2017, 2014, 2011 by Bedford/St Martin’s.

All rights reserved No part of this book may be reproduced, stored

in a retrieval system, or transmitted in any form or by any means,electronic, mechanical, photocopying, recording, or otherwise,except as may be permitted by law or expressly permitted in writing

Reading Critically, Writing Well is designed for today’s students living

in an information-saturated culture When students are taught toread critically — to understand, assess, evaluate, and synthesize thetexts they encounter — they are better prepared not only to succeed

in college but to navigate and participate in the world that surroundsthem Students who know how to read critically are also better

positioned to write in ways that are influenced by the rhetorical

awareness that inflects their reading experiences Teaching criticalreading alongside writing, in other words, allows students to

strengthen their abilities as readers and writers simultaneously Asstudents learn about constructing meaning through the processes of

reading and writing, Reading Critically, Writing Well also gives

students opportunities to reflect on what they are learning, enablingstudents to recognize the relationship between their reading andwriting practices and to apply what they are learning to other

academic courses, as well as to contexts outside of the classroom

No matter their major or career track, today’s college students will

find practice in Reading Critically, Writing Well for the various kinds

of writing done in college:

Analysis of content and meaning of readings

Analysis of the rhetorical approach

Analysis of the kind of writing (genre)

Writing to invent, inquire, make meaning, and reflect

Writing in different academic genres

Hands-on activities in Reading Critically, Writing Well give students

practice in a range of reading and writing strategies — strategies thatenhance comprehension, inspire thoughtful response, stimulate

critical inquiry, and foster rhetorical analysis Reading Critically, Writing Well features readings from established, emerging, and

student writers in every chapter and covers a wide variety of topics

of urgent interest to students in order to inspire engaged reading,spark curious conversations, and provoke thoughtful writing Thisnew edition gives students more opportunities to practice complexreading and writing strategies, with at least one longer reading ineach chapter, new “Combining Reading Strategies” activities, and anew chapter on multi-genre writing

FEATURES OF READING CRITICALLY,

WRITING WELL

An Inspiring and Practical Introduction to Writing

Chapter 1 introduces essential Academic Habits of Mind that

students need to succeed in college:

1 Curiosity (The desire to know more about the world)

*

2 Openness (The willingness to consider new ways of being and

thinking in the world)

3 Engagement (A sense of investment and involvement in

learning)

4 Creativity (The ability to use novel approaches for generating,

investigating, and representing ideas)

5 Persistence (The ability to sustain interest in and attention to

short- and long-term projects)

6 Responsibility (The ability to take ownership of one’s actions

and understand the consequences of those actions for oneselfand others)

7 Flexibility (The ability to adapt to situations, expectations, or

demands)

8 Metacognition (The ability to reflect on one’s own thinking as

well as on the individual and cultural processes used to

structure knowledge)

As students complete the reading and writing that this guide

supports, they will use the practices of critical analysis, rhetoricalsensitivity, and empathy to foster the habits of mind needed tosupport transfer of writing skills beyond composition courses andensure success throughout college

Chapter 1 introduces these practices and habits of mind through asequence of brief reading selections on the topic of curiosity Eachreading selection is accompanied by thought-provoking reading,writing, and discussion activities that engage students in active

learning from day one, while at the same time teaching them about

a crucial habit of mind that will itself empower their learning

throughout college and beyond

Additionally, Chapter 1 introduces the sentence strategies that appear in every chapter These strategies model effective methods

for responding to the readings and for presenting ideas in writing,helping students to see how they can enter the academic

conversation across disciplines by situating their own ideas within

an existing discourse

Beyond modeling effective sentence strategies, Chapter 1 showsstudents how to analyze what they read by focusing on identifyingthe genre conventions of a text, the assertions a text makes, theevidence a text presents, and the assumptions a text makes Like therest of the textbook, Chapter 1 first models for students how to

consider these elements and then through the writing activitiesgives students the opportunity to practice writing about these

elements for themselves

The chapter concludes with an overview of the writing process,including a helpful reference chart: generating ideas, planning,dra ing, getting feedback, revising deeply, editing, and

proofreading This section now includes a complete model student essay that showcases the recursive nature of the writing process.

Rather than a model that moves from the initial step of generatingideas to the final step of proofreading in a linear fashion, this model

shows a student returning to certain steps throughout the writingprocess, underscoring that recursivity is an important and

productive aspect of the writing process

Accessible, Engaging Readings

Reading Critically, Writing Well includes a great variety of readings

that give instructors flexibility in constructing a course to meet theneeds and interests of their students The twel h edition continues

to feature both professional and student writing in every chapter,

but has even more readings than previous editions, including alonger reading in each chapter as well as a new chapter of multi-genre readings A mixture of contemporary texts alongside someclassic essays gives an array of readings to analyze and learn from.Classic essays by award-winning writers such as Annie Dillard,Brent Staples, David Sedaris, Stephen King, and Malcolm Gladwellare accompanied by new readings from authors such as Atul

Gawande, Wesley Morris, Robin Kimmerer, and Christie

Aschwanden that engage students on contemporary topics relevant

to their lives, including the implications of living in a digitally

mediated world, the struggle to communicate scientific knowledge,debates surrounding healthcare reform, and reflections on identityand intersectionality

The flexibility of Reading Critically, Writing Well makes it easy for

instructors to create a sequence of readings based on theme,

discipline, rhetorical mode, or genre Chapters 3–10 present eightdifferent kinds of writing, including four expository genres

(autobiography, observation, reflection, and explanation of

concepts) and four argument genres (evaluation, position paper on acontroversial issue, speculation about causes or effects, and

proposal to solve a problem) Because selections are introduced andfollowed by close reading activities or annotated questions that

stimulate discussion and writing, instructors have the flexibility tocreate their own reading list from the book’s many resources Thenew Chapter 11 opens up this organization even further with

coverage of multi-genre writing It helps students build an essayusing the features of different genres in order to meet the demands

of their rhetorical situation, preparing them for college writing andbeyond

The most coverage of the reading-writing connection to support

all levels of students Reading Critically, Writing Well teaches

students how to analyze texts and to apply what they have learned totheir own writing, making the textbook an important resource forstudents in traditional first-year writing courses, as well as thosetaking a co-requisite (or ALP) course alongside first-year

composition Chapter 2, “A Catalog of Reading Strategies,” preparesstudents with the strategies they need to analyze the selections andapply the strategies to their own writing Instructors may emphasizewriting analytically about the readings or writing rhetorically in thegenre they are reading, or they may have students do both kinds of

writing Students may also practice writing as they respond to

questions and activities or discuss them in small groups with peers

Reading Critically, Writing Well provides many opportunities for a

variety of writing

Writing Analytically The Reading for Meaning activities that

follow each reading offer numerous prompts for writing

analytically about the readings Students can begin by writingbrief responses to these prompts and later expand some of

them into more fully developed essays For example, using theRead to Summarize activity, they might compose brief

summaries or “gist” statements that they could use as they

develop their own analysis of the reading The Read to Respondand Read to Analyze Assumptions prompts can generate longeressays Similarly, Chapter 2’s “A Catalog of Reading Strategies”could be used to generate a variety of assignments: a

comparison of different readings, a synthesis essay drawing onmultiple selections, a reflective essay examining how a readingchallenges the readers’ beliefs or values, an evaluation of a

reading’s logic, an analysis of its use of figurative language, or aposition essay refuting a reading’s argument Each chapter’sCombining Reading Strategies activities provide students withfurther opportunities to generate writing based on careful

reading

Writing Rhetorically Students are also given many

opportunities to write in the genre they have been reading

Chapters 3–11 are framed by two guides — a Guide to Reading atthe beginning of the chapter and a Guide to Writing at the end

— and these chapters promote genre awareness and sensitivity

to different rhetorical situations, aiding the transfer of skillsfrom one rhetorical situation to another, so that students canlearn for themselves how to approach each new writing

situation Scaffolded through example and modeling, the guidesteach students to employ in their own writing the genre

features and rhetorical strategies they studied in their reading

Longer Writing Assignments The Guides to Writing have been

designed to provide flexibility and to support a fuller, moredeveloped composing process Commonsensical and easy tofollow, these writing guides teach students to:

assess the rhetorical situation, focusing on their purpose andaudience, with special attention to the genre and medium inwhich they are writing;

ask probing analytical questions;

practice finding answers through various kinds of research,including memory search, field research, and traditionalsource-based research;

assess the effectiveness of their own writing and the writing

of their classmates;

troubleshoot ways to improve their dra ;

reflect on their writing process

In short, the Guides to Writing help students make their writingthoughtful, clear, organized, and compelling, and ultimately

effective for the rhetorical situation

Hands-On Activities for Active Learning

Throughout Reading Critically, Writing Well, students are invited to

learn by doing Because these activities are clear and doable, theymake it possible for even the most inexperienced readers to

complete them and engage in a serious program of active learningthat aligns with the four categories of learning that many writingprograms across the country use to assess their students’ work:

rhetorical knowledge; critical thinking, reading, and composing;processes; and knowledge of conventions

Activities include the following:

Before and As You Read Questions Pre-reading questions excite

interest and lead students to adopt a questioning attitude asthey prepare to read each selection The questions also keepstudents engaged while reading as they develop rhetorical

knowledge and think critically about texts

Reading for Meaning Prompts Following each reading, these

prompts provide students with three different kinds of activities

to help in understanding and interpreting what they are

reading:

1 Read to Summarize activities enhance comprehension,

giving students confidence that they can get the main idea ofeven hard-to-understand texts

2 Read to Respond activities inspire active engagement,

leading students to explore the cultural contexts of the

readings as well as their own responses to the readings

3 Read to Analyze Assumptions activities lead students to

think more critically about the beliefs and values implicit in

the text’s word choices, examples, and assertions and also toexamine the bases for their own assumptions as readers.

Reading Like a Writer Activities Following each reading, these

activities show how texts work rhetorically in different writingsituations to achieve the writer’s purpose by addressing

audience expectations and by recognizing the conventions,constraints, and possibilities of the genre and medium

Annotated and highlighted example passages analyze and

explain specific features of each genre, and sentence templatesshow students how to generate their own sentences using thepatterns they have analyzed in the readings

Combining Reading Strategies Boxes These boxes help students

see how combining reading strategies can deepen their

understanding of a reading and provide direction for writing.They also provide models that help students practice employingmultiple strategies more naturally These critical reading

strategies range from annotating, synthesizing, and comparingand contrasting to evaluating the logic of an argument and

judging the writer’s credibility These strategies are also

explained and illustrated in Chapter 2, using an excerpt fromMartin Luther King Jr.’s “Letter from Birmingham Jail,” andmarginal notes throughout the book remind students to

reference this catalog of reading strategies for additional

guidance as they read and compose

NEW TO THIS EDITION

New Coauthor Ellen C Carillo

To this edition, Ellen C Carillo (University of Connecticut) bringsher expertise in the teaching of critical reading alongside writing inthe composition classroom Her research and scholarship explorethe most effective ways of incorporating attention to reading in

writing classrooms and underscore the importance of teaching

within a metacognitive framework wherein students consistentlyreflect on what they are learning so they are positioned to transferthis learning to other courses, as well as to contexts beyond the

classroom

More Activities to Encourage Inquiry and

Reflection

The twel h edition helps students understand reading and writing

as inquiry-driven practices propelled by curiosity Chapter 1

introduces curiosity, among other habits of mind, showing howthese habits are crucial for success in college This inquiry-basedmindset is reinforced by an inquiry-based annotated reading in each

chapter, which provides models for using annotations to pose

questions while reading — questions that may in turn spark ideas for writing as well A new sample student essay in Chapter 1 alsomodels how inquiry and reflection impact the writing process bydemonstrating the recursive nature of writing, including the need to

return to early stages of the process, such as generating ideas andplanning.

Because research has shown that when students reflect on theirlearning, they clarify their understanding and remember what theyhave learned longer, this edition emphasizes the importance ofmetacognition Chapter 3, Autobiography, now features coverage ofliteracy narratives, including a new student literacy narrative,

helping students to become more aware of their own journeys from

the outset Reading Critically, Writing Well also provides three

opportunities in each chapter for students to reflect on their

learning and also to discuss what they have learned with others:Thinking about [the Genre], Writing to Learn [the Genre], and

Reflecting on [the Genre] activities These activities are placed atimportant transitions in each chapter, at points when looking back

at what they have learned will help students move forward moreproductively

Compelling New Readings — Combined with

Scaffolded Support

The more than twenty new selections in the twel h edition of

Reading Critically, Writing Well include writers ranging from local

activists to Pulitzer Prize winners, giving students both local andglobal models to refer to In “The Heroin and Opioid Crisis Is Real,”local journalist Isaih Holmes makes the case for greater action to

combat the opioid epidemic in his hometown of Milwaukee, while

in “The Last Straw,” disability activist Alice Wong argues for the

importance of considering special needs in the debate on single-useplastics Essays by well-known writers like Atul Gawande and WesleyMorris offer students thoughtful writing models that ask questions

of the world around them: Why is our healthcare system the way itis? Who decides what works are canonical? And new student essays

on topics from empathy to literacy to honeybees model college

writing in action

At least one new longer reading per chapter offers instructors

additional options and challenges students to apply the reading

strategies and analytical skills they’re learning For example, JeffHowe’s “The Rise of Crowdsourcing” encourages students to

consider the recent shi from outsourcing to what Howe calls

crowdsourcing, wherein companies, websites, television shows, andorganizations worldwide are choosing to employ ordinary peoplerather than formally trained experts The exercises that accompanythis longer reading ask students to draw on what they already knowabout crowdsourcing — even if they don’t know it by that name —and expand that knowledge by analyzing what this shi means forhow we understand the concept of expertise Similarly, as studentsread “I Wonder: Imagining a Black Wonder Woman” by Maya

Rupert, they are asked to consider their own assumptions aboutrace and strength while also tracking the relationship Rupert

imagines among race, identity, and feminism Throughout these andother exercises that accompany the readings, students are

supported by references to specific reading strategies and the fullcatalog of reading strategies in Chapter 2.

Two New Chapters — Multi-Genre Writing and

Strategies for Research

A new Chapter 11, “Multi-Genre Writing: Pulling It All Together,”contains more complex readings than are usually present in earlierchapters, offering students opportunities to explore how authorscombine genres to meet the needs of specific rhetorical situations.Students, too, are taught how they can combine different genres tomost effectively respond to writing scenarios they will encounterthroughout their academic careers and beyond This chapter

supports students in a range of ways as they engage in this morecomplex work The main genres of each selection are listed as tags

in the headnote, and the “Reading Like a Writer” exercises explore

an effective genre feature of the selection as well as the elements ofthe writer’s rhetorical position that led them to select the genresthey did In addition, the chapter contains a student selection thatcombines the genres of position argument, concept evaluation, andcause-and-effect arguments in order to evaluate the concepts ofaltruism and empathy Finally, as students write their own multi-genre essays, they are directed to a comprehensive checklist thatreviews the key considerations relevant to composing a multi-genreessay, including how to choose the appropriate genres based on the

rhetorical situation and how to most effectively combine the

features of multiple genres in a single essay

A robust new Chapter 12 on the research process features strategiesfor research and documentation to provide students with clear,

helpful guidelines for researching and evaluating sources,

integrating them into their writing, and citing them correctly inMLA or APA style With eight different genres, students have an

opportunity to practice the full range of research strategies, fromidentifying a research question to the field research methods of

observation and interview to different kinds of research New

coverage of evaluating online sources informed by online-basedresearch practices is incorporated throughout

Flexibility for Instructors

The new features of the twel h edition mean that it offers moreflexibility for instructors than previous editions The individual

readings chapters can each be used in any order, supported by theinstruction and strategies included in Chapters 1 and 2 Instructorswho want to build on the focus of a chapter can either move to thetagged multi-genre material in Chapter 11 or teach Chapter 11 as aculminating chapter No matter the instructor’s route through thetextbook, students are prepared to undertake this work because theyhave seen it modeled for them and have had many opportunities toreflect on what they are learning along the way

With more readings to choose from, instructors have a better variety

of topics, disciplines, and styles to choose from to engage studentsand model writing in each genre Analyze & Write activities, WritingAssignments, and activities in the Guides to Writing provide

instructors with a range of prompts for homework, classwork, smallgroup or class discussion, and writing assignments This edition of

Reading Critically, Writing Well also features alternative tables of

contents, listing readings by theme and discipline to allow

instructors the flexibility to chart a path through the readings to

meet their course goals Sentence strategies in every chapter, with

a convenient reference index in the Instructor’s Manual

(downloadable from the Macmillan website), support students asthey become more comfortable with academic writing

ALIGNS WITH WPA OUTCOMES

READING CRITICALLY, WRITING WELL, TWELFTH

EDITION Rhetorical Knowledge

Learn and use key rhetorical

concepts through analyzing

and composing a variety of

texts

Chapter 1 providesstudents with a clear,workable definition of therhetorical situation andasks students to apply

that knowledge as theyread four passages oncuriosity.

Chapters 3–11 askstudents to read, analyze,and compose a variety oftexts

Reading Like a Writeractivities in Chapter 11

ask students to analyzehow the combination ofgenres in the multi-genrereadings work together tomeet the needs of eachauthor’s rhetoricalsituation

Gain experience reading

and composing in several

genres to understand how

genre conventions shape

and are shaped by readers’

and writers’ practices and

purposes

Chapter 2 provides acatalog of readingstrategies that helpstudents recognize genreconventions

Chapters 3–11 emphasizethe connection betweenreading and composing:Analyze & Write activitiesask students to read like a

writer, identifying the keyfeatures of the genre.The Guides to Writing in

Chapters 3–11 leadstudents through theprocess of composingtheir own text in thatgenre

Develop facility in

responding to a variety of

situations and contexts,

calling for purposeful shi s

in voice, tone, level of

formality, design, medium,

and/or structure

In Chapters 3–11,students practiceresponding to a variety ofrhetorical situations andcontexts The Guides toWriting in each of thesechapters help studentsdevelop their ownprocesses and structures

Read to Respond

activities in Chapters 3–11

inspire activeengagement, leadingstudents to explore thecultural contexts of thereadings as well as theirown responses to thereadings

Sentence strategies ineach chapter helpstudents deal with issues

of voice, tone, andformality

Understand and use a

so This idea is woventhroughout, especially in

Chapters 3–11.Online tutorials inAchieve for Readers andWriters include how-tosfor using technology;topics include digitalwriting for specificaudiences and purpose,creating presentations,integrating photos, andappealing to a

prospective employer.Achieve for Readers andWriters also includes a

robust digital writingspace informed bypedagogical bestpractices for writing andrevising.

Match the capacities of

different environments (e.g.,

print and electronic) to

varying rhetorical

situations

Chapters 3–11 emphasizethe importance of therhetorical situation tocomposing

Throughout the bookstudents are prompted toconsider how changes tothe rhetorical situation,especially genre andmedium, shape decisionsabout tone, level of

formality, design,medium, and structure

Critical Thinking, Reading, and Composing

Use composing and reading

for inquiry, learning,

models the role ofcuriosity in the writingprocess.

Chapter 3 onautobiography, whichnow includes literacynarratives, asks students

to reflect on their ownliteracy experiences and

to extrapolate from theliteracy narratives theyare reading

Read to AnalyzeAssumptions activities in

Chapters 3–11 leadstudents to think morecritically about the beliefsand values implicit in thetext’s word choices,

examples, and assertionsand also to examine thebases of their own

assumptions as readers

Read a diverse range of

texts, attending especially

to relationships between

assertion and evidence,

Chapter 1 teachesstudents that criticalanalysis involves payingattention to how ideas

patterns of organization, the

interplay between verbal

and nonverbal elements,

and how these features

function for different

audiences and situations

are supported byevidence

Chapters 3–11 include arange of professionalselections and studentessays for students tocritically analyze throughreading and writing

The Guides to Writing in

Chapters 3–11 offeradvice on framing topics

to appeal to the audience.Sentence strategies

throughout thesechapters modeltechniques forresponding to alternativeviews readers may hold

Chapter 12 emphasizesthe importance of usingevidence in research-driven projects toeffectively support one’sview

Locate and evaluate

primary and secondary

research materials,

Chapter 1 includesactivities that encouragestudents to use their

including journal articles,

essays, books, databases,

and informal Internet

sources

curiosity to inspireresearch

Chapter 12 offersextensive coverage offinding, evaluating, andusing print and electronicsources, with guidance onresponsibly using onlinesources, including

interactive sources (e.g.,blogs, wikis)

The “Conducting FieldResearch” section in

Chapter 12 provides acomprehensive overview

of and strategies forconducting observationalstudies and surveys inorder to use these asprimary sources

Use strategies — such as

interpretation, synthesis,

response, critique, and

design/ redesign — to

compose texts that

integrate the writer’s ideas

Chapters 3–10 regularlyask students to anticipateand respond to opposingpositions and alternativeperspectives in theirwriting

with those from appropriate

sources

Sentence strategiesthroughout Chapters 3–11

model for students how

to situate their own ideas

in relation to othersources

Chapter 12 offers detailedstrategies for integratingresearch into an

academic project

Specifically, this chapterprovides advice on how tointegrate and introducequotations, how to citeparaphrases and

summaries so as todistinguish them from thestudent’s own ideas, andhow to avoid plagiarism

Processes

Develop a writing project

through multiple dra s

Chapter 1 includes amodel student essay thatshows the recursive

nature of the writingprocess

In Chapters 3–11, Guides

to Writing promptstudents to compose andrevise These chaptersinclude activities forinventing, planning,composing, evaluating,and revising over thecourse of multiple dra s

Develop flexible strategies

for reading, dra ing,

reviewing, collaborating,

revising, rewriting,

rereading, and editing

The student essay in

Chapter 1 models theimportance of flexibility

to the writing process.The Guides to Writing in

Chapters 3–11 offerextensive advice onreading, dra ing,rethinking, and revising atmultiple stages

Troubleshooting charts in

Chapters 3–11 encouragestudents to discover,review, and revise, urgingstudents to start fromtheir strengths

Chapter 2 provides avariety of strategies for

reading analytically andcritically.

Use composing processes

and tools as a means to

discover and reconsider

ideas

Chapter 1 introduces theidea of using reading andwriting to discover ideasand models this work inthe sample student essay,which shows the studentreturning to the

generating ideas andplanning stages

Strategies for evaluating,revising, and editing inthe Guides to Writing in

Chapters 3–11 helpstudents reconsider theirideas over the course ofmultiple dra s

Experience the collaborative

and social aspects of writing

processes

The Guides to Writing in

Chapters 3–11 askstudents to practice eachgenre, while makingstudents aware that thesegenre definitions are

useful because they arebuilt on shared

expectations and enablemore effective writtencollaboration andcommunication.

Peer Review Guides in

Chapters 3–11 provideopportunities to workcollaboratively

Read to AnalyzeAssumptions promptsthroughout Chapters 3–11

o en ask students toengage with classmatesabout the sources of theirassumptions

Students are introduced

to the concept ofempathy in Chapter 1 andare expected to be

empathetic readers andwriters willing to identifywith other readers andwriters, including thosewith different

perspectives, ideas,values, or worldviews

Learn to give and act on The Peer Review Guide in

productive feedback to

works in progress

the Guides to Writing in

Chapters 3–11 offersstudents specific advice

on constructivelycritiquing the work oftheir classmates

The troubleshooting chart

in the Guides to Writing in

Chapters 3–11 supportsstudents as they critiquetheir own writing andgives students detailedstrategies for

strengthening theiressays based on their owncritiques and the

feedback from theirpeers

Adapt composing processes

for a variety of technologies

and modalities

One of the book’sassumptions is that moststudents compose indigital spaces for variedaudiences and usedifferent media for doing

so This idea is woventhroughout, especially in

Chapters 3–11

Achieve for Readers andWriters, which can bepackaged to accompany

Reading Critically, Writing Well, offers a digital

course space and writingspace informed by bestpractices for peer reviewand revision It also offersintegrated digital

tutorials, such as how-tosfor using technology;topics include digitalwriting for specificaudiences and purpose,creating presentations,integrating photos, andappealing to a

prospective employer

Reflect on the development

of composing practices and

how those practices

influence their work

Students are introduced

to the importance ofmetacognition, as a habit

of mind, in Chapter 1.The reflection prompts atthe end of Chapters 3–11

encourage self-awarenessand invite students to

develop anunderstanding of theirown experiences asreaders and writers.

Sample annotated essays

in Chapters 3–10

demonstrate howannotations can supportreflective reading

composing and revising

Editing and proofreadingadvice appears at the end

of Chapters 3–11,prompting students tocheck for errors in usage,punctuation, and

mechanics

Sentence strategiesthroughout Chapters 3–11

model for studentscommon linguisticstructures

Understand why genre

conventions for structure,

paragraphing, tone, and

mechanics vary

Chapter 1 promptsstudents to considerwhich passages oncuriosity are intended for

an academic audienceand which are intendedfor a popular audience.

Chapters 3–11 emphasizethe importance of therhetorical situation andhow changes to therhetorical situation,including in genre, shapedecisions about tone,level of formality, design,and structure

Gain experience negotiating

variations in genre

conventions

Students read, analyze,and compose a variety oftexts in Chapters 3–11.The Guides to Readingask students to analyzetexts in terms of the basicfeatures of the genre andthe Guides to Writingprompt students to applythese genre conventions

Chapter 11 provides achecklist of genre features

so that students canexperiment with

combining differentgenres.

Chapter 12 allowsstudents to gainexperience as theycompose an academicresearch project

Learn common formats

and/or design features for

different kinds of texts

Students are asked toanalyze and consider therole of any visuals thataccompany the readingsthroughout Chapters 3–

11.Questions following thesample student essay in

Chapter 11 encouragestudents to consideralternative formats anddesign features for thatessay

Explore the concepts of

intellectual property (such

as fair use and copyright)