Writing is a recursive, not a linear process. Writers do not simply finish a rough draft, then revise it, and then edit it in the tidy three-stage process commonly taught in school. They might, for example, make several different starts at the same writing task, then revise it, then learn from these revisions that they need to do more drafting, and so on. Your goal is to generate enough material to locate your best options.
And I plan to continue teaching as long as KSU, or any university, continues offering me classes. I've found several of the tools useful in my own writing; I have not found a better explication of what it means to paraphrase, nor have I encountered a more useful adaptation of focused freewriting; the authors outline six steps for focusing a freewriting session by continually returning to one key passage in a text, then sketching that passage's context, paraphrasing key words and interpreting the language that seems most crucial to the passage's meaning, and, finally, working out ways the passage connects to other sections in the text or to other passages from other texts.
The authors also present a "Method" for locating strands of repetition and contrast in visual and print texts that takes a little work to get down but really proves useful in locating, rather than a "main idea" or gist, sections wherein the writer pitches ideas agaisnt each other.
It's a useful way of reading and of shaping texts; I'd even consider using the Method in a fiction workshop.
I've had some diffiiculty helping students acclimate to the drastically different way this text's authors approach writing.
They use the word "analytically" quite literally; thus, analytical writing proceeds from uncertainty and involves a great deal of evidence gathering and interpretation. Students used to summarizing and reading for a main idea with find this approach troubling.
At least, a great number of my own students have had such trouble.
I've found that it's necessary to have chosen a set of readings centered on, or at least loosely tethered to, a set of shared ideas; I have students then spend a week on each reading, using one of the analytical tools to try and break open a part of those readings.
It's been a difficult time, but I'm receiving some fairly solid work from all my classes, and I'm convinced their writing will only get better as the semester progresses. And by "better," I mean more inquisitive, descriptive, deeper, and more developed.David Rosenwasser teaches at Muhlenberg College, a small liberal arts college in Pennsylvania, where he has been since the late s.
He and Jill Stephen created and implemented the Writing Across the Curriculum program there through a series of faculty seminars.4/5(2). Writing Analytically by David Rosenwasser and id and Jill Stephen available in Trade Paperback on benjaminpohle.com, also read synopsis and reviews.
A rhetoric that treats writing as thinking, Writing Analytically offers a sequence of specific. Clarity of Purpose defines the new edition of Writing Analytically.
|Guide to Writing Analytically · David Ernst||Rosenwasser, David, Stephen, Jill Binding: Cengage Learning Publication Date:|
|See a Problem?||He and Jill Stephen created and implemented the Writing Across the Curriculum program there through a series of faculty seminars. During these seminars, Dr.|
|Writing Analytically - David Rosenwasser, Jill Stephen - Google Books||The authors of this brief, popular rhetoric believe that learning to write well requires learning to use your writing as a tool to think well. In the new edition, materials are better integrated, more contextualized, and--when possible--condensed.|
A thoughtful re-ordering of material first focuses on the aims and methods of analysis. Next the student is challenged to analyze the evidence, build a better thesis statement, and finally, evolve the thesis- the conceptual core of /5(15).
Writing Analytically FIFTH EDITION David Rosenwasser Muhlenberg College Jill Stephen Muhlenberg College David Rosenwasser Jill Stephen Publisher Lyn Uhl Development Editor: Mary Beth Walden CHAPTER 3 A Toolkit of Analytical Methods 31 CHAPTER 4 .
See more Writing Analytically by Jill Stephen and David Email to friends Share on Facebook - opens in a new window or tab Share on Twitter - opens in a new window or tab Share on Pinterest - opens in a new window or tabSeller Rating: % positive.
David Rosenwasser has taught at Muhlenberg College, a small liberal arts college in Pennsylvania, since the late s. He and Jill Stephen created and implemented the Writing Across the Curriculum program there through a series of faculty benjaminpohle.coms: