Writing Analytically,
9th Edition

Preface.
Unit I. THE ANALYTICAL FRAME OF MIND.
1. The Five Analytical Moves.
2. Reading Analytically.
3. Interpretation: Moving from Observation to Implication.
4. Responding to Traditional Writing Assignments More Analytically.
5. Thinking Like a Writer.
Unit II. WRITING ANALYTICAL PAPERS, ESSAYS, AND REPORTS.
6. Reasoning from Evidence to Claims.
7. Finding and Evolving a Thesis.
8. From Paragraphs to Paper: Forms and Formats Across the Curriculum.
Unit III. USING SOURCES: RESEARCH-BASED WRITING.
9. Conversing with Sources.
10. Finding, Evaluating, and Citing Sources.
Unit IV. GRAMMAR AND STYLE.
11. Style: Choosing Words, Shaping Sentences.
12. Nine Basic Writing Errors (BWEs) and How to Fix Them.
Appendix.
Index.

• David Rosenwasser

  David Rosenwasser teaches at Muhlenberg College, a small liberal arts college in Pennsylvania, where he has been since the late 1980s. He and Jill Stephen created and implemented the Writing Across the Curriculum program there through a series of faculty seminars. During these seminars, Dr. Rosenwasser and Dr. Stephen discovered that while content faculty from across the disciplines maintained disciplinary-specific writing protocols, they essentially wanted the same thing from student writing: analysis. From this premise, WRITING ANALYTICALLY was born. Dr. Rosenwasser received his B.A. from Grinnell College and his Ph.D. from the University of Virginia in the theory and history of narrative. His current interests include contemporary Irish literature and comic theory. His most recent literary papers include a study of the contemporary Irish writer Edna O'Brien in relation to the work of Joyce and Yeats as well as an analysis of the politics of Bruce Springsteen's albums during the Bush presidency, written collaboratively with a political science professor.

• Jill Stephen

  Jill Stephen teaches at Muhlenberg College, a small liberal arts college in Pennsylvania, where she’s been since the late 1980s. Along with David Rosenwasser, she created and implemented the Writing Across the Curriculum program there through a series of faculty seminars. In these seminars, they discovered that content faculty from across the disciplines, although they maintained disciplinary-specific writing protocols, essentially wanted the same thing from student writing: analysis. From this premise, their textbook, Writing Analytically, was born. Stephen worked in the expository writing program at New York University under Lil Brannon and Cy Knoblauch. She received her B.A. from the University of Illinois at Champaign-Urbana and received her Ph.D. from NYU on rhetorical theory as evidenced in Renaissance poetry and prose. Aside from her writing with Rosenwasser on composition and writing program administration, she writes on poetry, especially Renaissance lyrics. Her current interests include the poetry of Frank O’Hara, Emily Dickinson, and contemporary Irish women writers.

• While respecting the differences among the writing practices of the various disciplines, the 9th edition also illustrates that formats across the curriculum are surprisingly similar in their underlying structure -- despite surface dissimilarities. Chapter 8: "From Paragraphs to Paper" includes updated forms and formats, and "Voices from Across the Curriculum" boxes throughout the text feature professors speaking directly to students on stylistic, rhetorical and epistemological differences across the curriculum.

• Virtually all examples in the new edition come from student writing, with an emphasis on what makes the writing good rather than its shortcomings. Examples represent a wide range of disciplines. Among these are two extended samples of student research-based writing -- one on Algerian settlements in France and the other on cognitive advantages of bilingualism from a neuroscience student.

• A wealth of new applications and examples serve students headed toward STEM majors. An all-new section on writing and quantitative literacy is also included.

• The 9th edition adds extensive cross-referencing and review of the heuristics that appear in the opening chapters -- giving instructors complete flexibility to present the book's chapters in any order they choose.

• Maximizing student study time, updated pedagogy includes learning objectives and end-of-chapter guidelines that facilitate review by enabling readers to quickly survey the key points of every chapter. In addition, small group discussion activities are included in each chapter, giving students an opportunity to share their experiences with writing and engage in collaborative problem-solving.

• Chapter 3: "Interpretation: Moving from Observation to Implication" adds new discussions of cognitive bias to the book's treatment of logical fallacies and rules of argument.

• Revised and relocated, Chapter 8: "From Paragraphs to Paper: Forms and Formats Across the Curriculum" now immediately follows and is better integrated with Chapter 7: "Finding and Evolving a Thesis".

• Every chapter delivers tools that help students develop an inquiry-based, analytical frame of mind. For example, cognitive strategies provided in Chapters 1 and 2 encourage students to dwell longer in the observation stage before becoming committed to claims. These chapters also discuss counterproductive habits of mind that enable students to identify and work through common problems such as the premature leap to generalizations and the judgment reflex.

• One of the book's signature features is how it addresses the challenge of getting students to read more carefully and actively. For example, Chapter 2: "Reading Analytically" offers heuristics that empower students to take their reading comprehension beyond the perfunctory apprehension of "the gist".

• Chapter 9: "Conversing with Sources" provides strategies for analyzing secondary sources as well as methods for avoiding plagiarism, integrating quotations and writing an abstract. The chapter teaches students ways of doing more than just agreeing or disagreeing with sources, or simply plugging them in as answers. Chapter 10: "Finding, Evaluating, and Citing Sources" presents strategies for getting started, finding quality on the web and citing sources -- all keyed to the most recent documentation styles from the MLA, APA, Chicago and CSE style guides.

• Because many instructors find it challenging to help students break the mold of the five-paragraph essay, Chapter 6: "Reasoning from Evidence to Claims" presents organizational strategies that can act as alternatives to formats that inhibit in-depth analysis of evidence.

• Chapter 7: "Finding and Evolving a Thesis" shows students how to use complicating evidence to refine and qualify their claims.

• Chapter 4: "Responding to Traditional Writing Assignments More Analytically" presents ways to make common assignments -- such as summary, personal response, agree/disagree, compare/contrast and definition -- more analytical.

• Writing exercises take two forms: end-of-chapter paper assignments and informal "Try This" exercises embedded within chapters near the introduction of new skills. While many of the "Try This" exercises can generate papers, most are more limited in scope, asking readers to experiment with various kinds of data gathering and analysis. In addition, "Discussion Activities" provide small group tasks for three or four students to work on collaboratively during class or online.

Cengage provides a range of supplements that are updated in coordination with the main title selection. For more information about these supplements, contact your Learning Consultant.

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