From Analysis to Argumentation in First-Semester Composition

This book helps students meet the goals of English Composition courses throughout the United States, as determined by the ICCB. In its broadest sense, the book empowers students by instructing them on how to shape their initially emotional personal responses into formally structured academic prose that can make a contribution to their academic and professional lives. More specifically, the book: describes prewriting and organization techniques instructs writers on how to create, shape, and develop personal essays instructs writers on how to analyze and evaluate the argument, organization, accuracy, credibility, and style of written works provides techniques for justifying an argument essay demonstrates how to incorporate and document outside sources in a responsible manner that avoids plagiarism demonstrates how writers can improve their use of wording and punctuation in three chapters that focus on grammar, punctuation, and style. Part I presents an outline for the study of rhetoric and composition. It describes a variety of writing styles appropriate to first-semester composition courses. Initial chapters ask students to reflect on the value of an object and on the importance of an event. Specifically, they teach invention strategies, organization, self-expression, and reflection. Afterwards, chapters ask students to analyze the content, form, and quality of written works. Finally, Part I provides students with argumentation strategies they can use to express their opinions and analyses in a professional and persuasive format that is informed by logic and supporting evidence. Each of these chapters presents writing instruction, sample essays, suggested homework and in-class group activities, and major writing assignments for the course. Part I is the heart of the textbook. It is the plan of study I believe students in first-year composition courses should pursue. However, a collection of instructional chapters cannot work on its own. Students also work with a course reader they can analyze, evaluate, and respond to emotionally and intellectually. The reader contains content against which or in conjunction to which students can develop their own work. It provides learning opportunities both outside of class (through individual reading, analysis, and response assignments) and inside class (through instructor demonstrations and class discussion). Part II presents a brief overview of how to work with outside sources. Chapters include instruction on how to find sources, evaluate their credibility, quote, paraphrase, summarize, and document information in a responsible manner that avoids plagiarism. Finally, Part III presents a review of grammar, punctuation, and style for effective academic prose.

Table of Contents:
Introduction Chapter 1: Academic Writing Chapter 2: The Writing Process Part I Writing Assignments Chapter 3: Writing About a Symbol Chapter 4: Reflecting on an Experience Chapter 5: Analyzing an Article Chapter 6: Writing an Evaluation Chapter 7: Writing an Argument Chapter 8: Reflecting on Your Writing Part II Writing with Sources Chapter 9: Finding and Evaluating Outside Sources Chapter 10: Incorporating Outside Sources Chapter 11: Avoiding Plagiarism Chapter 12: MLA and APA Formats Part III Editing Your Writing Chapter 13: Improving Style Chapter 14: Improving Grammar Chapter 15: Improving Punctuation