Wide Awake

Description

Wake Up to the world around you.

 

Wide Awake: Thinking, Reading, and Writing Critically with MyWritingLab asks students to develop awareness of the world around them and to determine how they will participate in that world. Readings invite students to challenge accepted notions about key topics, pose complex questions about the world around them, reflect on their own experiences, and apply ideas they are learning to their everyday lives. Deliberateness and choice are emphasized in the writing processes.

 

Teaching and Learning Experience
This program will provide a better teaching and learning experience for you and your students.

• Robust resources improve student writing and help instructors track results. MyWritingLab helps students measure how well they understand key concepts and faculty incorporate rubrics into assignments and analyze class performance.

• Instructional support helps students develop their own writing process. Eight short chapters on the writing process provide students with just enough advice without burdening them with long narratives of detail.

• Readings provide models for writing, material for response, and topics for research.

 

 Wake Up to the world around you.

 

Wide Awake: Thinking, Reading, and Writing Critically with MyWritingLab asks students to develop awareness of the world around them and to determine how they will participate in that world. Readings invite students to challenge accepted notions about key topics, pose complex questions about the world around them, reflect on their own experiences, and apply ideas they are learning to their everyday lives. Deliberateness and choice are emphasized in the writing processes.

 

Teaching and Learning Experience
This program will provide a better teaching and learning experience for you and your students.

• Robust resources improve student writing and help instructors track results. MyWritingLab helps students measure how well they understand key concepts and faculty incorporate rubrics into assignments and analyze class performance.

• Instructional support helps students develop their own writing process. Eight short chapters on the writing process provide students with just enough advice without burdening them with long narratives of detail.

• Readings provide models for writing, material for response, and topics for research.

 0321937597 / 9780321937599 Wide Awake, Books a la Carte Plus NEW MyWritingLab — Access Card Package

Package consists of

0321963806 / 9780321963802 Wide, Books a la Carte 

0205869203 / 9780205869206 NEW MyWritingLab Generic — Valuepack Access Card

• Robust resources improve students’ writing and allow instructors to track results. Within MyWritingLab, students can measure how well they understand key concepts while faculty can incorporate rubrics into meaningful assignments, grade based on desired criteria, and analyze class performance through advanced reporting.
• Eight short rhetoric chapters to help students develop their writing process cover key topics such as critical reading, prewriting and drafting, thesis statements, using evidence, argument, organizing, revision, and research.
• Six anthology chapters explore diverse topics such as education, social networking, food, ecology, disability, and happiness–and encourage students to question their assumptions through their own writing. 
• “Choosing to Read Critically” questions ask students to demonstrate reading comprehension or to examine the text’s rhetorical strategies.
• “Choosing to Respond” questions encourage students to reflect on their own experiences or observations or to respond to the larger controversy or topic that the selection engages.
• “Wide Awake to Connections” questions suggest further research or an intertextual examination to connect the selection with another from the book.

Part 1 Wide Awake to Writing

 

Ch. 1 Critical Reading and Writing: Identifying Audience and Purpose 1

 

“Just Reading” Versus Critical Reading 2

Critical Reading: Choosing to Be Wide Awake 3

Identifying Audience and Purpose in Others’ Writing 4

Preparing Your Response: Checking in with Yourself 5

Identifying Audience and Purpose in Your Writing 6

Identifying Your Audience 7

Formal and Informal Voices: Speaking Versus Writing 8

Identifying Your Purpose 9

Conclusion 10

    Follow-up Activity #1: Imagining Audience and Purpose 10

    Follow-up Activity #2: Identifying Audience and Purpose 11

 

Ch. 2 Using Evidence and Analysis 12

 

Providing Specific Evidence 12

Analyzing Your Evidence 14

Developing Your Analysis: Why, How, and So What? 15

Identifying Others’ Analytical Work 15

Conclusion 17

    Follow-up Activity #1: Analyzing the Dollar Bill 17

 

Ch. 3 Getting Started: Prewriting, Developing a Topic, and Drafting 20

 

Prewriting Techniques 21

Brainstorming: Allowing Ideas and Connections to Emerge 21

Freewriting: Turn Off the Editor 23

Choosing a Challenging and Engaging Topic 24

Choosing to Challenge Yourself 25

Developing Your Topic 26

Broadening Your View 26

Narrowing Your Topic 27

Topic Checklist 28

Determining Why it Matters 29

Different Approaches to Drafting 29

Getting It Down 30

Creating an Outline 30

Building Around the Evidence 30

Conclusion 31

    Follow-up Activity #1: Narrowing Your Topic 31

    Follow-up Activity #2: Developing Main Ideas 31

 

Ch. 4 The Thesis Statement 33

 

Choosing to Take a Position 33

From Observation to Argument 34

Understanding and Developing Effective Thesis Statements 36

The Preliminary or Working Thesis Statement 36

If a Thesis Statement Were a Person 37

Developing the Thesis Statement 38

Talking Through Your Ideas 39

Conclusion 41

    Follow-up Activity #1: Playing Thesis Statement Telephone 42

 

Ch. 5 Argument 43

 

Argument: Choosing to Take a Position 43

An Example of Argument: The Courtroom Procedural 43

Appeals to Pathos, Ethos, and Logos 46

Pathos: The Appeal to Emotion 46

Ethos: The Appeal to Character 47

Logos: The Appeal to Logic 49

Considering Audience 50

Staying Aware of Counterarguments 50

Conclusion 51

    Follow-up Activity #1: Appeals in Advertising 51

    Follow-up Activity #2: Developing Counterarguments 52

 

Ch. 6 From Paragraphs to Essays 53

 

Building the Essay: Creating Strong Paragraphs 53

Evidence and Analysis: Using Your Own Experiences and Observations 56

Evidence and Analysis: Using Sources Beyond Your Own Experience 56

Creating Unified Paragraphs 58

One-Word Transitions 59

Transitional Phrases 61

Writing Effective Introductions and Conclusions 62

Choosing a Specific and Strategic Opening 63

The Opening Anecdote 63

The Crystallizing Quotation and the Startling Statistic 65

Writing Conclusions: Ending Your Discussion Thoughtfully 67

Conclusion 68

    Follow-up Activity #1: Introduction Scavenger Hunt 69

    Follow-up Activity #2: Using Transitions Effectively 69

 

Ch. 7 The Revision Process: Looking Back, Looking Ahead, Looking Again 71

 

What Is Revision? 71

Why Revise? 71

Choosing Your Revision Approach 72

Editing Versus Global Revision 74

Revision Steps 74

Wide Awake to Your Own Work: Staying Open to Change 75

Peer Review and Constructive Criticism 76

Conclusion 76

    Follow-up Activity #1: Peer Review 77

    Sample Peer Review Worksheet for a Thesis-Driven Essay 77

    Follow-up Activity #2: Review a Sample Paper 78

 

Ch. 8 Research and Writing 81

 

Finding and Incorporating Sources 81

Gathering, Evaluating, and Selecting Sources 82

Selecting Sources: Popular and Scholarly 83

Evaluating Online Sources 84

Constructing Your Research Essay 85

Different Kinds of Evidence 85

Avoiding Plagiarism 86

Summarizing, Paraphrasing, and Quoting 86

Composing a Formal Summary 88

Effective and Successful Paraphrasing 89

Effective and Successful Quoting 91

Citing Your Sources 92

In-text Citation: Making Your Sources Visible 93

Your Works Cited Page 93

Conclusion 95

    Follow-up Activity #1: Evaluating Websites 95

    Follow-up Activity #2: Researching a Monetary Unit 95

 

Part 2 Wide Awake to Reading

 

Ch. 9 Disability Studies: Questioning “Normal” 96

 

Helen Keller, excerpt from The Story of My Life 97

Graham Pullin, “An Introduction to Universal Design” 101

Winstone Zulu, “I Had Polio. I Also Have Sex.” 104

G. E. Zuriff, “Personality Disorders Should Not Be Accommodated in the Workplace” 107

Nancy Mairs, from “On Being a Cripple” 111

Eli Clare, from The Mountain 114

John Callahan, selected cartoons from Don’t Worry, He Won’t Get Far on Foot 121

Questions and Suggestions for Further Research and Writing 128

 

Ch. 10 What to Eat: Difficult Decisions About Food in America 131

 

Wendell Berry, “The Pleasures of Eating” 132

Kelly Brownell and Katherine Battle Horgen, from Food Fight: The Inside Story of the Food Industry, America’s Obesity Crisis, and What We Can Do About It 136

Radley Balko, “Health Care Should Be a Personal Responsibility” 141

Michelle Obama, “Remarks by the First Lady to the NAACP National Convention in Kansas City, Missouri” 145

Julie Gunlock, “Federalizing Fat” 154

Amy Winter, “The Biggest Losers & the Lies They Feed Us” 158

Questions and Suggestions for Further Research and Writing 162

 

Ch. 11 Ecological Consciousness: A Challenge for the 21st Century 164

 

Thoreau, excerpt from Walden 165

Jeff Jacoby, “The Waste of Recycling” 171

Nel Noddings, from “Place and Nature” from Happiness and Education 174

Ward M. Clark, “Why Hunt?” 177

From Al Gore’s Nobel Prize Acceptance Speech 182

Laura Wray and Constance Flanagan, “An Inconvenient Truth About Youth” 187

The Christian Science Monitor’s Editorial Board, “Why Earth Day Needs a Regreening” 190

Selection of Cartoons: from Dean Young, Mike Peters, and Bob Englehart 193

Questions and Suggestions for Further Research and Writing 196

 

Ch. 12 Choosing School: American Education in the 21st Century 198

 

Plato, excerpt from “Allegory of the Cave” 199

John Taylor Gatto, “The Seven-Lesson School Teacher” 205

George W. Bush, “President Bush Discusses No Child Left Behind” 214

Laura Perez, “A Forgotten Child Remembers: Reflections on Education” 222

Luis J. Rodriguez, An Essay in “An Activists Forum: Countertales” 229

Joseph B. Tulman, “Time to Reverse the School-to-Prison Pipeline” 232

Mike Rose, “Finding Our Way: The Experience of Education” 236

Anya Kamenetz, “Adapt or Decline” 241

Questions and Suggestions for Further Research and Writing 248

 

Ch. 13 Social Networking: The Promise and Pitfalls of a Web 3.0 World 250

 

Herbert Marshall McLuhan, from Understanding Media 251

Damien Pearse, “Facebook’s ‘Dark’ Side: Study Finds

Link to Socially Aggressive Narcissism” 252

Deanna Zandt, “Social Media: Peril + Promise” 255

Malcolm Gladwell, “Why the Revolution Will Not Be Tweeted” 260

Emily Nussbaum, “Say Everything” 272

Daily Mail Reporter, “‘It Has to Go Away’: Facebook Director Calls for an End to Internet Anonymity” 280

Mark Bauerlein, from The Dumbest Generation 283

Questions and Suggestions for Further Research and Writing 289

 

Ch. 14 How to Be Happy: The Question of Choice 290

 

Marcus Aurelius, from Meditations 292

Charles Schulz, “Peanuts” cartoon 294

Eric Weiner, from The Geography of Bliss 296

Vicki Haddock, “The Happiness Quotient” Do High Expectations and a Plethora of Choices Make Women Miserable?” 299

David Leonhardt, “For Blacks, Progress in Happiness” 305

Eve Savory, “Meditation: The Pursuit of Happiness” 309

Questions and Suggestions for Further Research and Writing 315

 

Credits

Index