Focus on Writing: What College Students Want to Know
This first-year composition rhetoric-reader uses a Writing about Writing (WAW) approach and a conversational style to help students engage in threshold concepts and transfer what they know about writing to new situations. Each chapter asks a key question such as “Why Write?” or “What Is the Rhetorical Situation and Why Should I Care about It?” Preliminary answers to the chapter question are provided in accessible prose, and these initial ideas are supplemented with a selection of three or four readings and a list of recommended online texts.
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Introduction: What Should I Know About This Book?
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from Ch. 1: Why Write? Exploring the Question
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from Ch. 1: "The Pursuit of Literacy" by Deborah Brandt
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from Ch. 1: "Domestic Sphere vs. Public Sphere" by Aleeza Laskowski; from The Transition from Student to Professional by Marcea K. Seible
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from Ch. 1: "Literature, Literacy and (New) Media" by Andrea Lunsford
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from Ch. 2: What is the "Rhetorical Situation" and Why Should I Care About It? Exploring the Question
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from Ch. 2: "Activite Theory: Situated Learning and Student Motivation" by Marcea K. Seible
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from Ch. 2: "Materiality and Genre in the Study of Discourse Communities" by Amy J. Devitt, Anis Bawarshi, and Mary Jo Reiff
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from Ch. 2: "Powerless Persuasion: Ineffective Argumentation Plagues the Clean Eating Community" by Jessie Cannizzo
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from Ch. 3: What Do Effective Writers Do? Exploring the Question
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from Ch. 3: from Bird by Bird: Some Instructions on Writing and Life by Anne Lamott
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from Ch. 3: "Teaching the Other Self: The Writer's First Reader" by Donald M. Murray
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from Ch. 3: "Understanding Composing" by Sondra Perl
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from Ch. 3: "Writing Research and the Writer" by John R. Hayes and Linda S. Flower
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from Ch. 4: What Do Effective Researchers Do? Exploring the Question
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from Ch. 4: Introduction to Rewriting: How to Do Things with Text by Joseph Harris
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from Ch. 4: "What Can a Novice Contribute? Undergraduate Researchers in First-Year Writing" by Douglas Downs and Elizabeth Wardle
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from Ch. 4: "Research is Elementary: How Blue's Clues Can Help Teach Communication Research Methods"
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from Ch. 5: How Do I Translate My Academic Writing Into Public Genres? Exploring the Question
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from Ch. 5: Introduction to Situated Language and Learning: A Critique of Traditional Schooling by James Paul Gee
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from Ch. 5: "The Low Bridge to High Benefits: Entry-Level Multimedia, Literacies, and Motivation" by Daniel Anderson
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from Ch. 5: "Going Public: Exploring the Possibilities for Publishing Student Interest-Driven Writing beyond the Classroom" by Stephanie Anne Schmier, Elisabeth Johnson, and Sarah Lohnes Wataluk
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Conclusion: Now What?
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