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Reading and Writing in the Academic Community, 3rd Edition

By Mary Lynch Kennedy, Hadley M. Smith

Published by Pearson

Published Date: Jul 18, 2005

Table of Contents


To the Student,

To the Instructor

Supplementary Material for Instructors and Students




Introduction: The Academic Community and Its Conventions

Learning the Conventions

Goals of This Textbook


Part I: Reading and Writing Conventions


Chapter 1: Reading Academic texts

A Comprehensive Strategy for the Reading Process

Reading for Content

Reading for Genre, Organization, and Stylistic Features

Reading for Rhetorical Context

Reading and Interpretation

Tackling Difficult Course Readings


Chapter 2--Learning the Basic Conventions: Summarizing, Paraphrasing, and Quoting

Setting Rhetorical Goals,

Considering Your Audience

Identifying Your Sources

Avoiding Plagiarism

The Summarizing Process

Creating a Graphic Overview

Compressing Information

Creating a Sentence Outline

Documenting Summaries

The Paraphrasing Process

Strategies for Paraphrasing

Documenting paraphrases

Direct Quoting

Reasons for Direct Quoting

Altering Quotations

Documenting Quotations

Weaving Quotations into Your Essay

Incorporating Quotations, Paraphrases,and Summaries into Essays

The Summary Essay


Part II: Writing As Process


Chapter 3--The Response Essay: An Example of the Composing Process

Response Essays: An Introduction

Writing Response Essays




Expanding Your Rhetorical Goal


Chapter 4: Revising Essays for Style

What Is Style?

Stylistic Choices in Academic Writing

Students as Academic Stylists

Realizing Your Stylistic Intentions

Move from writer-based to reader-based prose

Vary the structure and length of your sentences

Strengthen your verbs

Make your writing concise by cutting ineffective words and expressions and eliminating needless repetition

Liven up your writing with detail

Avoid sexist language


Chapter 5–Editing for Correctness

Basic Sentence Structure

Sentence Fragments

Run-on Sentences and Comma Splices

Elliptical Constructions

Dangling Constructions

Parallel Construction

Subject-Verb Agreement


            Clear Antecedents

            Other Mismatches between Pronouns and Their Antecedents

            Pronoun Consistency

Tense Switching

Misused Words




            Semicolons and Colons


Part III: Writing for College Courses


Chapter 6--Composing Multiple-Source Essays

Comparing and Contrasting Sources

Uses of Comparison and Contrast

Rhetorical Purpose for Comparison-and-Contrast Essays

Writing an Essay that Compares and Contrasts Sources

Summary of Multiple Sources

Objective Synthesis

Essay Written in Response to Multiple Sources

Writing a Synthesis for a Specific Purpose


Chapter 7--Drawing on Sources for an Argument Essay


The Argument Essay

Finding an Issue and Staking out Your Position

Formulating a Thesis

Supporting Your Thesis

                Marshaling Solid Evidence and Making a Strong Case

Considering Your Audience and Identifying Your Reader’s Needs

Organizing and Arranging the Argument Essay

Writing an Argument Essay






Chapter 8--Analysis and Evaluation

Rhetorical Analysis and Evaluation as Opposed to Response

Rhetorical Analysis

Writing a Rhetorical Analysis Essay






Writing an Evaluation Essay





Exploratory Analysis

Writing an Exploratory Analysis Essay





Analysis and Evaluation of Images


Chapter 9--Writing Research Papers

Research as Process


Setting a Schedule

Selecting a Topic

Developing a Research Strategy

Exploring Virtual Libraries

Using Electronic Retrieval Systems

Choosing Where to Do Research

Finding Information in an Academic Library

Finding Information on the World Wide Web

Collecting Information through Surveys and Interviews

Evaluating Information Sources

Excerpting Relevant Information from Sources


Synthesizing Sources

Arguing, Analyzing, and Evaluating

Drafting a Thesis

Deriving a Plan

Creating an Outline

Writing from Your Outline


Using Correct Manuscript Form

Revising on the Basis of Reader Comments



Chapter 10–Personal Essay: Literacy Narrative

Features of the Genre

Reflecting on Your Experiences As a Writer





Part IV: Reading Selections


Chapter 11--Grades and Learning

Liz Mandrell    “Zen and the Art of Grade Motivation"

Jerry Farber    “A Young Person’s Guide to the Grading System"

Steven Vogel    “Grades and Money"

Stephen Ray Flora and Stacy Suzanne Poponak    “Childhood Pay For Grades Is Related to

       College Grade Point Average"

Writing Assignments for Chapter 11


Chapter 12--Technology and Identity

Steve Mann “Cyborg Seeks Community"

David Brooks    “Time to Do Everything But Think"

Sherry Turkle    “ Cyberspace and Identity"

Writing Assignments for Chapter 12


Chapter 13–Tastes in Pop Music

Dave Barry    “Bad Songs"

William J. Bennett    “What Hath the Beatles Wrought? Rock-&-Roll and the Collapse of


Michael J. Budds    “From Fine Romance to Good Rockin’–and Beyond: Look What They’ve

 Done to My Song:

Writing Assignments for Chapter 13


Chapter 14–Visual Culture: Family Photography


Generations of an American Family:  A Collection of Images

Writing Assignments for Chapter 14


Chapter 15--Racial Profiling

Paige Byrne Shortal     “Profiling the Children of God"

John DerbyShire    “At First Glance–Racial Profiling, Burning Hotter"

Yolanda T. Moses    “Race, Higher Education, and American Society"

Writing Assignments for Chapter 15


Appendix --Documenting Sources

MLA Documentation Style

APA Documentation Style


Works Cited

Photograph Credits




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