000			06424nam a22009617a 4500
999			_c971 _d971
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005			20221227200404.0
008			180312b ||||| |||| 00| 0 eng d
020			_a9780176501228 (pbk)
040			_cJCRC
100			_aAlmonte, Richard
245			_aRead Think Write : _bStrategies for Essay Writing / _cRichard Almonte.
250			_a1st ed.
260			_aToronto : _bNelson Education, _c2014.
300			_a242 p. : _bill. ; _c22 cm.
500			_aIncludes bibliographical references, index and appendices.
505			_a"Read, Think, Write: Strategies for Essay Writing is a fresh and authoritative book created for the essay-level composition course. Lifting the curtain on the key debates in academic writing, Almonte invites students to create sophisticated essays by bringing in outside sources, using traditional structures at their disposal, and writing accurately – and by thinking critically about how and why they must write. Based on research into the specific needs of Canadian composition instructors, Richard Almonte’s approach emphasizes the development of portable, generic skills related to critical reading and writing. Read, Think, Write: Strategies for Essay Writing amplifies the academic content of communication courses with increased coverage of such topics as explaining and persuading strategies, and the role of research in writing. It is uniquely designed to give students the tools to communicate effectively in their academic work, tools that they will carry with them in their professional work." (Publisher's Website)
505			_aCONTENTS:
505			_aPart 1 - A CONTEXT FOR WRITING
505			_aCHAPTER 1: Writing today and in the past
505			_aDo you know Sara or Ben?
505			_aIs there a writing crisis today? _tReason 1: Demographic change _tReason 2: High school standards _tReason 3: Technological changes
505			_aWhat are colleges and universities doing about it? _tDelivery of writing instruction _tContent of writing instruction
505			_aSara's friend asks a seemingly innocent question
505			_aLearning to write in the past, or rhetoric _tInvention _tArrangement _tStyle
505			_aHow rhetoric became composition in North America
505			_aWriting in the 20th Century and beyond _tThe genre/discipline model _tThe process model _tThe rhetorical model
505			_aPart 2 - EFFECTIVE WRITERS BRING THE OUTSIDE WORLD INTO THEIR WORK
505			_aCHAPTER 2: Researching topic
505			_aBen Gets Some Help, and Sara Meets the College Librarian
505			_aThe Reasons for Research _tExtrinsic Reasons for Research _tIntrinsic Reasons for Research
505			_aReading Secondary Sources Critically _tThe Spectrum of Publications _tCriteria for Judging Secondary Sources
505			_aConducting Secondary Research _tExploring and Limiting Your Topic _tSearching Databases _tSearching the Internet _tTaking Notes As You Go
505			_aConducting Primary Research _tInterviews _tSurveys _tObservation/Experimentation
505			_aCHAPTER 3: Integrating Your Research into Your Writing
505			_aSara Experiences Academic Dishonesty
505			_aHistory of Intellectual Property _tHistory of Intellectual Property _tTypes of Intellectual Property _tLegislation and Legal Issues
505			_aPlagiarism Defined and Debated _tDefining Plagiarism _tExamples of Plagiarism _tDebates about Plagiarism
505			_aHow Not to Plagiarize _tIntegrating Quotations and Paraphrases in the Body of Your Text _tEnd-of-Text Citations
505			_aDocumentation Styles _tMLA Style _tAPA Style
505			_aPart 3 - EFFECTIVE WRITERS USE TRADITIONAL TOOLS AT THEIR DISPOSAL
505			_aCHAPTER 4: Organizing Structures
505			_aSara Gets Down to Business
505			_aA Three-Part Structure _tThe Introduction _tThe Body _tThe Conclusion
505			_aThis Is Not a Template: The Five-Paragraph Essay Debate _tThe Argument Against the Five-Paragraph Essay _tThe Argument in Favour of the Five-Paragraph Essay
505			_aMoving from Basic to Advanced Essay _tStep 1: Analyze Evidence Instead of Listing Evidence _tStep 2: Refuse to be Satisfied with Your Working Thesis _tStep 3: Enliven Your Sources in the Final Draft
505			_aCHAPTER 5: Explaining Strategies
505			_aSara Analyzes Her First Draft
505			_aEssays as Explanations
505			_aExplanation Strategy 1: Narrate
505			_aExplanation Strategy 2: Describe
505			_aExplanation Strategy 3: Define
505			_aExplanation Strategy 4: Classify
505			_aExplanation Strategy 5: Analyze Process
505			_aExplanation Strategy 6: Analyze Cause and Effect
505			_aExplanation Strategy 7: Compare and Contrast
505			_aExplanation Strategy 8: Use Figurative Language
505			_aCHAPTER 6: Persuading Strategies
505			_aBen Submits an Important Assignment; Sara Produces a Second Draft
505			_aEssays as Persuasion
505			_aPersuasion Strategy 1: Argue a Position
505			_aPersuasion Strategy 2: Offer a Solution
505			_aPersuasion Strategy 3: Change Behaviour
505			_aPersuasion Strategy 4: Appeal to Logic
505			_aPersuasion Strategy 5: Appeal to Credibility
505			_aPersuasion Strategy 6: Appeal to Emotion
505			_aPersuasion Strategy 7: Recognize Faulty Reasoning
505			_aPersuasion Strategy 8: Deal with Audience Resistance
505			_aCHAPTER 7: Conclusion: The Story of Sara and Ben Ends Happily
505			_aSara Chooses an Argument
505			_aA Brief Recap
505			_aSara's Persuasive Essay Draft
505			_aAppendix A: Achieving Accuracy in Written English?
505			_aAppendix B: Two Early Canadian Books on Writing
505			_aAppendix C: Sample Peer-Reviewed Academic Essay
505			_aIndex
650			_aEnglish language _vRhetoric.
650			_aEnglish language _vReport writing.
650			_aEnglish language _vReading, writing and thinking.
650			_aEssay _vAuthorship.
856			_uhttps://retail.tophat.com/collections/developmental-english/products/9780176501228 _yPublisher's Website.
942			_2z _cBK