The McGraw-Hill Guide to Writing is designed to help students learn to write more effectively not only in their college courses but also in their professional, civic, and personal lives. Combining a flexible reader, rhetoric, research guide, and handbook, The McGraw-Hill Guide shows students how to set goals for their writing, to use effective composing strategies to reach those goals, and to assess their progress toward achieving them. Based on the idea that effective writers are strong communicators in any context, The McGraw-Hill Guide to Writing emphasizes the skills established by the Writing Program Administrator's Outcomes Statement that form the foundation of assessment practices at writing programs throughout the country -- rhetorical knowledge, critical thinking, writing processes, and conventions. These skills form the basis of the instruction in each assignment chapter and throughout the text.

Contenuti

Writing for College, Writing for Life

Part 1: Getting Started

1. Writing Goals and Objectives for College and for Life

WRITING IN THE FOUR AREAS OF YOUR LIFE

Writing as a College Student

Writing as a Professional

Writing as a Citizen

Writing as a Family Member or Friend

WRITING IN THE FOUR AREAS IN THIS COURSE

LEARNING GOALS IN THIS COURSE

Rhetorical Knowledge

Critical Thinking, Reading, and Writing

Writing Processes

Knowledge of Conventions

BECOMING A SELF-REFLECTIVE WRITER

WRITING IN TODAY’S WORLD

Writing Responsibly

Writing Technologies

2. Reading Critically for College and for Life

USING PRE-READING STRATEGIES

READING ACTIVELY

Annotating Effectively

Reading Visuals

Reading Web Sites

USING POST-READING STRATEGIES

Starting Your Writer's / Research Journal

Writing Effective Summaries

Synthesizing Information in Readings

Using Your Reading in Your Own Writing

3. Writing to Discover and to Learn

USING INVENTION STRATEGIES TO DISCOVER IDEAS

Listing

Freewriting

Questioning

Answering the Questions Who? What? Why? When? Where? How?

Brainstorming

Clustering

KEEPING NOTEBOOKS AND JOURNALS

Double-Entry Notebook

Field Notebook

Vocabulary Journal

Expanding the Journal Concept

REWRITING YOUR CLASS NOTES

Minute Paper

Muddiest Point

Preconception Check

Paraphrasing

ORGANIZING AND SYNTHESIZING INFORMATION

Invented Dialogue

Invented Interview/Unsent Letter

R�sum�/Vita

Bio-Poem

USING CHARTS AND VISUALS TO DISCOVER AND TO LEARN

Clustering and Concept Mapping

Process Flowchart

Time Line/Chronology

Pedigree Chart

STUDYING FOR EXAMS

Test Questions

Mnemonic Play

Part 2: Using What You've Learned to Share Information

4. Writing to Share Experiences

RHETORICAL KNOWLEDGE

Writing to Share Experiences in Your College Classes

Writing to Share Experiences for Life

Scenarios for Writing: Assignment Options

Writing for College

Writing for Life

Rhetorical Considerations in Sharing Your Experiences

CRITICAL THINKING, READING, AND WRITING

Learning the Qualities of Effective Writing about Experiences

Reading, Inquiry, and Research: Learning from Narratives That Share Experiences

Russell Baker, On Becoming a Writer

Tanya Barrientos, Se Habla Espa�ol

Charles Ogletree, from All Deliberate Speed

Thinking about Visuals That Share Experiences

Drawing on Research about Experiences

WRITING PROCESSES

Invention: Getting Started

Exploring Your Ideas with Research

Visualizing Variations: Using Photos and Documents as Sources

Organizing Your Ideas and Details

Constructing a Complete Draft

Revising

Responding to Readers’ Comments

KNOWLEDGE OF CONVENTIONS

Editing

Genres, Documentation, and Format

Writing in Action: Convention in Genre and Design

A WRITER SHARES HER EXPERIENCES: JESSICA HEMAUER’S FINAL DRAFT

Jessica Hemauer, Farm Girl

SELF-ASSESSMENT: REFLECTING ON YOUR LEARNING GOALS

5. Writing to Explore

RHETORICAL KNOWLEDGE

Writing to Explore in Your College Classes

Writing to Explore For Life

Scenarios for Writing: Assignment Options

Writing for College

Writing for Life

Rhetorical Considerations for Exploratory Writing

CRITICAL THINKING, READING, AND WRITING

Learning the Qualities of Effective Exploratory Writing

Reading, Inquiry, and Research: Learning from Texts That Explore

Kenneth Chang, Scientist at Work: Terence Tao; Journeys to the Distant Fields of Prime

Michael Wolff, Bipolar Iraq

P.J O’Rourke, Memoir Essay

Thinking About Visuals That Explore

Drawing on Research to Explore Your Subject

WRITING PROCESSES

Invention: Getting Started

Exploring Your Ideas with Research

Organizing Your Ideas and Details

Constructing a Complete Draft

Visualizing Variations: Using Visuals to Make Your Exploration Clear

Revising

Responding to Readers’ Comments

KNOWLEDGE OF CONVENTIONS

Editing

Genres, Documentation, and Format

Writing in Action: Convention in Genre and Design

A WRITER SHARES HIS EXPLORATION: RICK MOHLER’S FINAL DRAFT

Rick Mohler, A Sporting Career?

SELF-ASSESSMENT: REFLECTING ON YOUR LEARNING GOALS

6. Writing to Inform

RHETORICAL KNOWLEDGE

Writing to Inform in Your College Classes

Writing to Inform for Life

Scenarios for Writing: Assignment Options

Writing for College

Writing for Life

Rhetorical Considerations in Informative Writing

CRITICAL THINKING, READING, AND WRITING

Learning the Qualities of Effective Informative Writing

Reading, Writing, and Research: Learning from Texts That Inform

Harold Peterson, The Man Who Invented Baseball

Carol Ezzell, Clocking Cultures

Katie Hafner, Growing Wikipedia Revises Its ‘Anyone Can Edit’ Policy

Thinking about Visuals That Inform

Drawing on Research to Inform Your Readers

WRITING PROCESSES

Invention: Getting Started

Exploring Your Ideas with Research

Organizing Your Information and Research

Constructing a Complete Draft

Visualizing Variations: Using a Web Site, Poster, or Brochure to Inform Your Readers

Revising

Responding to Readers’ Comments

KNOWLEDGE OF CONVENTIONS

Editing

Genres, Documentation, and Format

Writing in Action: Convention in Genre and Design

A WRITER INFORMS HIS READERS: CRAIG BROADBENT’S FINAL DRAFT

Craig Broadbent, Watch for the Blue Barrels

SELF-ASSESSMENT: REFLECTING ON YOUR LEARNING GOALS

7. Writing to Analyze

RHETORICAL KNOWLEDGE

Writing to Analyze in your College Classes

Writing to Analyze For Life

Scenarios for Writing: Assignment Options

Writing for College

Writing for Life

Rhetorical Considerations in Analytical Writing

CRITICAL THINKING, READING, AND WRITING

Learning the Qualities of Effective Analytical Writing

Reading, Writing, and Research: Learning from Texts That Analyze

James M. Lang, Putting In the Hours

John Rockhold, Pay Less at the Pump: The Hybrid Revolution

Tamara Draut, All Work and No Play

Thinking about Visuals That Analyze

Drawing on Research to Analyze Your Subject

WRITING PROCESSES

Invention: Getting Started

Exploring Your Ideas with Research

Organizing Your Information

Constructing a Complete Draft

Visualizing Variations: Using Charts and Graphs to Make Your Analysis Clear

Revising

Responding to Readers’ Comments

KNOWLEDGE OF CONVENTIONS

Editing

Genres, Documentation, and Format

Writing in Action: Convention in Genre and Design

A WRITER SHARES HER ANALYSIS: SARAH WASHINGTON’S FINAL DRAFT

Sarah Washington, Campus Parking: Love It or Leave It

SELF-ASSESSMENT: REFLECTING ON YOUR LEARNING GOALS

Part 3 Using What You’ve Learned to Write Arguments
8. Writing to Convince
RHETORICAL KNOWLEDGE
Writing to Convince in Your College Classes
Writing to Convince for Life
Scenarios for Writing: Assignment Options
Writing for College
Writing for Life
Rhetorical Considerations for Persuasive Writing
CRITICAL THINKING, READING, AND WRITING
Learning the Qualities of Effective Persuasive Writing
Reading, Inquiry, and Research: Learning from Texts That Persuade
Anne Applebaum, When Women Go to War
Maureen Dowd, Our Own Warrior Princess, and Brian J. G. Pereira, M.D., Letter responding to Dowd
Arthur Levine and Jeanette S. Cureton, Collegiate Life: An Obituary
Thinking about Visuals That Persuade
Drawing on Research to Persuade your Reader
WRITING PROCESSES
Invention: Getting Started
Exploring Your Ideas with Research
Reviewing Your Invention and Research
Organizing Your Information
Constructing a Complete Draft
Visualizing Variations: Using Charts and Photographs to Support Your Claim
Revising
Responding to Readers’ Comments
KNOWLEDGE OF CONVENTIONS
Editing
Genres, Documentation, and Format
Writing in Action: Convention in Genre and Design
A WRITER SHARES HIS PERSUASIVE WRITING: SANTI DEROSA’S FINAL DRAFT
Santi DeRosa, The Objectification of Women: Whose Fault is It?
SELF-ASSESSMENT: REFLECTING ON YOUR LEARNING GOALS
9. Writing to Evaluate

RHETORICAL KNOWLEDGE
Writing to Analyze in Your College Classes
Writing to Evaluate for Life
Scenarios for Writing: Assignment Options
Writing for College
Writing for Life
Rhetorical Considerations for Evaluative Writing
CRITICAL THINKING, READING, AND WRITING
Reading, Inquiry, and Research: Learning from Texts That Evaluate
Roger Ebert, Harry Potter and the Sorcerer’s Stone
Elvis Mitchell, Harry Potter and the Sorcerer’s Stone
Matthew Power, Immersion Journalism
Thinking about Visuals That Evaluate
Drawing on Research for Your Evaluation
WRITING PROCESSES
Invention: Getting Started
Exploring Your Ideas with Research
Reviewing Your Invention and Research
Organizing Your Evaluation
Constructing a Complete Draft
Visualizing Variations: Using Visuals to Support Your Evaluation
Revising
Responding to Readers’ Comments
KNOWLEDGE OF CONVENTIONS
Editing
Genres, Documentation, and Format
Writing in Action: Convention in Genre and Design
A WRITER SHARES HER EVALUATION: ANNLEE LAWRENCE’S FINAL DRAFT
Annlee Lawrence, Who Has the Healthier Burger?
SELF-ASSESSMENT: REFLECTING ON YOUR LEARNING GOALS
10. Writing to Explain Causes and Effects
RHETORICAL KNOWLEDGE
Writing about Causes and Effects in Your College Classes
Writing about Causes and Effects for Life
Scenarios for Writing: Assignment Options
Writing for College
Writing for Life
Rhetorical Considerations in Cause-Effect Writing
CRITICAL THINKING, READING, AND WRITING
Learning the Qualities of Effective Writing about Causes and Effects
Reading, Inquiry, and Research: Learning from Texts That Explain Cause-and-Effect Relationships
Juan Williams, Brown v. Board of Education
Bruce Nussbaum, Where Are the Jobs?
Neal Gabler, How Urban Myths Reveal Society's Fears
Thinking About Visuals That Indicate Cause-and-Effect
Drawing on Research to Demonstrate Causes or Effects
WRITING PROCESSES
Invention: Getting Started
Exploring Your Ideas with Research
Organizing Your Cause-Effect Paper
Constructing a Complete Draft
Visualizing Variations: Choosing Visuals That Illustrate Cause-and-Effect Relationships
Revising
Responding to Readers’ Comments
KNOWLEDGE OF CONVENTIONS

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