Writing for College, Writing for Life 5th Edition by Duane Roen, ISBN-13: 978-1260798159


The McGraw-Hill Guide: Writing for College, Writing for Life 5th Edition by Duane Roen, ISBN-13: 978-1260798159

[PDF eBook eTextbook]

  • Publisher: ‎ McGraw Hill Edu. (January 1, 2022)
  • Language: ‎ English
  • 648 pages
  • ISBN-10: ‎ 1260798151
  • ISBN-13: ‎ 978-1260798159

With The McGraw Hill Guide students will take a goals-oriented approach to writing using techniques related to student success. They’ll set goals for writing, use composing strategies to achieve those goals, and assess their progress towards achieving them. Students will learn the principles on which the effectiveness of writing is assessed by assessing it themselves and develop the strategies they’ll need to support their writing after college. Includes MLA 9e updates.

Improving your ability to produce effective texts for college is an important goal of this course and this text. However, writing skills are vital not only in college but also in the professional, civic, and personal parts of your life. If you are like most students, during the next few years, you will devote much of your time to your academic studies. When you finish your academic studies, however, your time commitments will probably change.

Although it is possible that you may still be a student five years from now, it is more likely that you will devote most of your time to the other three parts of your life—especially to your professional life. The writing that you produce in college will prepare you for each of the other areas of life. You will transfer the knowledge you are building to produce texts in workplace environments, which is a similar kind of writing used for civic engagement.

You will be expected to do a great deal of writing in college because writing is a powerful tool both for learning and for demonstrating learning. Students who use writing to explore course material generally learn more—and get higher grades—than students who do not. For example, if you write summaries of texts you read, your reading comprehension skills are typically much better than a student who does not write summaries. The reason for this enhanced performance is fairly simple: writing is an effective way to become more involved with your course material in all of your college classes.

Table of Contents:

Preface xxix
PART ONE Getting Started 1
1 Writing Goals and Objectives for College and for Life 1
2 Reading Critically for College and for Life 15
3 Writing to Understand and Synthesize Texts 33
4 Writing to Discover and to Learn 62
PART TWO Using What You Have Learned to Share Information 75
5 Writing to Share Experiences 75
6 Writing to Explore 114
7 Writing to Inform 154
8 Writing to Analyze 197
PART THREE Using What You Have Learned to Write Arguments 234
9 Writing to Convince 234
10 Writing to Evaluate 277
11 Writing to Explain Causes and Effects 319
12 Writing to Solve Problems 364

Duane Roen is Professor of English at Arizona State University, where he serves as Coordinator for the Project for Writing and Recording Family History. At ASU, he has also served as Dean of the College of Integrative Sciences and Arts; Dean of University College; Vice Provost; Head of Interdisciplinary Studies; Head of Humanities and Arts; Director of Composition; Co-director of the graduate program in Rhetoric, Composition, and Linguistics; Director of the Center for Learning and Teaching Excellence; and President of the Academic Senate. At Syracuse University he served as Director of the Writing Program. At the University of Arizona, he was Founding Director of the graduate program in Rhetoric, Composition, and the Teaching of English, as well as Director of Graduate Studies in the Department of English. He has served as Secretary of the Conference on College Composition and Communication and President of the Council of Writing Program Administrators. Throughout his career, he has written extensively about writing instruction.

Barry Maid is Professor Emeritus and Founding Head of Technical Communication at Arizona State University. He was head of that program for ten years.  Previously, was Chair of English at the University of Arkansas at Little Rock and helped lead the creation of the Department of Rhetoric and Writing. He is the author of numerous articles and chapters primarily focusing on technology, information literacy, independent writing programs, and program administration. In addition, he is a co-editor with Barbara D’Angelo. Sandra Jamieson and Janice Walker of Information Literacy: Research and Collaboration across Disciplines. 

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