Writing analytically

WRITING

ANALYTICALLY

Sixth Edition

David Rosenwasser Jill Stephen

Muhlenberg College Muhlenberg College

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Writing Analytically, Sixth Edition

David Rosenwasser, Jill Stephen

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iii

UNIT I THE ANALYTICAL FRAME OF MIND: INTRODUCTION TO

ANALYTICAL METHODS 1

CHAPTER 1 Introduction: Fourteen Short Takes on

Writing and the Writing Process 5

CHAPTER 2 Toolkit of Analytical Methods I: Seeing Better,

Seeing More 23

CHAPTER 3 Analysis: What It Is and What It Does 53

CHAPTER 4 Toolkit of Analytical Methods II: Going Deeper 85

CHAPTER 5 Writing about Reading: More Moves to Make with

Written Texts 105

CHAPTER 6 Making Interpretations Plausible 133

CHAPTER 7 Making Common Topics More Analytical 151

UNIT II WRITING ANALYTICAL PAPERS: HOW TO USE EVIDENCE,

EVOLVE CLAIMS, AND CONVERSE WITH SOURCES 163

CHAPTER 8 Reasoning From Evidence To Claims 165

CHAPTER 9 Analyzing Arguments 191

CHAPTER 10 Using Evidence to Build a Paper: 10 on 1 207

CHAPTER 11 Making A Thesis Evolve 227

CHAPTER 12 Recognizing and Fixing Weak Thesis Statements 255

Brief Contents

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iv Brief Contents

CHAPTER 13 Using Sources Analytically: The Conversation

Model 267

CHAPTER 14 Finding, Citing, and Integrating Sources 283

UNIT III MATTERS OF FORM: THE SHAPES THAT THOUGHT

TAKES 315

CHAPTER 15 Forms and Formats Across the Curriculum 317

CHAPTER 16 Introductions and Conclusions Across the

Curriculum 349

CHAPTER 17 Revising for Style: Word Choice 375

CHAPTER 18 Revising for Style: The Rhetoric of the

Sentence 391

CHAPTER 19 Revising for Correctness: Grammar and

Punctuation 417

CHAPTER 19 Appendix 446

Index I-1

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Preface xxiii

UNIT I THE ANALYTICAL FRAME OF MIND: INTRODUCTION TO

ANALYTICAL METHODS 1

Finding Your Way in This Book: A Note to Readers 3

CHAPTER 1 Introduction: Fourteen Short Takes on

Writing and the Writing Process 5

Order of the Short Takes 5

Thinking About Writing as a Tool of Thought 6

Analysis: A Quick Definition 6

Analysis Defined 6

What Do Faculty Want from Student Writing? 7

Breaking Out of 5-Paragraph Form 7

On Writing Traditional Essays in the Digital Age 8

What’s Different About Writing Arguments in College? 9

Rhetoric: What It Is and Why You Need It 10

Two Key Terms 11

Writing About Reading: Beyond “Banking” 12

The Banking Model of Education—and Beyond 12

Freewriting: How and Why to Do It 13

Some Useful Techniques for Freewriting 14

Process and Product: Some Ways of Thinking About the Writing Process 14

Tips for Managing the Writing Process 15

How to Think About Grammar and Style (Beyond Error-Catching) 16

A Quick Word on Style Guides 16

How to Think About Writing in the Disciplines 18

Academic vs. Nonacademic Writing: How Different Are They? 19

Assignments 20

Contents

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vi Contents

CHAPTER 2 Toolkit of Analytical Methods I: Seeing Better,

Seeing More 23

Focus on the Details 23

A. The Heuristics 23

1. Notice and Focus + Ranking 24

Troubleshooting Notice and Focus 25

A Quick Note on 10 on 1 25

Try This 2.1: Doing Notice and Focus with a Room 26

Try This 2.2: Notice and Focus Fieldwork 26

2. The Method: Work with Patterns of Repetition and Contrast 26

Two Examples of The Method Generating Ideas 28

Doing The Method on a Poem 29

Doing the Method on a Poem: Our Analysis 30

Why Do The Method? 31

Try This 2.3: Experiment in a Group Setting with The Method—

Use a Visual Image by Adrian Tomine 32

Try This 2.4: Apply The Method to Arts & Letters Daily 32

3. Asking “So What?” 33

Asking So What?: An Example 34

Try This 2.5: Track the “So What?” Question 35

4. Paraphrase 3 (times) 3 36

How Paraphrase 3 3 Unlocks Implications: An Example 37

Try This 2.6: Experiment with Paraphrase 3 3 38

Try This 2.7: Paraphrase and Implication 39

5. Identifying the “Go To” Sentence 39

Some Examples of “Go To” Sentences 40

Try This 2.8: Identify the Features of “Go To” Sentences 41

Try This 2.9: Find One of Your Own “Go To” Sentences 42

B. Counterproductive Habits of Mind 42

Reacting Is Not Thinking 43

1. Premature Leaps 43

Make It Strange 43

Get Comfortable with Uncertainty 44

2. The Judgment Reflex 44

Three Cures for the Judgment Reflex 45

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Contents vii

Try This 2.10: Distinguishing Evaluative from Nonevaluative Words 45

Try This 2.11: Experiment with Adjectives and Adverbs 45

3. Generalizing 46

Take My Word for It? 46

Antidotes to Habitual Generalizing 46

Try This 2.12: Locating Words on the Abstraction Ladder 47

Try This 2.13: Distinguishing Abstract from Concrete Words 47

4. Naturalizing Our Assumptions (Overpersonalizing) 47

Try This 2.14: Fieldwork: Looking for Naturalized Assumptions 47

“I Didn’t Know You Wanted My Opinion” 48

Opinions: Are They Counterproductive Habits of Mind? 49

Habits of Mind in Psychology: A Psychologist Speaks 49

Voices From Across the Curriculum 49

Opinions—A Democratic Disease? A Political Science Professor Speaks 49

Voices From Across the Curriculum 50

Assignments 50

CHAPTER 3 Analysis: What It Is and What It Does 53

A. Five Analytical Moves 53

What Faculty Seek in Student Writing 54

Metacognition 54

Move 1: Suspend Judgment 54

Move 2: Define Significant Parts and How They’re Related 55

Try This 3.1: Description as a Form of Analysis 56

Description as a Form of Analysis: Some Academic Examples 56

Move 3: Look for Patterns of Repetition and Contrast and for

Anomalies (aka The Method) 59

Looking for Patterns: An Example 60

Move 4: Make the Implicit Explicit 62

Try This 3.2: Making Inferences 63

Implications versus Hidden Meanings 63

Try This 3.3: Inferring Implications from Observations 64

Move 5: Keep Reformulating Questions and Explanations 65

Science as a Process of Argument: A Biologist Speaks 66

Voices From Across the Curriculum 66

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viii Contents

“2:30”: An Example of the Five Analytical Moves in Action 67

Try This 3.4: Apply the Five Analytical Moves to a Speech 70

What It Means to Have an Idea 70

B. Distinguishing Analysis from Argument, Summary,

and Expressive Writing 72

Analysis and Argument 73

Analysis versus Debate-Style Argument 73

Ethos and Analysis 74

Analysis versus Summary: The Example of Whistler’s Mother 75

Summary Is a Focused Description 76

Analysis Makes an Interpretive Leap 76

Analysis and Personal Associations 78

Rhetorical Analysis of an Advertisement: An Example 79

References 82

Guidelines 82

Assignments 83

CHAPTER 4 Toolkit of Analytical Methods II: Going Deeper 85

1. Passage-Based Focused Freewriting 86

Passage-based Focused Freewriting: An Example 88

Passage-based Focused Freewriting: Another Example 89

Try This 4.1: Do a Passage-based Focused Freewrite 90

2. Uncovering Assumptions 91

Uncovering Assumptions: An Example 92

Uncovering Assumptions: Another Quick Example 92

Try This 4.2: Uncover Assumptions in Reviews 93

Uncovering Assumptions: An Economist Speaks 93

Voices From Across the Curriculum 94

Try This 4.3: Uncovering Assumptions: Fieldwork 94

3. Reformulating Binaries 94

Reformulating Binaries: An Example 96

Collapsing the Binary: A Brief Example 96

Reformulating Binaries: Two More Examples 97

Try This 4.4: Reformulating Binaries in a Familiar Expression 98

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Contents ix

Try This 4.5: Reformulating Binaries: More Practice 98

Try This 4.6: Reformulating Binaries: Fieldwork 99

4. Difference within Similarity 99

Looking for Difference Within Similarity: An Example 100

Try This 4.7: Looking for Significant Difference or Unexpected Similarity 101

5. Seems to Be About X But Could Also Be (Is “Really”) About Y 101

Seems to Be About X . . .: An Example 102

Try This 4.8: Apply the Formula “Seems to Be About X, But Could Also Be

(Is “Really”) About Y” 103

Assignments 104

CHAPTER 5 Writing About Reading: More Moves to Make with

Written Texts 105

The Three Lives of a Reading 105

How to Read: Words Matter 106

Become Conversant Instead of Reading for the Gist 107

Owning the Reading 107

Focus on Individual Sentences 108

Pointing 109

Passage-Based Focused Freewriting (PBFF) 109

Paraphrasing 110

Keep a Commonplace Book 110

Try This 5.1: Writing & Reading with Others: A Sequence of Activities 111

Situate the Reading Rhetorically: Find the Pitch, the Complaint,

and the Moment 111

The Pitch, the Complaint, and the Moment: Two Brief Examples 112

Audience Analysis: A Brief Example 113

Try This 5.2: Locating the Pitch and the Complaint 113

Seek to Understand the Reading Fairly on Its Own Terms 114

Entering the Thinking in a Reading: Uncovering Assumptions and

Reformulating Binaries (A Reprise) 114

Tracking the Thinking Through Complication and Qualification: An Example 115

The Problem of Critique 116

What Do We Mean by Critical Reading? A Music Professor Speaks 117

Voices From Across the Curriculum 117

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x Contents

Reading Against the Grain 117

Use a Reading as a Model 118

Apply a Reading as a Lens 118

Using a Reading as a Lens: “Self-Deprecation on Late Night Television” 119

Guidelines 129

Assignments 129

CHAPTER 6 Making Interpretations Plausible 133

Moving from Description to Interpretation 133

Making Interpretations Plausible Across the Curriculum 134

Plausible versus Implausible Interpretations: The Social Context 135

Interpretive Contexts and Multiple Meanings 136

Specifying an Interpretive Context: A Brief Example 136

The Role of Context in Interpreting Numerical Data 137

Intention as an Interpretive Context 138

What Is and Isn’t “Meant” to Be Analyzed 140

Meaning and Social Contexts 140

The Fortune Cookie School of Interpretation 141

The Anything Goes School of Interpretation 141

Making an Interpretation: The Example of a New Yorker Cover 142

Using the Method to Identify Patterns of Repetition and Contrast 144

Pushing Observations to Conclusions: Selecting an Interpretive Context 145

Making the Interpretation Plausible 146

Arriving At an Interpretive Conclusion: Making Choices 146

Guidelines 147

Assignments 148

CHAPTER 7 Making Common Topics More Analytical 151

Summary 152

Strategies for Making Summaries More Analytical 152

Personal Response: The Reaction Paper 153

Strategies for Making Personal Responses More Analytical 154

Agree/Disagree 156

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Contents xi

Comparison/Contrast 156

Strategies for Making Comparison/Contrast More Analytical 156

Definition 158

Strategies for Making Definition More Analytical 158

Guidelines 159

Assignments 160

UNIT II WRITING ANALYTICAL PAPERS: HOW TO USE EVIDENCE,

EVOLVE CLAIMS, AND CONVERSE WITH SOURCES 163

CHAPTER 8 Reasoning from Evidence to Claims 165

A. Linking Evidence and Claims 166

The Function of Evidence 167

“Because I Say So”: Unsubstantiated Claims 168

Distinguishing Evidence from Claims 169

Try This 8.1: Distinguishing Evidence from Claims 170

Giving Evidence a Point: Making Details Speak 170

How to Make Details Speak: A Brief Example 171

B. Kinds of Evidence: What Counts? 172

Questions of Relevance and Methodology: A Political Science Professor Speaks 173

Voices From Across the Curriculum 173

More Than Just the Facts 174

Statistical Evidence 175

Interpreting the Numbers: A Psychology Professor Speaks 176

Voices From Across the Curriculum 176

Experimental Evidence 177

Using Authorities as Evidence 178

Anecdotal Evidence 180

Try This 8.2: Finding Kinds of Evidence 182

Case Studies: Two Examples 182

Textual Evidence 187

Try This 8.3: Using Textual Evidence 188

What Do the Facts Really Tell Us? 188

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xii Contents

Guidelines 189

Assignments 189

CHAPTER 9 Analyzing Arguments 191

The Rules of Argument: Syllogism and Enthymeme 192

Toulmin’s Alternative Model of the Syllogism 193

Rogerian Argument and Practical Reasoning 195

Two Ways to Improve an Argument: Check for Unstated Assumptions

and Qualify Claims 196

Figurative Logic: Reasoning with Metaphors 198

Everyday Thinking 199

A Brief Glossary of Common Logical Fallacies 201

Guidelines 205

Assignments 205

CHAPTER 10 Using Evidence to Build a Paper: 10 on 1 207

Developing a Thesis Is More Than Repeating an Idea 207

When and How to Use 1 on 10 208

Stuck in 1 on 10: The Problem of Five-Paragraph Form 209

Analyzing Evidence in Depth: “10 on 1” 211

Demonstrating the Representativeness of Your Example 212

10 on 1 and Disciplinary Conventions 213

Pan, Track, and Zoom: Using 10 on 1 to Build a Paper 213

Doing 10 on 1: A Brief Example (Tiananmen Square) 214

Try This 10.1: Doing 10 on 1 with Newspaper Visuals 215

Try This 10.2: Doing 10 on 1 with a Reading 216

Converting 1 on 10 into 10 on 1: A Student Paper (Flood Stories) 216

Revising the Draft Using 10 on 1 and Difference Within Similarity 218

Try This 10.3: Describing Evidence 220

Doing 10 on 1: A Student Paper (Good Bye Lenin!) 221

Try This 10.4: Marking Claims, Evidence, and Complications in a Draft 222

A Template for Organizing Papers Using 10 on 1: an Alternative

to Five-Paragraph Form 223

Guidelines 224

Assignment 225

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Contents xiii

CHAPTER 11 Making a Thesis Evolve 227

Moving from Idea to Thesis Statement: What a Good Thesis Looks Like 228

Arriving at Thesis Statements: When and Where 228

Strong vs. Weak Thesis Statements 229

Finding the Tension in Good Thesis Statements 229

Try This 11.1: Spotting the Tension in Good Thesis Statements 230

A Note on the Syntax of Good Thesis Statements 231

The Reciprocal Relationship between Thesis and Evidence: The Thesis as Lens 232

Making a Thesis Evolve: A Brief Example 233

Try This 11.2: Qualifying Overstated Claims 234

The Evolving Thesis as Hypothesis and Conclusion in the Natural and Social Sciences 234

The Hypothesis in the Natural and Social Sciences: Four Professors Speak 235

Voices From Across the Curriculum 235

Six Steps for Making a Thesis Evolve 236

Evolving a Thesis in an Exploratory Draft: The Example of Las Meninas 237

Description to Analysis: The Exploratory Draft 240

Starting a Revision by Looking Again at the Details: The Method 240

Applying the Six Steps to Las Meninas 241

Knowing When to Stop: How Much Revising Is Enough? 244

Evolving a Thesis in a Later-Stage Draft: The Example of Educating Rita 245

Try This 11.3: Tracking a Thesis 247

The Evolving Thesis in Outline Form: Superman 248

Locating the Evolving Thesis in the Final Draft 249

Recognizing and Relocating Your Thesis: A History Professor Speaks 250

Voices From Across the Curriculum 250

Try This 11.4: Moving from Observations to a Thesis: Mall Cuisine 251

Mall Cuisine Goes International 251

Guidelines 253

Assignment 254

CHAPTER 12 Recognizing and Fixing Weak Thesis Statements 255

Five Kinds of Weak Thesis Statements and How to Fix Them 256

Weak Thesis Type 1: The Thesis Makes No Claim 256

Weak Thesis Type 2: The Thesis Is Obviously True or Is a Statement of

Fact 256

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xiv Contents

Weak Thesis Type 3: The Thesis Restates Conventional Wisdom 257

Weak Thesis Type 4: The Thesis Bases Its Claim on Personal

Conviction 258

Weak Thesis Type 5: The Thesis Makes an Overly Broad Claim 259

Getting Beyond the All-Purpose Thesis: A Dance Professor Speaks 260

Voices From Across the Curriculum 260

Try This 12.1: Revising Weak Thesis Statements 261

How to Rephrase Thesis Statements: Specify and Subordinate 261

Is it Okay to Phrase a Thesis as a Question? 263

Try This 12.2: Determining What the Thesis Requires

You to Do Next 263

Guidelines 264

Assignment 264

CHAPTER 13 Using Sources Analytically: The Conversation

Model 267

“Source Anxiety” and What to Do About It 268

The Conversation Analogy 269

Conversing with a Source: a Brief Example 270

Ways to Use a Source as a Point of Departure 270

Six Strategies for Analyzing Sources 271

Strategy 1: Make Your Sources Speak 271

Strategy 2: Attend Carefully to the Language of Your Sources by Quoting

or Paraphrasing Them 273

Strategy 3: Supply Ongoing Analysis of Sources (Don’t Wait Until the End) 273

Bringing Sources Together: A Psychology Professor Speaks 274

Voices From Across the Curriculum 274

Strategy 4: Use Your Sources to Ask Questions, Not Just to

Provide Answers 274

Strategy 5: Put Your Sources into Conversation with One Another 276

Strategy 6: Find Your Own Role in the Conversation 278

Evaluating Sources in the Sciences: A Biology Professor Speaks 279

Voices From Across the Curriculum 279

Using Sources Analytically: An Example 279

Guidelines 280

Assignments 281

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Overview of the analytical writing section

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