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Writing Analytically


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iii


Writing Analytically


FIFTH EDITION


David Rosenwasser


Muhlenberg College


Jill Stephen


Muhlenberg College


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Writing Analytically, Fifth Edition David Rosenwasser


Jill Stephen


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v


UNIT I THE ANALYTICAL FRAME OF MIND: INTRODUCTION TO ANALYTICAL METHODS 1


CHAPTER 1 Analysis: What It Is and What It Does 3


CHAPTER 2 Counterproductive Habits of Mind 17


CHAPTER 3 A Toolkit of Analytical Methods 31


CHAPTER 4 Interpretation: What It Is, What It Isn’t, and How to Do It 49


CHAPTER 5 Analyzing Arguments 73


CHAPTER 6 Topics and Modes of Analysis 93


UNIT II WRITING THE ANALYTICAL ESSAY 107


CHAPTER 7 What Evidence Is and How It Works 109


CHAPTER 8 Using Evidence to Build a Paper: 10 on 1 versus 1 on 10 123


CHAPTER 9 Making a Thesis Evolve 139


CHAPTER 10 Structuring the Paper: Forms and Formats 159


CHAPTER 11 Introductions and Conclusions 179


CHAPTER 12 Recognizing and Fixing Weak Thesis Statements 193


BRIEF CONTENTS


UNIT III WRITING THE RESEARCHED PAPER 203


CHAPTER 13 Reading Analytically 205


CHAPTER 14 Using Sources Analytically: The Conversation Model 215


CHAPTER 15 Organizing and Revising the Research Paper: Two Sample Essays 227


CHAPTER 16 Finding, Citing, and Integrating Sources 241


UNIT IV GRAMMAR AND STYLE 269


CHAPTER 17 Style: Choosing Words for Precision, Accuracy, and Tone 271


CHAPTER 18 Style: Shaping Sentences for Precision and Emphasis 287


CHAPTER 19 Common Grammatical Errors and How to Fix Them 305


vi Brief Contents


vii


Preface xvii


UNIT I THE ANALYTICAL FRAME OF MIND: INTRODUCTION TO ANALYTICAL METHODS 1


CHAPTER 1 Analysis: What It Is and What It Does 3


First Principles 3


Analysis Defined 3


The Five Analytical Moves 4


Move 1: Suspend Judgment 5


Move 2: Define Significant Parts and How They’re Related 5


Move 3: Make the Implicit Explicit 6


Move 4: Look for Patterns 8


Move 5: Keep Reformulating Questions and Explanations 9


Analysis at Work: A Sample Paper 10


Distinguishing Analysis from Argument, Summary, and Expressive Writing 11


Applying the Five Analytical Moves: The Example of Whistler’s Mother 13


Analysis and Personal Associations 15


CHAPTER 2 Counterproductive Habits of Mind 17


Fear of Uncertainty 17


Prejudging 18


Blinded by Habit 19


The Judgment Reflex 20


Generalizing 21


Overpersonalizing (Naturalizing Our Assumptions) 23


Opinions (versus Ideas) 25


What It Means to Have an Idea 26


Rules of Thumb for Handling Complexity 28


CONTENTS


CHAPTER 3 A Toolkit of Analytical Methods 31


The Toolkit 32


Paraphrase ! 3 33


Notice and Focus (Ranking) 35


Prompts: Interesting and Strange 35


10 on 1 36


The Method: Working with Patterns of Repetition and Contrast 37


Thinking Recursively with Strands and Binaries 39


Generating Ideas with The Method: An Example 40


Doing The Method on a Poem: Our Analysis 40


A Procedure for Finding and Querying Binaries 43


Freewriting 44


Passage-Based Focused Freewriting 45


Writers’ Notebooks 46


Passage-Based Focused Freewriting: An Example 47


CHAPTER 4 Interpretation: What It Is, What It Isn’t, and How to Do It 49


Pushing Observations to Conclusions: Asking So What? 50


Asking So What?: An Example 51


Implications versus Hidden Meanings 54


The Limits on Interpretation 56


Plausible versus Implausible Interpretations 57


Interpretive Contexts and Multiple Meanings 58


Specifying an Interpretive Context: An Example 58


Intention as an Interpretive Context 59


What Is and Isn’t “Meant” to Be Analyzed 60


The Fortune Cookie School of Interpretation 61


The Anything Goes School of Interpretation 62


Seems to Be about X but Could Also Be (Is Really) about Y 63


Putting It All Together: Interpretation of a New Yorker Cover 65


Description of a New Yorker Cover, Dated October 9, 2000 65


Using The Method to Identify Patterns of Repetition and Contrast 67


viii Contents


Pushing Observations to Conclusions: Selecting an Interpretive Context 68


Making the Interpretation Plausible 69


Arriving at an Interpretive Conclusion: Making Choices 70


CHAPTER 5 Analyzing Arguments 73


The Role of Binaries in Argument 73


A Procedure for Reformulating Binaries in Argument 74


Strategy 1: Locate a Range of Opposing Categories 74


Strategy 2: Analyze and Define the Key Terms 74


Strategy 3: Question the Accuracy of the Binary 75


Strategy 4: Substitute “To What Extent?” for “Either/Or” 75


Uncovering Assumptions (Reasoning Back to Premises) 76


Uncovering Assumptions: A Brief Example 78


A Procedure for Uncovering Assumptions 78


Analyzing an Argument: The Example of “Playing by the Antioch Rules” 79


Strategies for Developing an Argument by Reasoning Back to Premises 82


The Problems with Debate-Style Argument 84


Seeing the Trees as Well as the Forest: Toulmin and the Rules of Argument 85


Refining Categorical Thinking: Two Examples 88


A Brief Glossary of Common Logical Errors 90


CHAPTER 6 Topics and Modes of Analysis 93


Rhetorical Analysis 93


Rhetorical Analysis of a Place: A Brief Example 94


Rhetorical Analysis of an Advertisement: A Student Paper 94


Summary 96


Strategies for Making Summaries More Analytical 96


Personal Response: The Reaction Paper 98


Strategies for Making Personal Responses More Analytical 98


Agree/Disagree 100


Comparison/Contrast 100


Strategies for Making Comparison/Contrast More Analytical 100


Contents ix


Definition 102


Strategies for Making Definition More Analytical 102


UNIT II WRITING THE ANALYTICAL ESSAY 107


CHAPTER 7 What Evidence Is and How It Works 109


The Function of Evidence 110


The Missing Connection: Linking Evidence and Claims 110


“Because I Say So”: Unsubstantiated Claims 111


Distinguishing Evidence from Claims 111


Giving Evidence a Point: Making Details Speak 112


How to Make Details Speak: A Brief Example 113


What Counts as Evidence? 114


Kinds of Evidence 116


Statistical Evidence 116


Anecdotal Evidence 117


Authorities as Evidence 117


Empirical Evidence 118


Experimental Evidence 118


Textual Evidence 118


Using What You Have 119


CHAPTER 8 Using Evidence to Build a Paper: 10 on 1 versus 1 on 10 123


Developing a Thesis Is More Than Repeating an Idea (1 on 10) 123


What’s Wrong with Five-Paragraph Form? 124


Analyzing Evidence in Depth: 10 on 1 127


Demonstrating the Representativeness of Your Example 128


10 on 1 and Disciplinary Conventions 128


Pan, Track, and Zoom: Using 10 on 1 to Build a Paper 128


Doing 10 on 1: A Brief Example (Tiananmen Square) 129


Converting 1 on 10 into 10 on 1: A Student Paper (Flood Stories) 131


Revising the Draft Using 10 on 1 and Difference within Similarity 133


Doing 10 on 1: A Student Paper (Good Bye Lenin!) 136


x Contents


Contents xi


A Template for Organizing Papers Using 10 on 1: An Alternative to Five- Paragraph Form 138


CHAPTER 9 Making a Thesis Evolve 139


What a Strong Thesis Does 139


Making a Thesis Evolve: A Brief Example (Tax Laws) 140


The Reciprocal Relationship between Thesis and Evidence: The Thesis as Lens 142


What a Good Thesis Statement Looks Like 143


Six Steps for Making a Thesis Evolve 144


Evolving a Thesis in an Exploratory Draft: A Student Draft on Las Meninas 145


Evolving a Thesis in a Later-Stage Draft: The Example of Educating Rita 153


Locating the Evolving Thesis in the Final Draft 156


CHAPTER 10 Structuring the Paper: Forms and Formats 159


Romantics versus Formalists 159


The Two Functions of Formats: Product and Process 160


Using Formats Heuristically: A Brief Example 161


Classical Forms and Formats 162


Writing Analytically’s Forms and Formats 162


Pan, Track, and Zoom: Using 10 on 1 to Build a Paper 163


Constellating 163


A Template for Organizing Papers Using 10 on 1 163


Six Steps for Making a Thesis Evolve 164


The Toolkit as Template 164


The Shaping Force of Thesis Statements 165


The Shaping Force of Transitions 166


The Shaping Force of Common Thought Patterns: Deduction and Induction 167


Thesis Slots 169


Negotiating Disciplinary Formats 169


Three Common Organizing Strategies 171


Climactic Order 171


xii Contents


Comparison/Contrast 172


Concessions and Refutations 173


Structuring the Paragraph 173


The Topic Sentence Controversy 174


Some Theories on Paragraph Structure 174


Finding the Skeleton of an Essay: An Example (September 11th: A National Tragedy?) 175


CHAPTER 11 Introductions and Conclusions 179


Introductions and Conclusions as Social Sites 179


What Introductions Do: “Why What I’m Saying Matters” 180


Putting an Issue or Question in Context 181


How Much to Introduce Up-Front: Typical Problems 182


Digression 182


Incoherence 183


Prejudgment 183


Using Procedural Openings 184


Good Ways to Begin 185


What Conclusions Do: The Final So What? 186


Solving Typical Problems in Conclusions 188


Redundancy 188


Raising a Totally New Point 188


Overstatement 189


Anticlimax 189


Introductions in the Sciences 189


Conclusions in the Sciences: The Discussion Section 191


CHAPTER 12 Recognizing and Fixing Weak Thesis Statements 193


Five Kinds of Weak Thesis Statements and How to Fix Them 193


Weak Thesis Type 1: The Thesis Makes No Claim 194


Weak Thesis Type 2: The Thesis Is Obviously True or Is a Statement of Fact 195


Weak Thesis Type 3: The Thesis Restates Conventional Wisdom 195


Weak Thesis Type 4: The Thesis Bases Its Claim on Personal Conviction 196


Weak Thesis Type 5: The Thesis Makes an Overly Broad Claim 198


Contents xiii


How to Rephrase Thesis Statements: Specify and Subordinate 199


Is It Okay to Phrase a Thesis as a Question? 201


UNIT III WRITING THE RESEARCHED PAPER 203


CHAPTER 13 Reading Analytically 205


How to Read: Words Matter 206


Becoming Conversant Instead of Reading for the Gist 207


Three Tools to Improve Your Reading: A Review 207


The Pitch, the Complaint, and the Moment 208


Uncovering the Assumptions in a Reading 209


Reading with and against the Grain 210


Using a Reading as a Model 212


Applying a Reading as a Lens 213


CHAPTER 14 Using Sources Analytically: The Conversation Model 215


Six Strategies for Analyzing Sources 215


“Source Anxiety” and What to Do about It 216


The Conversation Analogy 216


Ways to Use a Source as a Point of Departure 217


Six Strategies for Analyzing Sources 219


Make Your Sources Speak 219


Attend Carefully to the Language of Your Sources by Quoting or Paraphrasing 220


Supply Ongoing Analysis of Sources (Don’t Wait Until the End) 221


Use Your Sources to Ask Questions, Not Just to Provide Answers 221


Put Your Sources into Conversation with One Another 223


Find Your Own Role in the Conversation 225


CHAPTER 15 Organizing and Revising the Research Paper: Two Sample Essays 227


A Sample Research Paper and How to Revise It: The Flight from Teaching 227


Strategies for Writing and Revising Research Papers 230


Be Sure to Make Clear Who Is Talking 230


xiv Contents


Analyze as You Go Along Rather Than Saving Analysis for the End (Disciplinary Conventions Permitting) 230


Quote in Order to Analyze: Make Your Sources Speak 231


Try Converting Key Assertions in the Source into Questions 231


Get Your Sources to Converse with One Another, and Actively Referee the Conflicts among Them 232


A Good Sample Research Paper: Horizontal and Vertical Mergers within the Healthcare Industry 233


Guidelines for Writing the Researched Paper 238


CHAPTER 16 Finding, Citing, and Integrating Sources 241


Getting Started 242


Three Rules of Thumb for Getting Started 244


Electronic Research: Finding Quality on the Web 244


Understanding Domain Names 245


Print Corollaries 246


Web Classics 246


Wikipedia, Google, and Blogs 246


Asking the Right Questions 247


Subscriber-Only Databases 248


Indexes of Scholarly Journals 249


Who’s Behind That Website? 250


A Foolproof Recipe for Great Research—Every Time 252


Citation Guides on the Web 254


A Librarian’s Brief Guidelines to Successful Research 254


Plagiarism and the Logic of Citation 254


Why Does Plagiarism Matter? 255


Frequently Asked Questions (FAQs) about Plagiarism 256


How to Cite Sources 257


Single Author, MLA Style 258


Single Author, APA Style 259


How to Integrate Quotations into Your Paper 260


How to Prepare an Abstract 262


Guidelines for Finding, Citing, and Integrating Sources 264


Contents xv


UNIT IV GRAMMAR AND STYLE 269


CHAPTER 17 Style: Choosing Words for Precision, Accuracy, and Tone 271


Not Just Icing on the Cake: Style Is Meaning 272


How Style Shapes Thought: A Brief Example 273


Making Distinctions: Shades of Meaning 273


Word Histories and the OED 274


What’s Bad about “Good” and “Bad” 275


Concrete and Abstract Diction 276


Latinate Diction 277


Choosing Words: Some Rhetorical Considerations 278


Tone 278


Formal and Colloquial Styles: Who’s Writing to Whom, and Why Does It Matter? 279


The Person Question 281


The First Person Pronoun “I”: Pro and Con 281


The Second Person Pronoun “You”: Pro and Con 282


Using and Avoiding Jargon 283


CHAPTER 18 Style: Shaping Sentences for Precision and Emphasis 287


How to Recognize the Four Basic Sentence Types 287


The Simple Sentence 288


The Compound Sentence 288


The Complex Sentence 289


The Compound-Complex Sentence 289


So Why Do the Four Sentence Types Matter? 290


Coordination, Subordination, and Emphasis 290


Coordination 290


Reversing the Order of Coordinate Clauses for Emphasis 291


So Why Does the Order of Coordinate Clauses Matter? 291


Subordination 292


Reversing Main and Subordinate Clauses 292


So Why Does It Matter What Goes in the Subordinate Clause? 293


Parallel Structure 293


So Why Does Parallel Structure Matter? 295


xvi Contents


Periodic and Cumulative Sentences: Two Effective Sentence Shapes 295


The Periodic Sentence: Delaying Closure for Emphasis 295


The Cumulative Sentence: Starting Fast 297


So Why Do Periodic and Cumulative Sentences Matter? 298


Cutting the Fat 298


Expletive Constructions 299


Static versus Active Verbs: “To Be” or “Not to Be” 299


Active and Passive Voices: Doing and Being Done To 301


About Prescriptive Style Manuals 302


Experiment! 303


CHAPTER 19 Common Grammatical Errors and How to Fix Them 305


Why Correctness Matters 306


The Concept of Basic Writing Errors (BWEs) 306


What Punctuation Marks Say: A Quick-Hit Guide 307


Nine Basic Writing Errors and How to Fix Them 309


BWE 1: Sentence Fragments 309


A Further Note on Dashes and Colons 311


BWE 2: Comma Splices and Fused (or Run-On) Sentences 311


BWE 3: Errors in Subject–Verb Agreement 314


A Note on Nonstandard English 315


BWE 4: Shifts in Sentence Structure (Faulty Predication) 316


BWE 5: Errors in Pronoun Reference 316


Ambiguous Reference 317


A Note on Sexism and Pronoun Usage 319


BWE 6: Misplaced Modifiers and Dangling Participles 319


BWE 7: Errors in Using Possessive Apostrophes 320


BWE 8: Comma Errors 321


BWE 9: Spelling/Diction Errors That Interfere with Meaning 323


Glossary of Grammatical Terms 325


CHAPTER 19 APPENDIX Answer Key (with Discussion) 330


CREDITS 339


INDEX 341


xvii


Writing Analytically focuses on ways of using writing to discover and develop ideas. That is, the book treats writing as a tool of thought—a means of undertaking sus- tained acts of inquiry and reflection.


For some people, learning to write is associated less with thinking than with ar- ranging words, sentences, and ideas in clear and appropriate form. The achievement of good writing does, of course, require attention to form, but writing is also a mental activity. Through writing we figure out what things mean (which is our definition of analysis). The act of writing allows us to discover and, importantly, to interrogate what we think and believe.


All the editions of Writing Analytically have evolved from what we learned while establishing and directing a cross-curricular writing program at a four-year liberal arts college (a program we began in 1989 and continue to direct). The clearest con- sensus we’ve found among faculty is on the kind of writing that they say they want from their students: not issue-based argument, not personal reflection (the “reaction” paper), not passive summary, but analysis, with its patient and methodical inquiry into the meaning of information. Yet most books of writing instruction devote only a chapter, if that, to analysis.


The main discovery we made when we first wrote this book was that none of the reading we’d done about thesis statements seemed to match either our own practice as writers and teachers or the practice of published writers. Textbooks about writing tend to present thesis statements as the finished products of an act of thinking—as inert statements that writers should march through their papers from beginning to end. In practice, the relationship between thesis and evidence is far more fluid and dynamic.


In most good writing, the thesis grows and changes in response to evidence, even in final drafts. In other words, the relationship between thesis and evidence is recip- rocal: the thesis acts as a lens for focusing what we see in the evidence, but the evi- dence, in turn, creates pressure to refocus the lens. The root issue here is the writer’s attitude toward evidence. The ability of writers to discover ideas and improve on them in revision depends largely on their ability to use evidence as a means of testing and developing ideas rather than just supporting them.


By the time we came to writing the third edition, we had begun to focus on ob- servation skills. We recognized that students’ lack of these skills is as much a prob- lem as thought-strangling formats like five-paragraph form or a too-rigid notion of thesis. We began to understand that observation doesn’t come naturally; it needs to be taught. The book advocates locating observation as a separate phase of thinking before the writer becomes committed to a thesis. Much weak writing is prematurely and too narrowly thesis driven precisely because people try to formulate the thesis before they have done much (or any) analyzing.


PREFACE


The solution to this problem sounds easy to accomplish, but it isn’t. As writers and thinkers, we all need to slow down—to dwell longer in the open- ended, exploratory, information-gathering stage. This requires specific tasks that will reduce the anxiety for answers, impede the reflex move to judgments, and encourage a more hands-on engagement with materials. Writing Analytically supplies these tasks for each phase of the writing and idea-generating process: making observations, inferring implications, and making the leap to possible conclusions.


WHAT’S NEW IN THIS EDITION


This edition of Writing Analytically marks the fourth time we’ve had the chance to revisit the book’s initial thinking on writing. The difficult but also exciting thing about repeatedly revising the same book is that the writer must keep learning how to see the logic of the book as a whole, even as new thinking rises from earlier thinking and threatens to displace it. We believe that we have now succeeded at what we couldn’t quite manage to do in the fourth edition—to integrate the early versions of the book, oriented largely toward thesis and evidence, with the later editions of the book, oriented toward observation and interpretation.


Here in brief (and in boldface) are the suggestions and criticisms to which this extensively rewritten and reorganized version of the book responds:


• Put back the definition-of-analysis chapter containing the five analytical moves, which disappeared in the third edition. This edition starts with a revised version of the older chapter, now called Analysis: What It Is and What It Does.


• Make things easier to find! Make core ideas stand out more clearly. And so . . . :


1. We have organized the book into four units to make the book’s arguments and advice clearer and more clearly incremental. These units are:


I. The Analytical Frame of Mind: Introduction to Analytical Methods


II. Writing the Analytical Essay


III. Writing the Researched Paper


IV. Grammar and Style


2. We have created separate chapters on matters that were not adequately pulled together and foregrounded in previous editions.


• The book’s observational strategies, such as 10 on 1 and The Method, now appear prominently in a single chapter called A Toolkit of Analytical Methods (Chapter 3).


• A revised chapter called Interpretation: What It Is, What It Isn’t, and How to Do It (Chapter 4) reunites materials on interpretation that were split up in the fourth edition.


• The book’s advice on analyzing and producing arguments now appears in a single chapter called Analyzing Arguments (Chapter 5).


xviii Preface


• A new chapter called Topics and Modes of Analysis (Chapter 6) adds explicit discussion of rhetorical analysis, acknowledging it as an ongoing topic of the book, and restores attention to ways of making the traditional rhetorical modes, such as comparison and contrast, more analytical.

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