Reading Rhetorically

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Longman, 2003 - College readers. - 169 pages
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This brief guide teaches students how to read rhetorically and write about what they have read with rhetorical insight. Offering concise yet thorough treatment of academic reading and writing in college, Reading Rhetorically shows students how to analyze texts by recognizing their strategies and genre conventions, and how to use other texts when writing about research. Two important features distinguish this reader from others: (1) its emphasis on reading as an interactive process of composing meaning, and (2) its emphasis on academic writing as a process in which writers engage with other texts. This brief rhetoric teaches students how to see texts positioned in a conversation with other texts, how to recognize their bias or perspective, and how to analyze texts for both content and method.

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Reading Rhetorically
The Special Demands of Academic Reading
Questions That Rhetorical Readers Ask

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About the author (2003)

JOHN C. BEAN is professor of English at Seattle University, where he directs the writing program and chairs the Task Force on Teaching and Learning. He is coauthor (with John D. Ramage) of Writing Arguments (3rd ed., 1995) and Form and Surprise in Composition (1986).

Virginia A. Chappell is assistant professor of English at Marquette University.

Mary Louise Buley-Meissner is assistant professor of English at the University of Wisconsin-Milwaukee.

Chris Anderson is associate professor of English and composition coordinator at Oregon State University.

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