License, Acknowledgements, and Table of Contents

This customized UAA version by Doug Bourne and the Writing Department is based on the 2018 Portland State University Publication.

 

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Cover art by Emmett Rose, Portland State University, 2017

Cover design by Shane Abrams

 

Acknowledgements For The Original Text

This project would not have been possible without the kind and generous support of my communities.

I am very grateful to Alex Dannemiller for his contributions to the content of this book, as well as his support as a peer reviewer. This book also integrates meaningful contributions from Jarrod Dunham, Karolinn Fiscalleti, Paul Lask, and Brian Gazaille. Further thanks to Jessica Lee and Brian Gazaille for serving as peer reviewers, and to Bridget Carrick for copy editing.

I would also like to thank the former students whose work has inspired and will sustain this book. While some have chosen to remain anonymous, the others are cited in the table of contents and the endnotes of sections in which their work appears. These students have not only shaped my pedagogy and worldview, but have (and continue to) inspire the many students who have followed in their paths and continue on to forge their own.

For their mentorship and inspiration, and especially those concepts that have become so integral to my teaching that they are here in this book, I thank Daniel Hershel, Michael Stuart, Susan Kirtley, Leni Zumas, Rachel Brett, Lily Harris, Leah Arvanitis, Mark Davies, Jeffrey Pegram, and Christine Potter.

I would not have been able to create this text without institutional support from Karen Bjork, Sharon Rivers, and Stephanie Doig of the Portland State University (PSU) Library; Laura Wilson and Kale Brewer of PSU’s Office of Academic Innovation; Susan Tardiff, Matt Swetnam, Brendan O’Guinn, and Chris Thomas of the PSU English Department; Susan Kirtley and Hildy Miller, Directors of Rhetoric and Composition at PSU; Paul Collins, PSU English Department Chair; and Lucas Bernhardt and Dan DeWeese of the PSU Writing Center.

And, lastly, I would be remiss to forget Linnea Wilhjelm, who has not simply tolerated my stress and whining throughout the duration of composing this text, but instead met it with patience, love, and encouragement.

Table of Contents

How to Use This Book: Instructors

How to Use This Book: Students

General Introduction

Part One: Description, Narration, and Reflection

Chapter One: Describing a Scene or Experience

Model Texts

Chapter Two: Telling a Story

Model Texts

Chapter Three: Reflecting on an Experience

Model Texts

Assignment: Descriptive Personal Narrative

Model Texts

Part Two: Text Wrestling

Chapter Four: Interpretation, Analysis, and Close Reading

Model Texts

Chapter Five: Summary and Reader-Response

Model Texts

Chapter Six: Analysis and Synthesis

Model Texts

Assignment: Text wrestling Analysis

Model Texts

Part Three: Research and Argumentation

Chapter Seven: Argumentation

Model Texts

Chapter Eight: Research Concepts

Model Texts

Chapter Nine: Interacting with Sources

Model Texts

Assignment: Persuasive Research Essay

Model Texts

Additional Readings

A: Concepts and Strategies for Revision

B: Engaged Reading Strategies

C: Metacognition

Additional Recommended Resources

Glossary

Full Citations and Permissions

License

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EmpoWord 111 Copyright © by Doug Bourne and Shane Abrams is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted.

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