Reading Critically, Writing Well
Thirteenth Edition ©2023 Rise B. Axelrod; Charles R. Cooper; Ellen Carillo Formats: Achieve, E-book, Print
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- Product Overview
- Content Material
- Courseware
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- Teaching Resources
- Support and Services
Authors
-
Rise B. Axelrod
Rise B. Axelrod is McSweeney Professor of Rhetoric and Teaching Excellence, Emeritus, at the University of California, Riverside, where she was also director of English Composition. She has previously been professor of English at California State University, San Bernardino; director of the College Expository Program at the University of Colorado, Boulder; and assistant director of the Third College (now Thurgood Marshall College) Composition Program at the University of California, San Diego. She is the co-author, with Charles R. Cooper, of the best-selling textbooks The St. Martins Guide to Writing and The Concise St. Martins Guide to Writing, as well as Reading Critically, Writing Well.
-
Charles R. Cooper
Charles R. Cooper, was emeritus professor at the University of California, San Diego until his passing in 2017. He served as coordinator of the Third College (now Thurgood Marshall College) Composition Program at the University of California, San Diego, and co-director of the San Diego Writing Project, one of the National Writing Project Centers. He advised the National Assessment of Educational Progress writing study and coordinated the development of Californias first statewide writing assessment. He taught at the University of California, Riverside; the State University of New York at Buffalo; and the University of California, San Diego. Co-editor, with Lee Odell, of Evaluating Writing and Research on Composing: Points of Departure, and he was co-author, with Rise Axelrod, of the best-selling textbooks The St. Martins Guide to Writing and The Concise St. Martins Guide to Writing, as well as Reading Critically, Writing Well.
-
Ellen Carillo
Ellen C. Carillo is a Professor of English at the University of Connecticut and the writing program coordinator at its Waterbury Campus where she teaches writing and literature courses. She is the author of Securing a Place for Reading in Composition: The Importance of Teaching for Transfer; A Writer’s Guide to Mindful Reading; Teaching Readers in Post-Truth America; The Hidden Inequities in Labor-Based Contract Grading; and the MLA Guide to Digital Literacy, as well as the editor or co-editor of several collections.
Table of Contents
Contents
Preface
Contents by Theme
Contents by Discipline
[* = New to this edition]
1 Academic Habits of Mind: From Reading Critically to Writing Well
Joining the Academic Conversation
■ ACTIVITY 1: Exploring Your Habits of Mind
Ben Greenman, The Online Curiosity Killer
Arjun Shankar and Mariam Durrani, Curiosity and Education: A White Paper
Mario Livio, Curious, from Why? What Makes Us Curious?
Susan Engel, The Case for Curiosity
■ ACTIVITY 2: Honing Ideas through Discussion
■ ACTIVITY 3: Developing Your Rhetorical Sensitivity
■ ACTIVITY 4: Pulling It All Together
*Understanding Multimodality
From Reading Critically to Writing Well
The Writing Process
One Student’s Writing Process
■ Brainstorming
■ Outlining
■ Peer Review Feedback
■ Instructor Feedback
■ Revised Outline
2 A Catalog of Reading Strategies
Annotating
Martin Luther King Jr., An Annotated Sample from “Letter from Birmingham Jail”
Taking Inventory
Outlining
Mapping
Summarizing
Paraphrasing
Skimming
Synthesizing
Analyzing Assumptions
Contextualizing
Exploring the Significance of Figurative Language
Analyzing Visuals
*Analyzing Data Visualizations
Looking for Patterns of Opposition
Reflecting on Challenges to Your Beliefs and Values
Comparing and Contrasting Related Readings
Lewis H. Van Dusen Jr., Legitimate Pressures and Illegitimate Results
Evaluating the Logic of an Argument
Recognizing Logical Fallacies
Recognizing Emotional Manipulation
Judging the Writer’s Credibility
Reading Like a Writer
3 Autobiography and literacy narratives
Rhetorical Situations for Autobiographies and Literacy Narratives
■ THINKING ABOUT AUTOBIOGRAPHY and Literacy Narratives
A GUIDE TO READING AUTOBIOGRAPHY and literacy narratives
Annie Dillard, An American Childhood (Annotated Essay)
Reading for Meaning
Reading Like a Writer
READINGS
David Sedaris, Me Talk Pretty One Day
Reading for Meaning
Reading Like a Writer
Molly Montgomery, Literacy Narrative: In Search of Dumplings and Dead Poets
Reading for Meaning
Reading Like a Writer
*Elissa Washuta, Wednesday Addams Is Just Another Settler
Reading for Meaning
Reading Like a Writer
■ COMBINING READING STRATEGIES: Contextualizing in Order to Reflect on Challenges to Your Beliefs and Values
Rhea Jameson, Mrs. Maxon (Student Essay)
Reading for Meaning
Reading Like a Writer
■ WRITING TO LEARN AUTOBIOGRAPHY and Literacy Narratives
A GUIDE TO WRITING AUTOBIOGRAPHY and Literacy narratives
■ THE WRITING ASSIGNMENT
Writing Your Draft
Reviewing and Improving the Draft
A PEER REVIEW GUIDE
TROUBLESHOOTING YOUR DRAFT
■ REFLECTING ON AUTOBIOGRAPHY
4 Reflection
Rhetorical Situations for Reflections
■ THINKING ABOUT REFLECTION
A GUIDE TO READING REFLECTIVE ESSAYS
Brent Staples, Black Men and Public Space (Annotated Essay)
Reading for Meaning
Reading Like a Writer
READINGS
Jacqueline Woodson, The Pain of the Watermelon Joke
Reading for Meaning
Reading Like a Writer
Manuel Muñoz, Leave Your Name at the Border
Reading for Meaning
Reading Like a Writer
Maya Rupert, I, Wonder: Imagining a Black Wonder Woman
Reading for Meaning
Reading Like a Writer
Samantha Wright, Starving for Control (Student Essay)
Reading for Meaning
Reading Like a Writer
■ COMBINING READING STRATEGIES: Comparing and Contrasting Related Readings to Recognize Emotional Manipulation
■ WRITING TO LEARN REFLECTION
A GUIDE TO WRITING REFLECTIVE ESSAYS
■ THE WRITING ASSIGNMENT
Writing Your Draft
Reviewing and Improving the Draft
A PEER REVIEW GUIDE
TROUBLESHOOTING YOUR DRAFT
■ REFLECTING ON REFLECTION
*5 Understanding Through Inquiry
Rhetorical Situations for Inquiry-Driven Writing
■ THINKING ABOUT INQUIRY
A GUIDE TO READING: INQUIRY-DRIVEN WRITING
*Tyler Stiem, Statue Wars: What Should We Do with Troublesome Monuments? (Annotated Essay)
Reading for Meaning
Reading Like a Writer
READINGS
*Marion Winik, What Are Friends For?
Reading for Meaning
Reading Like a Writer
*Angelica Puzio, Why Is There Such a Gender Gap in COVID-19 Vaccination Rates?
Reading for Meaning
Reading Like A Writer
*Alex Samuels, Juneteenth Challenges a Narrative about American History
Reading for Meaning
Reading Like a Writer
■ COMBINING READING STRATEGIES: Contextualizing in Order to Compare and Contrast Related Readings
*Maya Gomez, Should Kidney Donors Be Compensated? (Student Essay)
Reading for Meaning
Reading Like A Writer
A Guide To Writing Inquiry-Driven Essays
The Writing Assignment
Writing Your Draft
Reviewing and Improving the Draft
A PEER REVIEW GUIDE
TROUBLESHOOTING YOUR DRAFT
■ REFLECTING ON OBSERVATION
6 Explaining Concepts
Rhetorical Situations for Concept Explanations
■ THINKING ABOUT CONCEPT EXPLANATION
A GUIDE TO READING CONCEPT EXPLANATIONS
Susan Cain, Shyness: Evolutionary Tactic? (Annotated Essay)
Reading for Meaning
Reading Like a Writer
READINGS
John Tierney, Do You Suffer from Decision Fatigue?
Reading for Meaning
Reading Like a Writer
Jeff Howe, The Rise of Crowdsourcing
Reading for Meaning
Reading Like a Writer
■ COMBINING READING STRATEGIES: Synthesizing Information from Sources to Support Claims and Provide Context
*Lesley Wexler and Jennifer K. Robbennolt, #MeToo and Restorative Justice
Reading for Meaning
Reading Like a Writer
*Rosa Alexander, The Meme-ing of Trigger Warnings (Student Essay)
Reading for Meaning
Reading Like a Writer
■ WRITING TO LEARN CONCEPT EXPLANATION
A GUIDE TO WRITING ESSAYS EXPLAINING CONCEPTS
■ THE WRITING ASSIGNMENT
Writing Your Draft
Reviewing and Improving the Draft
A PEER REVIEW GUIDE
TROUBLESHOOTING YOUR DRAFT
■ REFLECTING ON CONCEPT EXPLANATION
7 Evaluation
Rhetorical Situations for Evaluations
■ THINKING ABOUT EVALUATION
A GUIDE TO READING EVALUATIONS
Amitai Etzioni, Working at McDonald’s (Annotated Essay)
Reading for Meaning
Reading Like a Writer
READINGS
Matthew Hertogs, Typing vs. Handwriting Notes: An Evaluation of the Effects of Transcription Method on Student Learning
Reading for Meaning
Reading Like a Writer
Ian Bogost, Brands Are Not Our Friends
Reading for Meaning
Reading Like a Writer
Christine Rosen, The Myth of Multitasking
Reading for Meaning
Reading Like a Writer
■ COMBINING READING STRATEGIES: Comparing and Contrasting Related Readings to Judge a Writer’s Credibility
Christine Romano, Jessica Statsky’s “Children Need to Play, Not Compete”: An Evaluation (Student Essay)
Reading for Meaning
Reading Like a Writer
■ WRITING TO LEARN EVALUATION
A GUIDE TO WRITING EVALUATIONS
■ THE WRITING ASSIGNMENT
Writing Your Draft
Reviewing and Improving the Draft
A PEER REVIEW GUIDE
TROUBLESHOOTING YOUR DRAFT
■ REFLECTING ON EVALUATION
8 Arguing for a Position
Rhetorical Situations for Position Arguments
■ THINKING ABOUT POSITION ARGUMENT
A GUIDE TO READING ESSAYS ARGUING FOR A POSITION
*David Wallace-Wells, People Don’t Trust Public-Health Experts Because Public-Health Experts Don’t Trust People (Annotated Essay)
Reading for Meaning
Reading Like a Writer
READINGS
*Scott Nolen, The Seatbelt Approach to the Opioid Crisis
Reading for Meaning
Reading Like a Writer
*Samantha Allen, The Rainbow Will Always Mean Pride
Reading for Meaning
Reading Like a Writer
Daniel J. Solove, Why Privacy Matters Even If You Have “Nothing to Hide”
Reading for Meaning
Reading Like a Writer
Jessica Statsky, Children Need to Play, Not Compete (Student Essay)
Reading for Meaning
Reading Like a Writer
■ COMBINING READING STRATEGIES: Comparing and Contrasting to Analyze Visuals
■ WRITING TO LEARN POSITION ARGUMENT
A GUIDE TO WRITING POSITION ARGUMENTS
■ THE WRITING ASSIGNMENT
Writing Your Draft
Reviewing and Improving the Draft
A PEER REVIEW GUIDE
TROUBLESHOOTING YOUR DRAFT
■ REFLECTING ON POSITION ARGUMENT
9 Speculating About Causes or Effects
Rhetorical Situations for Speculating about Causes or Effects
■ THINKING ABOUT SPECULATIONS ABOUT CAUSES OR EFFECTS
A GUIDE TO READING ESSAYS SPECULATING ABOUT CAUSES OR EFFECTS
*Kim Wong-Shing, How Horror Movies Can Help Mental Health, According to Science (Annotated Essay)
Reading for Meaning
Reading Like a Writer
READINGS
Anna Maria Barry-Jester, Patterns of Death in the South Still Show the Outlines of Slavery
Reading for Meaning
Reading Like a Writer
C Thi Nguyen, Escape the Echo Chamber
Reading for Meaning
Reading Like a Writer
Nicholas Carr, Is Google Making Us Stupid?
Reading for Meaning
Reading Like a Writer
■ COMBINING READING STRATEGIES: Contextualizing in Order to Analyze Visuals
Clayton Pangelinan, #socialnetworking: Why It’s Really So Popular (Student Essay)
Reading for Meaning
Reading Like a Writer
■ WRITING TO LEARN SPECULATIONS ABOUT CAUSES OR EFFECTS
A GUIDE TO WRITING ESSAYS SPECULATING ABOUT CAUSES OR EFFECTS
■ THE WRITING ASSIGNMENT
Writing Your Draft
Reviewing and Improving the Draft
A PEER REVIEW GUIDE
TROUBLESHOOTING YOUR DRAFT
■ REFLECTING ON SPECULATIONS ABOUT CAUSES OR EFFECTS
10 Proposal to Solve a Problem
Rhetorical Situations for Proposals
■ THINKING ABOUT PROPOSALS
A GUIDE TO READING PROPOSALS
Alice Wong, The Last Straw (Annotated Essay)
Reading for Meaning
Reading Like a Writer
READINGS
Maryanne Wolf, Skim Reading Is the New Normal
Reading for Meaning
Reading Like a Writer
■ COMBINING READING STRATEGIES: Looking for Patterns of Opposition to Analyze Assumptions
*Ben Miller, Graduate School Debt
Reading for Meaning
Reading Like a Writer
Neva Goodwin, Meaningful Work — A Radical Proposal
Reading for Meaning
Reading Like a Writer
*Patrick O’Malley, More Testing, More Learning (Annotated Student Essay)
Reading for Meaning
Reading Like a Writer
■ WRITING TO LEARN PROPOSALS
A GUIDE TO WRITING PROPOSALS
■ THE WRITING ASSIGNMENT
Writing Your Draft
Reviewing and Improving the Draft
A PEER REVIEW GUIDE
TROUBLESHOOTING YOUR DRAFT
■ REFLECTING ON PROPOSALS TO SOLVE A PROBLEM
11 Multi-Genre Writing: Pulling It All Together
Rhetorical Situations for Multi-Genre Writing
■ THINKING ABOUT multi-genre writing
A GUIDE TO READING multi-genre essays
Atul Gawande, The Heroism of Incremental Care
Reading for Meaning
Reading Like a Writer: Explaining Concepts
Reading Like a Writer: Reflection
Reading Like a Writer: Arguing for a Position
Reading Like a Writer: The Rhetorical Situation in Multi-Genre Writing
READINGS
Wesley Morris, Who Gets to Decide What Belongs in the “Canon”?
Reading for Meaning
Reading Like a Writer: Speculating about Causes and Effects
Reading Like a Writer: The Rhetorical Situation in Multi-Genre Writing
Tajja Isen, How Can We Expand the Way We Write about Our Identities?
Reading for Meaning
Reading Like a Writer: Proposal to Solve a Problem
Reading Like a Writer: The Rhetorical Situation in Multi-Genre Writing
*Laura Beth Nielsen, The Case for Restricting Hate Speech
Reading for Meaning
Reading Like a Writer: Evaluation
Reading Like a Writer: The Rhetorical Situation in Multi-Genre Writing
Aru Terbor, A Deeper Look at Empathetic and Altruistic Behavior (Student Essay)
Reading for Meaning
Reading Like a Writer: Arguing for a Position
Reading Like a Writer: The Rhetorical Situation in Multi-Genre Writing
■ WRITING TO LEARN Multi-Genre Essays
A GUIDE TO WRITING multi-genre essays
■ THE WRITING ASSIGNMENT
Writing Your Draft
Reviewing and Improving the Draft
A PEER REVIEW GUIDE
TROUBLESHOOTING YOUR DRAFT
■ REFLECTING ON WRITING MULTI-GENRE ESSAYS
12 Strategies for Research and Documentation
PLANNING A RESEARCH PROJECT
Analyzing Your Rhetorical Situation and Setting a Schedule
Choosing a Topic and Getting an Overview
Focusing Your Topic and Drafting Research Questions
Establishing a Research Log
Creating a Working Bibliography
Annotating Your Working Bibliography
Taking Notes on Your Sources
FINDING SOURCES
Searching Library Catalogs and Databases
Searching for Government Documents and Statistical Information
Searching for Websites and Interactive Sources
CONDUCTING FIELD RESEARCH
Conducting Observational Studies
Conducting Interviews
Conducting Surveys
EVALUATING SOURCES
Choosing Relevant Sources
Choosing Credible Sources
USING SOURCES
Synthesizing Sources
Acknowledging Sources and Avoiding Plagiarism
Using Information from Sources to Support Your Claims
CITING AND DOCUMENTING SOURCES IN MLA Style
Using In-Text Citations
■ DIRECTORY TO IN-TEXT CITATION MODELS
Creating a List of Works Cited
■ DIRECTORY TO WORKS-CITED-LIST MODELS
CITING AND DOCUMENTING SOURCES IN APA Style
Using In-Text Citations
■ DIRECTORY TO IN-TEXT CITATION MODELS
Creating a List of References
■ DIRECTORY TO REFERENCE-LIST MODELS
Index to Methods of Development
Index of Authors, Titles, and Terms
Product Updates
- Increased Attention to the Habits of Mind with Additional Emphasis on Curiosity. The new edition helps students understand reading and writing as inquiry-driven practices propelled by curiosity with a new chapter. Chapter 5, Understanding Through Inquiry, includes model readings that showcase how authors use writing as a form of exploration and a means to exercise curiosity.
- Emphasis on Multimodality: To reflect students’ regular engagement with texts that incorporate more than one mode of communication, the new edition gives students opportunities to more consistently engage with multimodal essays and to write them. Students are introduced to linguistic, visual, aural, spatial, and gestural modes of communication in Chapter 1. A new reading strategy, analyzing data visualizations, has been added to Chapter 2, to support this emphasis on multimodality and students are introduced to a set of steps for analyzing data visualizations, such as charts, graphs, and tables.
- Achieve for Reading Critically, Writing Well, 13e offers an affordable option, with high-quality content, along with opportunities for instructor support and flexibility, plus student engagement with readings, multiple assessment opportunities, diagnostics with study plans, and writing tools. Achieve for Reading Critically, Writing Well includes Before You Read questions; Reading Comprehension Quizzes; Thinking About, Reflecting On, and Writing to Learn Activities; and Writing Assignments for each chapter.
Authors
-
Rise B. Axelrod
Rise B. Axelrod is McSweeney Professor of Rhetoric and Teaching Excellence, Emeritus, at the University of California, Riverside, where she was also director of English Composition. She has previously been professor of English at California State University, San Bernardino; director of the College Expository Program at the University of Colorado, Boulder; and assistant director of the Third College (now Thurgood Marshall College) Composition Program at the University of California, San Diego. She is the co-author, with Charles R. Cooper, of the best-selling textbooks The St. Martins Guide to Writing and The Concise St. Martins Guide to Writing, as well as Reading Critically, Writing Well.
-
Charles R. Cooper
Charles R. Cooper, was emeritus professor at the University of California, San Diego until his passing in 2017. He served as coordinator of the Third College (now Thurgood Marshall College) Composition Program at the University of California, San Diego, and co-director of the San Diego Writing Project, one of the National Writing Project Centers. He advised the National Assessment of Educational Progress writing study and coordinated the development of Californias first statewide writing assessment. He taught at the University of California, Riverside; the State University of New York at Buffalo; and the University of California, San Diego. Co-editor, with Lee Odell, of Evaluating Writing and Research on Composing: Points of Departure, and he was co-author, with Rise Axelrod, of the best-selling textbooks The St. Martins Guide to Writing and The Concise St. Martins Guide to Writing, as well as Reading Critically, Writing Well.
-
Ellen Carillo
Ellen C. Carillo is a Professor of English at the University of Connecticut and the writing program coordinator at its Waterbury Campus where she teaches writing and literature courses. She is the author of Securing a Place for Reading in Composition: The Importance of Teaching for Transfer; A Writer’s Guide to Mindful Reading; Teaching Readers in Post-Truth America; The Hidden Inequities in Labor-Based Contract Grading; and the MLA Guide to Digital Literacy, as well as the editor or co-editor of several collections.
Table of Contents
Contents
Preface
Contents by Theme
Contents by Discipline
[* = New to this edition]
1 Academic Habits of Mind: From Reading Critically to Writing Well
Joining the Academic Conversation
■ ACTIVITY 1: Exploring Your Habits of Mind
Ben Greenman, The Online Curiosity Killer
Arjun Shankar and Mariam Durrani, Curiosity and Education: A White Paper
Mario Livio, Curious, from Why? What Makes Us Curious?
Susan Engel, The Case for Curiosity
■ ACTIVITY 2: Honing Ideas through Discussion
■ ACTIVITY 3: Developing Your Rhetorical Sensitivity
■ ACTIVITY 4: Pulling It All Together
*Understanding Multimodality
From Reading Critically to Writing Well
The Writing Process
One Student’s Writing Process
■ Brainstorming
■ Outlining
■ Peer Review Feedback
■ Instructor Feedback
■ Revised Outline
2 A Catalog of Reading Strategies
Annotating
Martin Luther King Jr., An Annotated Sample from “Letter from Birmingham Jail”
Taking Inventory
Outlining
Mapping
Summarizing
Paraphrasing
Skimming
Synthesizing
Analyzing Assumptions
Contextualizing
Exploring the Significance of Figurative Language
Analyzing Visuals
*Analyzing Data Visualizations
Looking for Patterns of Opposition
Reflecting on Challenges to Your Beliefs and Values
Comparing and Contrasting Related Readings
Lewis H. Van Dusen Jr., Legitimate Pressures and Illegitimate Results
Evaluating the Logic of an Argument
Recognizing Logical Fallacies
Recognizing Emotional Manipulation
Judging the Writer’s Credibility
Reading Like a Writer
3 Autobiography and literacy narratives
Rhetorical Situations for Autobiographies and Literacy Narratives
■ THINKING ABOUT AUTOBIOGRAPHY and Literacy Narratives
A GUIDE TO READING AUTOBIOGRAPHY and literacy narratives
Annie Dillard, An American Childhood (Annotated Essay)
Reading for Meaning
Reading Like a Writer
READINGS
David Sedaris, Me Talk Pretty One Day
Reading for Meaning
Reading Like a Writer
Molly Montgomery, Literacy Narrative: In Search of Dumplings and Dead Poets
Reading for Meaning
Reading Like a Writer
*Elissa Washuta, Wednesday Addams Is Just Another Settler
Reading for Meaning
Reading Like a Writer
■ COMBINING READING STRATEGIES: Contextualizing in Order to Reflect on Challenges to Your Beliefs and Values
Rhea Jameson, Mrs. Maxon (Student Essay)
Reading for Meaning
Reading Like a Writer
■ WRITING TO LEARN AUTOBIOGRAPHY and Literacy Narratives
A GUIDE TO WRITING AUTOBIOGRAPHY and Literacy narratives
■ THE WRITING ASSIGNMENT
Writing Your Draft
Reviewing and Improving the Draft
A PEER REVIEW GUIDE
TROUBLESHOOTING YOUR DRAFT
■ REFLECTING ON AUTOBIOGRAPHY
4 Reflection
Rhetorical Situations for Reflections
■ THINKING ABOUT REFLECTION
A GUIDE TO READING REFLECTIVE ESSAYS
Brent Staples, Black Men and Public Space (Annotated Essay)
Reading for Meaning
Reading Like a Writer
READINGS
Jacqueline Woodson, The Pain of the Watermelon Joke
Reading for Meaning
Reading Like a Writer
Manuel Muñoz, Leave Your Name at the Border
Reading for Meaning
Reading Like a Writer
Maya Rupert, I, Wonder: Imagining a Black Wonder Woman
Reading for Meaning
Reading Like a Writer
Samantha Wright, Starving for Control (Student Essay)
Reading for Meaning
Reading Like a Writer
■ COMBINING READING STRATEGIES: Comparing and Contrasting Related Readings to Recognize Emotional Manipulation
■ WRITING TO LEARN REFLECTION
A GUIDE TO WRITING REFLECTIVE ESSAYS
■ THE WRITING ASSIGNMENT
Writing Your Draft
Reviewing and Improving the Draft
A PEER REVIEW GUIDE
TROUBLESHOOTING YOUR DRAFT
■ REFLECTING ON REFLECTION
*5 Understanding Through Inquiry
Rhetorical Situations for Inquiry-Driven Writing
■ THINKING ABOUT INQUIRY
A GUIDE TO READING: INQUIRY-DRIVEN WRITING
*Tyler Stiem, Statue Wars: What Should We Do with Troublesome Monuments? (Annotated Essay)
Reading for Meaning
Reading Like a Writer
READINGS
*Marion Winik, What Are Friends For?
Reading for Meaning
Reading Like a Writer
*Angelica Puzio, Why Is There Such a Gender Gap in COVID-19 Vaccination Rates?
Reading for Meaning
Reading Like A Writer
*Alex Samuels, Juneteenth Challenges a Narrative about American History
Reading for Meaning
Reading Like a Writer
■ COMBINING READING STRATEGIES: Contextualizing in Order to Compare and Contrast Related Readings
*Maya Gomez, Should Kidney Donors Be Compensated? (Student Essay)
Reading for Meaning
Reading Like A Writer
A Guide To Writing Inquiry-Driven Essays
The Writing Assignment
Writing Your Draft
Reviewing and Improving the Draft
A PEER REVIEW GUIDE
TROUBLESHOOTING YOUR DRAFT
■ REFLECTING ON OBSERVATION
6 Explaining Concepts
Rhetorical Situations for Concept Explanations
■ THINKING ABOUT CONCEPT EXPLANATION
A GUIDE TO READING CONCEPT EXPLANATIONS
Susan Cain, Shyness: Evolutionary Tactic? (Annotated Essay)
Reading for Meaning
Reading Like a Writer
READINGS
John Tierney, Do You Suffer from Decision Fatigue?
Reading for Meaning
Reading Like a Writer
Jeff Howe, The Rise of Crowdsourcing
Reading for Meaning
Reading Like a Writer
■ COMBINING READING STRATEGIES: Synthesizing Information from Sources to Support Claims and Provide Context
*Lesley Wexler and Jennifer K. Robbennolt, #MeToo and Restorative Justice
Reading for Meaning
Reading Like a Writer
*Rosa Alexander, The Meme-ing of Trigger Warnings (Student Essay)
Reading for Meaning
Reading Like a Writer
■ WRITING TO LEARN CONCEPT EXPLANATION
A GUIDE TO WRITING ESSAYS EXPLAINING CONCEPTS
■ THE WRITING ASSIGNMENT
Writing Your Draft
Reviewing and Improving the Draft
A PEER REVIEW GUIDE
TROUBLESHOOTING YOUR DRAFT
■ REFLECTING ON CONCEPT EXPLANATION
7 Evaluation
Rhetorical Situations for Evaluations
■ THINKING ABOUT EVALUATION
A GUIDE TO READING EVALUATIONS
Amitai Etzioni, Working at McDonald’s (Annotated Essay)
Reading for Meaning
Reading Like a Writer
READINGS
Matthew Hertogs, Typing vs. Handwriting Notes: An Evaluation of the Effects of Transcription Method on Student Learning
Reading for Meaning
Reading Like a Writer
Ian Bogost, Brands Are Not Our Friends
Reading for Meaning
Reading Like a Writer
Christine Rosen, The Myth of Multitasking
Reading for Meaning
Reading Like a Writer
■ COMBINING READING STRATEGIES: Comparing and Contrasting Related Readings to Judge a Writer’s Credibility
Christine Romano, Jessica Statsky’s “Children Need to Play, Not Compete”: An Evaluation (Student Essay)
Reading for Meaning
Reading Like a Writer
■ WRITING TO LEARN EVALUATION
A GUIDE TO WRITING EVALUATIONS
■ THE WRITING ASSIGNMENT
Writing Your Draft
Reviewing and Improving the Draft
A PEER REVIEW GUIDE
TROUBLESHOOTING YOUR DRAFT
■ REFLECTING ON EVALUATION
8 Arguing for a Position
Rhetorical Situations for Position Arguments
■ THINKING ABOUT POSITION ARGUMENT
A GUIDE TO READING ESSAYS ARGUING FOR A POSITION
*David Wallace-Wells, People Don’t Trust Public-Health Experts Because Public-Health Experts Don’t Trust People (Annotated Essay)
Reading for Meaning
Reading Like a Writer
READINGS
*Scott Nolen, The Seatbelt Approach to the Opioid Crisis
Reading for Meaning
Reading Like a Writer
*Samantha Allen, The Rainbow Will Always Mean Pride
Reading for Meaning
Reading Like a Writer
Daniel J. Solove, Why Privacy Matters Even If You Have “Nothing to Hide”
Reading for Meaning
Reading Like a Writer
Jessica Statsky, Children Need to Play, Not Compete (Student Essay)
Reading for Meaning
Reading Like a Writer
■ COMBINING READING STRATEGIES: Comparing and Contrasting to Analyze Visuals
■ WRITING TO LEARN POSITION ARGUMENT
A GUIDE TO WRITING POSITION ARGUMENTS
■ THE WRITING ASSIGNMENT
Writing Your Draft
Reviewing and Improving the Draft
A PEER REVIEW GUIDE
TROUBLESHOOTING YOUR DRAFT
■ REFLECTING ON POSITION ARGUMENT
9 Speculating About Causes or Effects
Rhetorical Situations for Speculating about Causes or Effects
■ THINKING ABOUT SPECULATIONS ABOUT CAUSES OR EFFECTS
A GUIDE TO READING ESSAYS SPECULATING ABOUT CAUSES OR EFFECTS
*Kim Wong-Shing, How Horror Movies Can Help Mental Health, According to Science (Annotated Essay)
Reading for Meaning
Reading Like a Writer
READINGS
Anna Maria Barry-Jester, Patterns of Death in the South Still Show the Outlines of Slavery
Reading for Meaning
Reading Like a Writer
C Thi Nguyen, Escape the Echo Chamber
Reading for Meaning
Reading Like a Writer
Nicholas Carr, Is Google Making Us Stupid?
Reading for Meaning
Reading Like a Writer
■ COMBINING READING STRATEGIES: Contextualizing in Order to Analyze Visuals
Clayton Pangelinan, #socialnetworking: Why It’s Really So Popular (Student Essay)
Reading for Meaning
Reading Like a Writer
■ WRITING TO LEARN SPECULATIONS ABOUT CAUSES OR EFFECTS
A GUIDE TO WRITING ESSAYS SPECULATING ABOUT CAUSES OR EFFECTS
■ THE WRITING ASSIGNMENT
Writing Your Draft
Reviewing and Improving the Draft
A PEER REVIEW GUIDE
TROUBLESHOOTING YOUR DRAFT
■ REFLECTING ON SPECULATIONS ABOUT CAUSES OR EFFECTS
10 Proposal to Solve a Problem
Rhetorical Situations for Proposals
■ THINKING ABOUT PROPOSALS
A GUIDE TO READING PROPOSALS
Alice Wong, The Last Straw (Annotated Essay)
Reading for Meaning
Reading Like a Writer
READINGS
Maryanne Wolf, Skim Reading Is the New Normal
Reading for Meaning
Reading Like a Writer
■ COMBINING READING STRATEGIES: Looking for Patterns of Opposition to Analyze Assumptions
*Ben Miller, Graduate School Debt
Reading for Meaning
Reading Like a Writer
Neva Goodwin, Meaningful Work — A Radical Proposal
Reading for Meaning
Reading Like a Writer
*Patrick O’Malley, More Testing, More Learning (Annotated Student Essay)
Reading for Meaning
Reading Like a Writer
■ WRITING TO LEARN PROPOSALS
A GUIDE TO WRITING PROPOSALS
■ THE WRITING ASSIGNMENT
Writing Your Draft
Reviewing and Improving the Draft
A PEER REVIEW GUIDE
TROUBLESHOOTING YOUR DRAFT
■ REFLECTING ON PROPOSALS TO SOLVE A PROBLEM
11 Multi-Genre Writing: Pulling It All Together
Rhetorical Situations for Multi-Genre Writing
■ THINKING ABOUT multi-genre writing
A GUIDE TO READING multi-genre essays
Atul Gawande, The Heroism of Incremental Care
Reading for Meaning
Reading Like a Writer: Explaining Concepts
Reading Like a Writer: Reflection
Reading Like a Writer: Arguing for a Position
Reading Like a Writer: The Rhetorical Situation in Multi-Genre Writing
READINGS
Wesley Morris, Who Gets to Decide What Belongs in the “Canon”?
Reading for Meaning
Reading Like a Writer: Speculating about Causes and Effects
Reading Like a Writer: The Rhetorical Situation in Multi-Genre Writing
Tajja Isen, How Can We Expand the Way We Write about Our Identities?
Reading for Meaning
Reading Like a Writer: Proposal to Solve a Problem
Reading Like a Writer: The Rhetorical Situation in Multi-Genre Writing
*Laura Beth Nielsen, The Case for Restricting Hate Speech
Reading for Meaning
Reading Like a Writer: Evaluation
Reading Like a Writer: The Rhetorical Situation in Multi-Genre Writing
Aru Terbor, A Deeper Look at Empathetic and Altruistic Behavior (Student Essay)
Reading for Meaning
Reading Like a Writer: Arguing for a Position
Reading Like a Writer: The Rhetorical Situation in Multi-Genre Writing
■ WRITING TO LEARN Multi-Genre Essays
A GUIDE TO WRITING multi-genre essays
■ THE WRITING ASSIGNMENT
Writing Your Draft
Reviewing and Improving the Draft
A PEER REVIEW GUIDE
TROUBLESHOOTING YOUR DRAFT
■ REFLECTING ON WRITING MULTI-GENRE ESSAYS
12 Strategies for Research and Documentation
PLANNING A RESEARCH PROJECT
Analyzing Your Rhetorical Situation and Setting a Schedule
Choosing a Topic and Getting an Overview
Focusing Your Topic and Drafting Research Questions
Establishing a Research Log
Creating a Working Bibliography
Annotating Your Working Bibliography
Taking Notes on Your Sources
FINDING SOURCES
Searching Library Catalogs and Databases
Searching for Government Documents and Statistical Information
Searching for Websites and Interactive Sources
CONDUCTING FIELD RESEARCH
Conducting Observational Studies
Conducting Interviews
Conducting Surveys
EVALUATING SOURCES
Choosing Relevant Sources
Choosing Credible Sources
USING SOURCES
Synthesizing Sources
Acknowledging Sources and Avoiding Plagiarism
Using Information from Sources to Support Your Claims
CITING AND DOCUMENTING SOURCES IN MLA Style
Using In-Text Citations
■ DIRECTORY TO IN-TEXT CITATION MODELS
Creating a List of Works Cited
■ DIRECTORY TO WORKS-CITED-LIST MODELS
CITING AND DOCUMENTING SOURCES IN APA Style
Using In-Text Citations
■ DIRECTORY TO IN-TEXT CITATION MODELS
Creating a List of References
■ DIRECTORY TO REFERENCE-LIST MODELS
Index to Methods of Development
Index of Authors, Titles, and Terms
Product Updates
- Increased Attention to the Habits of Mind with Additional Emphasis on Curiosity. The new edition helps students understand reading and writing as inquiry-driven practices propelled by curiosity with a new chapter. Chapter 5, Understanding Through Inquiry, includes model readings that showcase how authors use writing as a form of exploration and a means to exercise curiosity.
- Emphasis on Multimodality: To reflect students’ regular engagement with texts that incorporate more than one mode of communication, the new edition gives students opportunities to more consistently engage with multimodal essays and to write them. Students are introduced to linguistic, visual, aural, spatial, and gestural modes of communication in Chapter 1. A new reading strategy, analyzing data visualizations, has been added to Chapter 2, to support this emphasis on multimodality and students are introduced to a set of steps for analyzing data visualizations, such as charts, graphs, and tables.
- Achieve for Reading Critically, Writing Well, 13e offers an affordable option, with high-quality content, along with opportunities for instructor support and flexibility, plus student engagement with readings, multiple assessment opportunities, diagnostics with study plans, and writing tools. Achieve for Reading Critically, Writing Well includes Before You Read questions; Reading Comprehension Quizzes; Thinking About, Reflecting On, and Writing to Learn Activities; and Writing Assignments for each chapter.
The most thorough support for the reading-writing connection
Reading Critically, Writing Well is designed for today’s students living in an information-saturated culture. It introduces the essential Academic Habits of Mind that students need to succeed in college: curiosity, openness, engagement, creativity, persistence, responsibility, flexibility, and metacognition. As students learn about constructing meaning through the processes of reading and writing, Reading Critically, Writing Well gives students opportunities to reflect on what they are learning, enabling them to recognize the relationship between their reading and writing practices and to apply what they are learning to other academic courses. Reading Critically, Writing Well is paired with Achieve, a powerful suite of tools that facilitate revision, reflection, and peer review and personalizes student progress.Success Stories
Here are a few examples of how Achieve has helped instructors like you improve student preparedness, enhance their sense of belonging, and achieve course goals they set for themselves.
Prof. Kiandra Johnson, Spelman College
See how the resources in Achieve help you engage students before, during, and after class.
Prof. Jennifer Duncan
Use diagnostics in Achieve for a snapshot into cognitive and non-cognitive factors that may impact your students’ preparedness.
Prof. Ryan Elsenpeter
Here’s why educators who use Achieve would recommend it to their peers.
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FAQs
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Are you a campus bookstore looking for ordering information?
MPS Order Search Tool (MOST) is a web-based purchase order tracking program that allows customers to view and track their purchases. No registration or special codes needed! Just enter your BILL-TO ACCT # and your ZIP CODE to track orders.
Canadian Stores: Please use only the first five digits/letters in your zip code on MOST.
Visit MOST, our online ordering system for booksellers: https://tracking.mpsvirginia.com/Login.aspx
Learn more about our Bookstore programs here: https://www.macmillanlearning.com/college/us/contact-us/booksellers
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Our courses currently integrate with Canvas, Blackboard (Learn and Ultra), Brightspace, D2L, and Moodle. Click on the support documentation below to find out more details about the integration with each LMS.
Integrate Macmillan courses with Blackboard
Integrate Macmillan courses with Canvas
-
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-
If you’re a verified instructor, you can request a free sample of our courseware, e-book, or print textbook to consider for use in your courses. Only registered and verified instructors can receive free print and digital samples, and they should not be sold to bookstores or book resellers. If you don't yet have an existing account with Macmillan Learning, it can take up to two business days to verify your status as an instructor. You can request a free sample from the right side of this product page by clicking on the "Request Instructor Sample" button or by contacting your rep. Learn more.
-
-
-
Sometimes also referred to as a spiral-bound or binder-ready textbook, loose-leaf textbooks are available to purchase. This three-hole punched, unbound version of the book costs less than a hardcover or paperback book.
-
-
-
Achieve (full course) includes our complete e-book, as well as online quizzing tools, multimedia assets, and iClicker active classroom manager.
Most Achieve Essentials courses do not include our e-books and adaptive quizzing.
Visit our comparison table for details: https://www.macmillanlearning.com/college/us/digital/achieve/compare
-
-
-
Achieve (full course) includes our complete e-book, as well as online quizzing tools, multimedia assets, and iClicker active classroom manager.
Achieve Read & Practice only includes our e-book and adaptive quizzing, and does not include instructor resources and assignable assessments. Read & Practice does integrate with LMS.
Visit our comparison table for details: https://www.macmillanlearning.com/college/us/digital/achieve/compare
-
-
-
We can help! Contact your representative to discuss your specific needs for your course. If our off-the-shelf course materials don’t quite hit the mark, we also offer custom solutions made to fit your needs.
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Reading Critically, Writing Well
Reading Critically, Writing Well is designed for today’s students living in an information-saturated culture. It introduces the essential Academic Habits of Mind that students need to succeed in college: curiosity, openness, engagement, creativity, persistence, responsibility, flexibility, and metacognition. As students learn about constructing meaning through the processes of reading and writing, Reading Critically, Writing Well gives students opportunities to reflect on what they are learning, enabling them to recognize the relationship between their reading and writing practices and to apply what they are learning to other academic courses. Reading Critically, Writing Well is paired with Achieve, a powerful suite of tools that facilitate revision, reflection, and peer review and personalizes student progress.
Select a demo to view:
Sample Achieve