WPA CORRELATION GRID macmillanhighered.com/wpa A Writer s Reference, 8e, by Diana Hacker and Nancy Sommers How A Writer s Reference Supports WPA Outcomes for First-Year Composition Note: This chart aligns with the latest WPA Outcomes Statement, ratified in July 17, 2014. Rhetorical Knowledge Learn & use key rhetorical concepts through analyzing & composing a variety of texts. Gain experience reading and composing in several genres to understand how genre conventions shape and are shaped by readers and writers practices and purposes. See section A1-a, b, c, and d for advice on reading and writing actively, section A2 for reading and writing about images and multimodal texts, and sections A3 and A4 for reading and writing arguments. See the sample student analysis essay on pp. 80-81. This essay is annotated with useful advice, and each is accompanied by a writing guide for composing such texts. In Planning, see C1-a, Assessing the writing situation. See sections A1-6 in Academic Reading, Writing, and Speaking for advice on analyzing texts, constructing reasonable arguments, and writing a critical response. A sample argument essay is included, annotated with useful advice, and is accompanied by a writing guide for composing such texts. Sections A3 and A4, on Reading and writing arguments, show writers how to identify a purpose, judge opposing views, distinguish between legitimate and unfair appeals, counter opposing arguments, and build common ground. Section A6 on Writing in the disciplines shows writers how 1
Develop facility in responding to a variety of situations and contexts, calling for purposeful shifts in voice, tone, level of formality, design, medium, and/or structure. Understand and use a variety of technologies to address a range of audiences. Match the capacities of different environments (e.g., print & electronic) to varying rhetorical situations. to write for different audiences Section C6 has a gallery of documents that show a variety of genres and formatting. See section C1-a for tips on assessing the writing situation. Look to sections A3 and A4, Reading and writing arguments, for help examining social context, viewing the audience as a jury, establishing credibility, building common ground, and addressing counterargument. See pg. 99 in section A4-a for help with tone of voice and section W4 on choosing appropriate language. See pages 27-29 for guidelines for peer reviewers and a Check out the document design gallery on pages 57-68 for examples of various documents displaying types of academic formatting. See section A2 on Reading and writing about images and multimodal texts. See the writing guide on p. 37 for information on presenting or publishing your work. See section A5 on Speaking confidently. Section A2 Reading and writing about images and multimodal texts offers in-depth coverage of critical evaluation of images, visual advertisements, and other media. Critical Thinking, Reading, & Composing Use composing & reading for inquiry, learning, thinking, & communicating in various rhetorical contexts. Tab A, Academic Reading, Writing, and Speaking, includes extensive coverage of how to read critically and analyze a variety of texts (traditional and multimodal, non-fiction and fiction). Section A1-b offers guidelines for identifying a text s main ideas and themes. Section A1-c provides guidelines for writing effective summaries. Section A6, Writing in the disciplines, provides guidance for various types of writing including humanities, social sciences, and sciences. See section C4 for help with writing reflectively. Posing questions is an important part of the writing process 2
that is covered for several disciplines in tabs A, R, C, MLA, Read a diverse range of texts, attending especially to relationships between assertion and evidence, to patterns of organization, to interplay between verbal and nonverbal elements, and how these features function for different audiences and situations. Locate & evaluate primary & secondary research materials, including journal articles, essays, books, databases, & informal Internet sources. Use strategies such as interpretation, synthesis, response, critique, and design/redesign to compose texts that integrate the writer s ideas with those from appropriate sources. APA, and CMS. Tab A, Academic Reading, Writing, and Speaking, offers indepth coverage of reading and writing in several broad genres, including images and multimodal texts (section A2), arguments (sections A3 and A4), and writing in the disciplines (section A6). This includes coverage of critical evaluation of images, visual advertisements, and other media, as well as essays, novels, short stories, plays, and poetry. Section A1 focuses on reading and writing critically, including sections on reading actively, identifying main ideas, summarizing, analyzing, and an annotated sample essay. Section R3 focuses on evaluating sources and determining how useful the source is to your project. Tab R covers conducting research and evaluating sources. Section R1 focuses on gathering sources and thinking like a researcher. R2 covers managing information and maintaining a working bibliography. R3 helps students evaluate sources. A sample annotated bibliography is also included. Synthesis is covered in MLA papers, pp. 393-470, in APA papers, pp. 471-534, and in CMS pp. 535-576. It helps students analyze how approaches by different authors and from different angles build knowledge about a topic and helps students enter a research conversation. See Section R1-a, Getting the big picture (p. 358), which addresses analyzing different views on the same subject within a field. Integrating and synthesizing sources is covered in MLA (MLA- 3b and c), APA (APA-3b and c), and CMS (CMS-3b). See Section A1 on Reading and writing critically. Processes Develop a writing project through multiple drafts. Tab C, Composing and Revising, provides in-depth coverage and strategies for planning and drafting. Section C3, Revising, editing, and reflecting, provides in- 3
depth coverage and strategies for revising, editing, and Develop flexible strategies for reading, drafting, reviewing, collaboration, revising, rewriting, rereading, and editing. Use composing processes and tools as a means to discover and reconsider ideas. rewriting. The model student papers throughout the text also illustrate the entire process of planning, drafting, and revising. See the Planning, drafting, and reviewing/revising/editing sections C1, 2, and 3, for advice on planning, drafting, and revising essays. See section C5 for advice on writing paragraphs. See pages 27-29 for guidelines for peer reviewers and a Visit hackerhandbooks.com/writersref for practice exercises, writing prompts, and game-like adaptive quizzes (LearningCurve). See section C2-b about drafting the body of your essay, with particular attention to the asking questions as you draft section. Experience the collaborative and social aspects of writing processes. Learn to give and act on productive feedback to works in progress. Adapt composing processes for a variety of technologies and modalities. See pages 27-29 for guidelines for peer reviewers and a Sections A3 and A4 help students evaluate arguments, reasoning, and rhetoric. See section C3, Reviewing/revising/editing. See section A6 on Writing in the disciplines. See also the Designing documents section, C6. Reflect on the development of composing practices and how those practices influence their work. Knowledge of Conventions Develop knowledge of linguistic structures, including grammar, punctuation, and spelling, through practice in composing and revising. See C4, Preparing a portfolio; reflecting on your writing, for help reflecting on your compositions. Tabs S (Sentence Style), W (Word Choice), G (Grammatical Sentences), M (Multilingual Writers and ESL Challenges), and P (Punctuation) cover everything you need to understand writing conventions. The tabs and their sections are organized as follows: A clear heading is followed by a brief explanation and one or more hand-edited sentences that show students an error and its correction at a glance. 4
Understand why genre conventions for structure, paragraphing, tone, and mechanics vary. Gain experience negotiating variations in genre conventions. Visit hackerhandbooks.com/writersref for practice exercises, diagnostic tests, and editing logs and for adaptive, game-like quizzing, check out LearningCurve. Section W4, Appropriate language, helps students choose the most effective language in different contexts. Handedited examples are included. See Genre on page 4 and see also the Checklist for assessing the writing situation on page 5. Learn common formats and/or design features for different kinds of texts. See the Designing documents section, C6. Explore the concepts of intellectual property (such as fair use and copyright) that motivate documentation conventions. Practice applying citation conventions systematically in their own work. Avoid plagiarism as you write (C: p.17); while taking notes (R: pp. 371-375); when working on the Web (R: p. 372, 375); while creating your working bibliography (R: pp. 369-371); and when writing papers in various formats (APA: pp. 478-82, MLA: pp. 399-403, CMS: pp. 539-542). There is also specific help for multilingual/esl students on pages 281-282, 284. Tab R, Research, covers finding and evaluating sources. Learn how to document sources in MLA, APA, and CMS style in the following sections: MLA-4a, APA-4a, and CMS-4c. 5