Frames of Mind: A Rhetorical Reader with Occasions for Writing

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9781413033724: Frames of Mind: A Rhetorical Reader with Occasions for Writing

Now you can strengthen your critical-thinking skills as well as your writing abilities as you analyze an assortment of texts and visuals using the unique FRAMES OF MIND: A RHETORICAL READER WITH OCCASIONS FOR WRITING, Second Edition. The book's effective blend of visual analysis and writing activities from well-recognized leaders in the field examines traditional rhetorical patterns not only as methods for effective writing, but also as strategies for critical thinking. Unique "Occasions for Writing" activities lead you through a step-by-step inductive journey of self-discovery that encourages you to write in a rhetorical mode without simply mimicking a piece of writing. Annotated examples at the beginning of each chapter with a distinctive full-color design help clarify concepts. New examples of student essays join this edition's strengthened blend of classic and contemporary readings to provide a variety of engaging examples for your reference and analysis.

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About the Author:

Robert DiYanni, who has taught English and Humanities at Harvard, Pace, and the City University of New York, is Director of International Services at the College Board. He received his B.A. from Rutgers University and his Ph.D. from the City University of New York. A professor of English and Humanities at New York University, Dr. DiYanni has lectured and conducted workshops in the United States and abroad, especially in Europe and Asia. He has written and edited numerous textbooks, including OCCASIONS FOR WRITING (with Pat C. Hoy, II), THE MCGRAW-HILL BOOK OF POETRY, THE MCGRAW-HILL BOOK OF FICTION, THE SCRIBNER HANDBOOK FOR WRITERS (with Pat C. Hoy, II), WRITING ABOUT THE HUMANITIES, LITERATURE: AN INTRODUCTION, MODERN AMERICAN PROSE, and, among others MODERN AMERICAN POETS: THEIR VOICES AND VISIONS (a text to accompany the PBS television series). He updated the fourth edition of Strunk and White's classic ELEMENTS OF STYLE, and he has co-authored ARTS AND CULTURE: AN INTRODUCTION TO THE HUMANITIES (Prentice Hall), the basis for their lecture series on art and literature given at New York's Metropolitan Museum of Art.

Pat C. Hoy, II, director of the Expository Writing Program and professor of English at New York University, has held appointments at the U.S. Military Academy and Harvard. He received his Ph.D. from the University of Pennsylvania. Dr. Hoy regularly teaches freshman composition and is the author of numerous textbooks and articles, including THE SCRIBNER HANDBOOK FOR WRITERS, Fourth Edition (with Robert DiYanni). His essays have appeared in SEWANEE REVIEW, VIRGINIA QUARTERLY REVIEW, AGNI, TWENTIETH CENTURY LITERATURE, SOUTH ATLANTIC REVIEW, and THE WALL STREET JOURNAL. Eight of his essays have been selected as "Notables" in Best American Essays. INSTINCT FOR SURVIVAL: ESSAYS BY PAT C. HOY II was selected as a "Notable" collection in Best American Essays of the Century. He was awarded the 2003 Cecil Woods, Jr., Prize for Nonfiction from the Fellowship of Southern Writers.

Review:

"Another innovative feature is the authors' genuine effort to integrate reading with writing. Too often, anthologies--whether rhetorical readers or lit-for-comp texts--do little more than pay lip service to the reading-writing connection. In FM, the connection is made explicit by the "Occasions," which walk students step-by-step through a process of discovery, showing them how to use the "mode" in question as a means of moving from invention through analysis toward formulating a thesis and developing a full paper. Very few textbooks provide this kind of detailed, explicit--and imaginative--writing pedagogy."

"The innovative ways in which Hoy and DiYanni have resurrected "conventional" patterns of development and arrangement is important to composition studies-and to students of writing. In the preface to FRAMES OF MIND the editors make clear that they make use of these familiar patterns to add "richness and complexity" to student writing, not to impose rigid, old ways of thinking and writing. And they do this remarkably."

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