Synopsis
Writing Analytically is an across-the-curriculum rhetoric with integrated readings that teaches students how to have an idea and develop analytical essays in an academic setting. This text approaches writing as a process that involves the exploration of questions, ideas, and experiences. It challenges the notion there is a "right" answer to writing analytically, but rather teaches students that writing analytically means allowing a thesis and arguments to evolve in response to evidence and source material. Readings are integrated into the content of the chapters, helping students see that the concepts they are learning are actually employed by active writers.
About the Authors
David Rosenwasser teaches at Muhlenberg College, a small liberal arts college in Pennsylvania, where he has been since the late 1980s. Along with Jill Stephen, he created and implemented the Writing Across the Curriculum program there through a series of faculty seminars. During these seminars, Rosenwasser and Stephen discovered that content faculty from across the disciplines, although they maintained disciplinary-specific writing protocols, essentially wanted the same thing from student writing: analysis. From this premise, their textbook, Writing Analytically, was born. Rosenwasser received his B.A. from Grinnell College and his Ph.D. from the University of Virginia in the theory and history of narrative. His current interests include contemporary Irish literature and comic theory. His most recent literary papers include a study of the contemporary Irish writer Edna O’Brien in relation to the work of Joyce and Yeats, and an analysis of the politics of Bruce Springsteen’s albums during the Bush presidency, written collaboratively with a political science professor.
Jill Stephen teaches at Muhlenberg College, a small liberal arts college in Pennsylvania, where she’s been since the late 1980s. Along with David Rosenwasser, she created and implemented the Writing Across the Curriculum program there through a series of faculty seminars. In these seminars, they discovered that content faculty from across the disciplines, although they maintained disciplinary-specific writing protocols, essentially wanted the same thing from student writing: analysis. From this premise, their textbook, Writing Analytically, was born. Stephen worked in the expository writing program at New York University under Lil Brannon and Cy Knoblauch. She received her B.A. from the University of Illinois at Champaign-Urbana and received her Ph.D. from NYU on rhetorical theory as evidenced in Renaissance poetry and prose. Aside from her writing with Rosenwasser on composition and writing program administration, she writes on poetry, especially Renaissance lyrics. Her current interests include the poetry of Frank O’Hara, Emily Dickinson, and contemporary Irish women writers.
Joined the faculty of Queen¿s University in 1982, becoming Director of the Writing Centre in 1996, In addition to teaching writing courses, he delivers seminars across campus both for undergraduate and graduate students. Doug¿s work as a teacher and consultant has taken him to a variety of colleges and universities ¿ including the American College of Greece, Trent University, and the University of Mississippi.
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