Textbooks about writing tend to present thesis statements as the finished products of an act of thinking-as inert statements that writers should march through their papers from beginning to end. The main discovery we made when we first wrote this book was that none of the reading we’d done about thesis statements seemed to match either our own practice as writers and teachers or the practice of published writers. Yet most books of writing instruction devote only a chapter, if that, to analysis. The clearest consensus we’ve found among faculty is on the kind of writing that they say they want from their students: not issue-based argument, not personal reflection (the “reaction” paper), not passive summary, but analysis, with its patient and methodical inquiry into the meaning of information. All the editions of Writing Analytically have evolved from what we learned while establishing and directing a cross-curricular writing program at a four-year liberal arts college (a program we began in 1989 and continue to direct). The act of writing allows us to discover and, importantly, to interrogate what we think and believe. Through writing we figure out what things mean (which is our definition of analysis). The achievement of good writing does, of course, require attention to form, but writing is also a mental activity. For some people, learning to write is associated less with thinking than with arranging words, sentences, and ideas in clear and appropriate form. That is, the book treats writing as a tool of thought-a means of undertaking sustained acts of inquiry and reflection. Writing Analytically focuses on ways of using writing to discover and develop ideas. Printed in Canada 1 2 3 4 5 6 7 11 10 09 08 07 Library of Congress Control Number: 2007939138 ISBN-13: 978-0-6 ISBN-10: 0-5įor more information about our products, contact us at: Thomson Learning Academic Resource Center 1-80 For permission to use material from this text or product, submit a request online at. No part of this work covered by the copyright hereon may be reproduced or used in any form or by any means-graphic, electronic, or mechanical, including photocopying, recording, taping, Web distribution, information storage and retrieval systems, or in any other manner-without the written permission of the publisher. Thomson Higher Education 25 Thomson Place Boston, MA 02210 USAĪLL RIGHTS RESERVED. Thomson, the Star logo, and Wadsworth are trademarks used herein under license. © 2009, 2006 Thomson Wadsworth, a part of The Thomson Corporation. Cover Designer: Maxine Ressler Cover Image: © Thinkstock/RF/Ron Chapple/ Jupiter Images Print Buyer: Mary Beth Hennebury Text Permissions Editor: Mardell Glinski Schultz Photo Permissions Editor: Sheri Blaney Production Service: Graphic World Publishing Services Text Designer: John Ritland Compositor: Graphic World Inc. Publisher: Lyn Uhl Development Editor: Mary Beth Walden Assistant Editor: Lindsey Veautour Technology Project Manager: Stephanie Gregoire Marketing Manager: Mandee Eckersley Marketing Assistant: Kathleen Remsberg Marketing Communications Manager: Stacey Purviance Senior Content Project Manager: Michael Lepera Senior Art Director: Cate Barr Writing Analytically, Fifth Edition David Rosenwasser Jill Stephen
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