The generation of ideas : a thematic reader = 观念的生成 : 主题写作读本 /
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作 者：Quentin Miller.
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ISBN：9787301061992
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简介
写作必以观念或思想为先导，这是一条不变的法则。对于批判性思维的培养和高级写作能力的提升就更为如此。《观念的生成：主题写作读本》就是一本为达此目的而编撰的英美大学一年级写作课教材，在中国适用于英语专业本科高年级阅读和写作课。所谓“观念的生成”，说的是作文中所要表达的思想，大致要回答下面这些“说来容易写起来难”的问题：思想从哪儿来?是关于什么的?该如何表达?怎么去总结和评价?本书通过理解、生成、扩展和应用思想这四个步骤来提高学生的批判性思维能力和写作能力。理解就是理解所读文本的特殊观点；生成就是通过这种理解性阅读让学生提出自己的观点；扩展就是扩展文本的语境，使其与其他相关文本联系起来，扩大思考的幅度；应用就是在这三个步骤之后让学生将理解、生成和扩展的思想用于自己的写作实践。全书共分八章，除第一章总序外，其他七章汇集的文章中都就大学生所敏感的问题进行了热烈的讨论：年轻人的反叛精神，成长的烦恼，个人主义、孤独和异化，大学生的身份，金钱、社会阶级和自我，个人的权利以及梦想或理想等。所有文本不但思想性强，而且语言精湛，都是名家名篇。学生既能在无垠的思想海洋里畅游，又能在增进思考能力的同时学到隽美的语言。写作必以观念或思想为先导，这是一条不变的法则。对于批判性思维的培养和高级写作能力的提升就更为如此。《观念的生成：主题写作读本》就是一本为达此目的而编撰的英美大学一年级写作课教材，在中国适用于英语专业本科高年级阅读和写作课。所谓“观念的生成”，说的是作文中所要表达的思想，大致要回答下面这些“说来容易写起来难”的问题：思想从哪儿来?是关于什么的?该如何表达?怎么去总结和评价?本书通过理解、生成、扩展和应用思想这四个步骤来提高学生的批判性思维能力和写作能力。理解就是理解所读文本的特殊观点；生成就是通过这种理解性阅读让学生提出自己的观点；扩展就是扩展文本的语境，使其与其他相关文本联系起来，扩大思考的幅度；应用就是在这三个步骤之后让学生将理解、生成和扩展的思想用于自己的写作实践。全书共分八章，除第一章总序外，其他七章汇集的文章中都就大学生所敏感的问题进行了热烈的讨论：年轻人的反叛精神，成长的烦恼，个人主义、孤独和异化，大学生的身份，金钱、社会阶级和自我，个人的权利以及梦想或理想等。所有文本不但思想性强，而且语言精湛，都是名家名篇。学生既能在无垠的思想海洋里畅游，又能在增进思考能力的同时学到隽美的语言。
目录
preface xiii .
1 an introduction to ideas：critical thinking and writing
2 reacting to authority：youth rebellion
■ bringing up ideas
■ thinking through ideas:beatniks on the road
■ applying ideas
3 act your age: when does adulthood begin?
■ bringing up ideas
■ thinking through ideas: the history of adolescence
■ applying ideas
4 i am a rock:individualism,isolation,and alienation
■ bringing up ideas
■ thinking through ideas: aloneness in poetry and song lyrics
■ applying ideas
5 from minor to (what's your)major:identity in college
■ bringing up ideas ..
■ thinking through ideas: binge drinking
■ applying ideas
6 can't buy me love:money,social class, and the self
■ bringing up ideas
.■ thinking through ideas: supersizing
■ applying ideas
7 walking the walk: assimilation and classification
■ bringing up ideas
■ thinking through ideas: talking the talk: language and assimilation
■ applying ideas
8 hi-ho, hi-ho! american dreams or american drones?
■ bringing up ideas
■ thinking through ideas: women's work
■ applying ideas ...
thinking through ideas
a unique feature of the generation of ideas is a section of readings at the end of each chapter called thinking through ideas. these readings are focused sub-topics of an idea that is present in the chapter. they are generally shorter than the readings in the chapter and they can be used either individually or as a group. they might be put to use as warm-up assignments for the chapter or even as the subject of writing assignments by themselves. they are meant to be topical and they provide a specific way for students to think through ideas that might otherwise be abstract. if the instructor requires formal library or internet research, the thinking through ideas sections provide excellent opportunities for students to conduct that research. these sections are also unified by genre and/or discipline; for instance, the thinking through ideas section of chapter 2 on rebellion is about the beat generation, and the entries in that section are all characteristic of the inventive nonfiction prose associated with the beats. the section on binge drinking in chapter 5 on identity in college were all published as editorials. the section on talking the talk in chapter 7 on assimilation contains examples of personal narrative.
rhetorical challenges and writing instruction
with regard to formal instruction, the intent of the generation of ideas is to demystify the processes of writing and critical thinking by acknowledging that everyone struggles with them, but that they can be a source of tremendous power. the real student examples in the introduction as well as the hypothetical examples provided there demonstrate how difficult writing can be and how rewarding its results are. many of the questions that follow the readings in the text ask students to examine closely the text in order to determine why writers make the choices they make.
yet the intent of the generation of ideas is not to render the processes of writing and critical thinking overly formal or mechanical. i define a number of rhetorical challenges in the book's introduction and in the chapter introductions. these terms are somewhat flexible, and many of them (such as defining) recur throughout the book: they are not meant to be limiting in terms of instruction or intimidating to student writers, but rather to provide clues for thinking about the ways writing works.
1 an introduction to ideas：critical thinking and writing
2 reacting to authority：youth rebellion
■ bringing up ideas
■ thinking through ideas:beatniks on the road
■ applying ideas
3 act your age: when does adulthood begin?
■ bringing up ideas
■ thinking through ideas: the history of adolescence
■ applying ideas
4 i am a rock:individualism,isolation,and alienation
■ bringing up ideas
■ thinking through ideas: aloneness in poetry and song lyrics
■ applying ideas
5 from minor to (what's your)major:identity in college
■ bringing up ideas ..
■ thinking through ideas: binge drinking
■ applying ideas
6 can't buy me love:money,social class, and the self
■ bringing up ideas
.■ thinking through ideas: supersizing
■ applying ideas
7 walking the walk: assimilation and classification
■ bringing up ideas
■ thinking through ideas: talking the talk: language and assimilation
■ applying ideas
8 hi-ho, hi-ho! american dreams or american drones?
■ bringing up ideas
■ thinking through ideas: women's work
■ applying ideas ...
thinking through ideas
a unique feature of the generation of ideas is a section of readings at the end of each chapter called thinking through ideas. these readings are focused sub-topics of an idea that is present in the chapter. they are generally shorter than the readings in the chapter and they can be used either individually or as a group. they might be put to use as warm-up assignments for the chapter or even as the subject of writing assignments by themselves. they are meant to be topical and they provide a specific way for students to think through ideas that might otherwise be abstract. if the instructor requires formal library or internet research, the thinking through ideas sections provide excellent opportunities for students to conduct that research. these sections are also unified by genre and/or discipline; for instance, the thinking through ideas section of chapter 2 on rebellion is about the beat generation, and the entries in that section are all characteristic of the inventive nonfiction prose associated with the beats. the section on binge drinking in chapter 5 on identity in college were all published as editorials. the section on talking the talk in chapter 7 on assimilation contains examples of personal narrative.
rhetorical challenges and writing instruction
with regard to formal instruction, the intent of the generation of ideas is to demystify the processes of writing and critical thinking by acknowledging that everyone struggles with them, but that they can be a source of tremendous power. the real student examples in the introduction as well as the hypothetical examples provided there demonstrate how difficult writing can be and how rewarding its results are. many of the questions that follow the readings in the text ask students to examine closely the text in order to determine why writers make the choices they make.
yet the intent of the generation of ideas is not to render the processes of writing and critical thinking overly formal or mechanical. i define a number of rhetorical challenges in the book's introduction and in the chapter introductions. these terms are somewhat flexible, and many of them (such as defining) recur throughout the book: they are not meant to be limiting in terms of instruction or intimidating to student writers, but rather to provide clues for thinking about the ways writing works.
The generation of ideas : a thematic reader = 观念的生成 : 主题写作读本 /
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