Nelson Higher Education

Higher Education

The Norton Field Guide to Writing with Readings and Handbook, 5th Edition

  • Richard Bullock
  • Maureen Daly Goggin
  • Francine Weinberg
  • ISBN-10: 0393655806
  • ISBN-13: 9780393655803
  • 0 Pages | Paperback
  • COPYRIGHT: 2019 Published
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About the Product

The best-selling, most flexible rhetoric—now with advice for reading and writing across disciplines

The Norton Field Guide lets you teach the way you want to teach. Short chapters with just enough detail can be assigned in any order. Color-coded links send students to more detail if they need it. Menus, directories, and a glossary/index all make the book easy to navigate. This flexibility makes it work for first-year writing, stretch, ALP, co-req, dual-enrollment, and integrated reading-writing courses.


  • UNIQUELY FLEXIBLE AND EASY TO USE Instructors can focus on genres, rhetorical strategies, the writing process, research, writing across the disciplines, and more. Short chapters can be assigned in any order—and color-coded links help users locate additional information related to a topic. As a result, the text avoids the redundancy that burdens competing books. Intuitive digital resources afford additional flexibility by making it easier to engage students outside of class or in online learning environments.

  • INSTRUCTOR AND STUDENT RESOURCES AS FLEXIBLE AND EASY-TO-USE AS THE BOOK ITSELF The resources that support thetext willsave you time and help your students become better writers. InQuizitive activities build student confidence by developing essential skills like editing sentences and working with sources. Student assessment and review materials can be uploaded directly into you campus learning management system. And instructors will find the support they want and need in the comprehensive Instructor’s Manual.

Table of Contents

How to Use This Book
Thematic Guide to the Readings

Part 1: Academic Literacies
Chapter 1: Writing in Academic Contexts
Chapter 2: Reading in Academic Contexts
Chapter 3: Summarizing and Responding
Chapter 4: Developing Academic Habits of Mind

Part 2: Rhetorical Situations
Chapter 5: Purpose
Chapter 6: Audience
Chapter 7: Genre
Chapter 8: Stance
Chapter 9: Media / Design

Part 3: Genres
Chapter 10: Writing a Literacy Narrative
Chapter 11: Analyzing Texts
Chapter 12: Reporting Information
Chapter 13: Arguing a Position
Chapter 14: Abstracts
Chapter 15: Annotated Bibliographies and Reviews of Scholarly Literature
Chapter 16: Evaluations
Chapter 17: Literary Analysis
Chapter 18: Memoirs
Chapter 19: Profiles
Chapter 20: Proposals
Chapter 21: Reflections
Chapter 22: Résumés and Job Letters
Chapter 23: Mixing Genres

Part 4: Fields of Study
Chapter 24: Fields of Study
Chapter 25: Reading across Fields of Study
Chapter 26: Writing across Fields of Study

Part 5: Processes
Chapter 27: Writing as Inquiry
Chapter 28: Collaborating
Chapter 29: Generating Ideas and Text
Chapter 30: Drafting
Chapter 31: Assessing Your Own Writing
Chapter 32: Getting Response and Revising
Chapter 33: Editing and Proofreading
Chapter 34: Compiling a Portfolio

Part 6: Strategies
Chapter 35: Beginning and Ending
Chapter 36: Guiding Your Reader
Chapter 37: Analyzing Causes and Effects
Chapter 38: Arguing
Chapter 39: Classifying and Dividing
Chapter 40: Comparing and Contrasting
Chapter 41: Defining
Chapter 42: Describing
Chapter 43: Dialogue
Chapter 44: Explaining Processes
Chapter 45: Narrating
Chapter 46: Taking Essay Exams

Part 7: Doing Research
Chapter 47: Getting a Start on Research
Chapter 48: Finding Sources
Chapter 49: Evaluating Sources
Chapter 50: Synthesizing Ideas
Chapter 51: Quoting, Paraphrasing, and Summarizing
Chapter 52: Acknowledging Sources, Avoiding Plagiarism
Chapter 53: Documentation
Chapter 54: MLA Style
Chapter 55: APA Style

Part 8: Media/Design
Chapter 56: Choosing Media
Chapter 57: Designing Text
Chapter 58: Using Visuals, Incorporating Sound
Chapter 59: Writing Online
Chapter 60: Giving Presentations

Part 9: Readings
Chapter 61: Literacy Narratives
Chapter 62: Textual Analyses
Chapter 63: Reports
Chapter 64: Arguments
Chapter 65: Evaluations
Chapter 66: Literary Analyses
Chapter 66: Memoirs
Chapter 67: Profiles
Chapter 68: Proposals
Chapter 69: Reflections
Chapter 70: Texts That Mix Genres

Part 10: Handbook
Elements of a Sentence
Sentence Fragments
Comma Splices, Fused Sentences
Subject-Verb Agreement
Coordination, Subordination
Appropriate Words
Precise Words
Words Often Confused
Unnecessary Words
Adjectives and Adverbs
Words for Building Common Ground
End Punctuation
Quotation Marks
Other Punctuation

Glossary / Index
Revision Symbols
MLA and APA Directories

New to this edition

  • NEW CHAPTERS ON READING AND WRITING ACROSS FIELDS OF STUDY A NEW section helps students transfer what they’re learning in first-year composition to their other courses. Short examples are drawn from a variety of disciplines and genres, and tips, techniques, key terms, and concrete advice are included. This coverage enhances the genre-focused advice for which the book is known, making it a good choice for helping students transfer what they’re learning to their other courses.
  • 33 NEW READINGS The Fifth Edition features 78 readings—31 in the rhetoric chapters in the front of the book and 47in the anthology in the back. Thirty-three new selections provide fresh sources for student writing and class discussion.
  • NEW AND EXPANDED COVERAGE OF EVALUATING SOURCES NEW guidance on evaluating and comparing sources, along with advice on identifying misinformation (fake news) and bias, is essential for students today. This guidance helps students gauge the reliability of works they might cite in their own writing. This is further reinforced by NEW InQuizitive adaptive-learning activities that sharpen students’ research skills. • New guidelines for identifying the rhetorical situation help students assess the reliability of a source and discern potential bias—including their own. Coverage of confirmation bias is included as well. • NEW InQuizitive activities on research give students practice working with sources so they’re prepared and confident to conduct their own research.