Bedford Handbook Analysis

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The Bedford Handbook

For Bedford / St. Martin’s
Executive Editor: Michelle M. Clark Senior Development Editor: Barbara G. Flanagan Development Editor: Mara Weible Senior Production Editor: Anne Noonan Senior Production Supervisor: Dennis Conroy Executive Marketing Manager: John R. Swanson Editorial Assistant: Alicia Young Copyeditor: Linda McLatchie Text Design: Claire Seng-Niemoeller Cover Design: Donna Lee Dennison Composition: Nesbitt Graphics, Inc. Printing and Binding: RR Donnelley and Sons President: Joan E. Feinberg Editorial Director: Denise B. Wydra Editor in Chief: Karen S. Henry Director of Marketing: Karen R. Soeltz Director of Editing, Design, and Production: Marcia Cohen Assistant Director
In revising The Bedford Handbook, our goal was to continue to respond to students by helping them make the most of their college writing experiences. Part of our revision plan — crafted with my fellow contributors and Diana Hacker’s longtime editorial team — was to learn firsthand what’s happening in composition classrooms and writing centers across the country. With our plan in mind, I visited more than thirty-five colleges and universities to listen to students, teachers, and tutors talk about the challenges facing today’s college writers. Throughout my travels, I heard students puzzle out the unfamiliar elements of academic writing, particularly those related to working with sources. I watched creative teachers show their students how to build arguments, synthesize sources, and strengthen their ideas through revision. I observed writing center tutors responding to students’ questions about thesis statements and research assignments. And I listened, everywhere, for clues about how to develop a better, more useful reference. The eighth edition is inspired by the students, teachers, and tutors at these schools — and by the candid feedback offered by users of The Bedford Handbook’s earlier
This self-contained section (54b) includes marginal navigation aids directing students to more detailed information throughout the book. The first page of the case study is shown on page xi. More of today’s college writing assignments require that students synthesize—analyze sources and work them into a conversation that helps develop an argument. New coverage of synthesis, with annotated examples in MLA and APA styles (pages 512–15 and 635–38), helps students work with sources to meet the demands of academic writing. New coverage in section 4, “Writing about Texts,” shows students — at the sentence level — how to introduce, include, and interpret a passage in an analytical paper. See pages 94–97. For students who work with evidence in disciplines other than English, we have included annotated assignments and excerpts from model papers in psychology, business, nursing, and biology. For an example, see page 136. for the sources students are using today — eighty-five new models across the three styles (MLA, APA, and Chicago) — with special attention to new sources such as podcasts, online videos, blogs, and DVD features. Detailed annotations for many

Preface for instructors
NEW CASE STUDY