Cover......Page 1
LaunchPad......Page 2
Brief Contents......Page 3
Halftitle Page......Page 5
Title Page......Page 6
Copyright......Page 7
Contents......Page 9
Student Essays......Page 32
Sustained Attention to Critical Reading and Reflective Writing......Page 35
Practical, Classroom-Tested Guides to Writing......Page 36
Hands-On Strategies for Writing and Research......Page 37
New Annotated Student Essays and Compelling Professional Readings......Page 38
Council of Writing Program Administrators’ Outcomes Statement......Page 39
Acknowledgments......Page 50
We’re All In. As Always......Page 52
Instructor Resources......Page 55
CHAPTER 1 Composing Literacy......Page 56
Understanding the Rhetorical Situation......Page 57
Reflecting on Your Own Literacy......Page 59
Composing Your Own Literacy Narrative......Page 62
Readings......Page 64
PART 1 Writing Activities......Page 73
CHAPTER 2 Remembering an Event......Page 75
PRACTICING THE GENRE......Page 76
GUIDE TO READING......Page 78
Readings......Page 85
GUIDE TO WRITING......Page 111
Writing a Draft: Invention, Research, Planning, and Composing......Page 113
Evaluating the Draft: Using Peer Review......Page 125
Improving the Draft: Revising, Editing, and Proofreading......Page 127
A WRITER AT WORK......Page 131
REFLECTION......Page 136
CHAPTER 3 Writing Profiles......Page 138
PRACTICING THE GENRE......Page 139
GUIDE TO READING......Page 140
Readings......Page 145
GUIDE TO WRITING......Page 182
Writing a Draft: Invention, Research, Planning, and Composing......Page 183
Evaluating the Draft: Using Peer Review......Page 201
Improving the Draft: Revising, Editing, and Proofreading......Page 202
A WRITER AT WORK......Page 207
REFLECTION......Page 214
CHAPTER 4 Explaining a Concept......Page 216
PRACTICING THE GENRE......Page 217
Analyzing Concept Explanations......Page 218
Readings......Page 224
The Writing Assignment......Page 259
Writing a Draft: Invention, Research, Planning, and Composing......Page 261
Evaluating the Draft: Using Peer Review......Page 275
Improving the Draft: Revising, Editing, and Proofreading......Page 277
A WRITER AT WORK......Page 282
Reflecting on Reading and Writing a Concept Analysis......Page 284
Reflecting on Your Composing Process......Page 285
CHAPTER 5 Analyzing and Synthesizing Opposing Arguments......Page 286
PRACTICING THE GENRE......Page 287
GUIDE TO READING......Page 289
Readings......Page 295
GUIDE TO WRITING......Page 312
Writing a Draft: Invention, Research, Planning, and Composing......Page 313
Evaluating the Draft: Using Peer Review......Page 328
Improving the Draft: Revising, Editing, and Proofreading......Page 330
A WRITER AT WORK......Page 334
Reflecting on Your Composing Process......Page 338
CHAPTER 6 Arguing a Position......Page 340
PRACTICING THE GENRE......Page 341
GUIDE TO READING......Page 343
Readings......Page 351
GUIDE TO WRITING......Page 385
Writing a Draft: Invention, Research, Planning, and Composing......Page 386
Evaluating the Draft: Using Peer Review......Page 401
Improving the Draft: Revising, Editing, and Proofreading......Page 402
Jessica Statsky’s Response to Opposing Positions......Page 406
REFLECTION......Page 410
CHAPTER 7 Proposing a Solution......Page 412
Take a moment . . .......Page 413
Determine the writer’s purpose and audience......Page 415
EXAMPLE......Page 416
A WELL-ARGUED SOLUTION......Page 418
AN EFFECTIVE RESPONSE TO OBJECTIONS AND ALTERNATIVE SOLUTIONS......Page 420
EXAMPLES......Page 421
A CLEAR, LOGICAL ORGANIZATION......Page 422
More Testing, More Learning......Page 423
Starting High School Later......Page 428
Use the Basic Features......Page 435
ANALYZE & WRITE......Page 444
Ounces of Prevention: The Public Policy Case for Taxes on Sugared Beverages......Page 446
Make connections: Government problem-solving......Page 453
AN EFFECTIVE RESPONSE: HANDLING OBJECTIONS......Page 454
Consider possible topics: Improving a group to which you belong......Page 455
The Writing Assignment......Page 456
Choose a problem for which you can propose a solution......Page 458
Frame the problem for your readers......Page 459
Did you know . .......Page 463
Evaluating the Draft: Using Peer Review......Page 473
Improving the Draft: Revising, Editing, and Proofreading......Page 474
Patrick O’Malley’s Revision Process......Page 478
Reflecting on Your Composing Process......Page 481
PRACTICING THE GENRE......Page 483
GUIDE TO READING......Page 485
Readings......Page 492
GUIDE TO WRITING......Page 523
Evaluating the Draft: Using Peer Review......Page 537
Improving the Draft: Revising, Editing, and Proofreading......Page 538
A WRITER AT WORK......Page 543
Reflecting on Your Composing Process......Page 545
Chapter 9 Arguing for Causes or Effects......Page 547
PRACTICING THE GENRE......Page 548
GUIDE TO READING......Page 549
Readings......Page 557
GUIDE TO WRITING......Page 589
A WRITER AT WORK......Page 610
REFLECTION......Page 613
PRACTICING THE GENRE......Page 615
GUIDE TO READING......Page 617
Readings......Page 624
ANALYZE & WRITE......Page 630
GUIDE TO WRITING......Page 633
Writing a Draft: Invention, Research, Planning, and Composing......Page 634
TEST YOUR CHOICE......Page 640
A WRITER AT WORK......Page 650
REFLECTION......Page 655
AN ANTHOLOGY OF SHORT STORIES......Page 657
PART 2 Critical Thinking Strategies......Page 677
Chapter 11 A Catalog of Invention and Inquiry Strategies......Page 678
Mapping......Page 679
Writing......Page 687
Chapter 12 A Catalog of Reading Strategies......Page 695
Annotating......Page 697
Taking Inventory......Page 705
Outlining......Page 706
Paraphrasing......Page 710
Summarizing......Page 712
Synthesizing......Page 715
Contextualizing......Page 717
Exploring the Significance of Figurative Language......Page 719
Looking for Patterns of Opposition......Page 722
Reflecting on Challenges to Your Beliefs and Values......Page 724
Evaluating the Logic of an Argument......Page 726
Recognizing Emotional Manipulation......Page 731
Judging the Writer’s Credibility......Page 732
PART 3 Writing Strategies......Page 734
Chapter 13 Cueing the Reader......Page 735
Orienting Statements......Page 736
Paragraphing......Page 739
Cohesive Devices......Page 746
Transitions......Page 751
Headings and Subheadings......Page 756
Chapter 14 Narrating and Describing......Page 758
Narrating......Page 759
Describing......Page 775
Chapter 15 Defining, Classifying, and Comparing......Page 791
Defining......Page 792
Classifying......Page 802
Comparing and Contrasting......Page 808
Chapter 16 Arguing......Page 816
Asserting a Thesis......Page 817
Giving Reasons and Support......Page 822
Responding to Objections and Alternatives......Page 832
Identifying Logical Fallacies......Page 837
PART 4 Research Strategies......Page 839
Chapter 17 Planning and Conducting Research......Page 840
Analyzing Your Rhetorical Situation and Setting a Schedule......Page 841
Choosing a Topic and Getting an Overview......Page 843
Focusing Your Topic and Drafting Research Questions......Page 844
Create a working bibliography......Page 845
Annotating Your Working Bibliography......Page 847
Taking Notes on Your Sources......Page 849
Finding Sources......Page 850
Conducting Field Research......Page 860
Chapter 18 Selecting and Evaluating Sources......Page 865
Selecting Relevant Sources......Page 866
Evaluating Sources......Page 869
Chapter 19 Using Sources to Support Your Ideas......Page 876
Synthesizing Sources......Page 877
Acknowledging Sources and Avoiding Plagiarism......Page 879
Using Information from Sources to Support Your Claims......Page 882
Chapter 20 Citing and Documenting Sources in MLA Style......Page 895
Citing Sources in the Text......Page 896
Creating a List of Works Cited......Page 904
Books (Print, Electronic, Database)......Page 911
Articles (Print, Online, Database)......Page 916
Multimedia Sources (Live, Print, Electronic, Database)......Page 921
Other Electronic Sources......Page 925
Student Research Project in MLA Style......Page 930
Chapter 21 Citing and Documenting Sources in APA Style......Page 938
Citing Sources in the Text......Page 939
Creating a List of References......Page 943
A Sample Reference List in APA Style......Page 954
PART 5 Composing Strategies for College and Beyond......Page 955
Chapter 22 Analyzing and Composing Multimodal Texts......Page 957
Understanding Multimodality......Page 958
Analyzing Multimodal Texts......Page 959
Composing Multimodal Texts......Page 966
Creating a Multimodal Presentation......Page 976
Chapter 23 Taking Essay Examinations......Page 981
Preparing for an Exam......Page 982
Taking the Exam......Page 983
Chapter 24 Creating a Portfolio......Page 1002
Purposes of a Writing Portfolio......Page 1003
Assembling a Portfolio for Your Composition Course......Page 1004
Chapter 25 Writing in Business and Scientific Genres......Page 1009
Business Letters......Page 1010
E-mail......Page 1012
Résumés and Online Professional Profiles......Page 1014
Job-Application Letters......Page 1017
Web Sites......Page 1019
Lab Reports......Page 1022
Chapter 26 Writing for and about Your Community......Page 1025
Writing about Your Service Experience......Page 1026
Writing for Your Service Organization......Page 1030
Chapter 27 Writing Collaboratively......Page 1032
Working with Others on Your Individual Writing Projects......Page 1033
Collaborating on Joint Writing Projects......Page 1036
Contents......Page 1039
How to Use This Handbook......Page 1041
Keeping a Record of Your Errors......Page 1043
Add a subordinating conjunction to one clause, rewording as necessary......Page 1045
Separate the independent clauses with a semicolon or a period, and add a conjunctive adverb......Page 1046
Turn one independent clause into a phrase that modifies the other......Page 1047
Make one of the clauses subordinate to the other by adding a subordinating conjunction and rewording as necessary......Page 1048
Separate the independent clauses with a semicolon or a period, and add a conjunctive adverb or a transitional phrase, such as for example or in other words......Page 1049
Turn one independent clause into a phrase that modifies the other......Page 1050
Eliminate the subordinating word(s) that make a clause dependent......Page 1051
Exception: Use fragments intentionally for emphasis or special effect......Page 1052
Add a noun, change the pronoun to a noun, or eliminate vague uses of this, that, or which......Page 1053
Specify an implied reference......Page 1054
G2-a Use pronouns and antecedents that agree in number......Page 1056
Use a singular pronoun to refer to a singular indefinite pronoun, or reword the sentence......Page 1057
G2-b Use masculine, feminine, or gender-free forms to match a pronoun with its antecedent......Page 1058
Eliminate unneeded or awkward pairs of masculine and feminine pronouns......Page 1059
G3-a Select who for references to people, which for nonrestrictive references to things, and that for restrictive references to groups and things......Page 1060
Change which to that when a restrictive clause supplies essential information defining a thing or a group......Page 1061
Change who to whom when the pronoun is the object of a preposition......Page 1062
Change whom to who when the pronoun is the subject of a clause and is followed by a verb......Page 1063
Replace a reflexive pronoun that does not refer to another noun or pronoun in the clause......Page 1064
Change the form of a pronoun to fit the implied or understood wording of a comparison using than or as......Page 1065
Use we to precede a subject, or us to precede an object......Page 1066
Change verbs from the past tense to the present when discussing events in a literary work or film, general truths, ongoing principles, and facts......Page 1067
Change the verb from the past tense to the past perfect (using had) to show that one past action took place before another......Page 1068
Add an -s or -es ending to a verb when the subject is in the third-person singular (he, she, it, or a singular noun)......Page 1069
Check to be sure you have used the correct form of an irregular verb......Page 1070
G5-c Choose the correct form of a verb to show the indicative, imperative, or subjunctive mood......Page 1071
Eliminate awkward, unnecessary passive verbs......Page 1072
G6-a Make sure the subject and verb agree even if they are separated by other words......Page 1074
G6-c Use a verb that agrees with a subject placed after it......Page 1075
G6-e Use a verb that agrees with the antecedent of the pronouns who, which, or that......Page 1076
G6-f Use a singular verb with an indefinite pronoun......Page 1077
G6-g Use a verb that agrees with the subject rather than the subject complement......Page 1078
G7-a Select an adverb, not an adjective, to modify an adjective, another adverb, or a verb......Page 1079
G7-b Select an adjective, not an adverb, to modify a noun or a pronoun......Page 1080
G7-c Select the correct forms of adjectives and adverbs to show comparisons......Page 1081
Insert missing prepositions......Page 1082
Insert missing articles......Page 1083
E1-b Insert the word that if needed to prevent confusion or misreading......Page 1084
Reword a comparison to identify clearly and completely all items being compared......Page 1085
E1-d Supply all words needed to clarify the parts of a compound structure......Page 1086
Change verbs to the present tense to discuss events in literature, general truths, facts, and other ongoing principles......Page 1087
E2-b Change the nouns and pronouns in a passage to a consistent person and number......Page 1088
Make the verbs in a passage consistent, preferably using the active voice......Page 1089
E2-d Use either direct or indirect quotation, without mixing the two......Page 1090
E3-b Decide whether a noun should be singular or plural......Page 1091
Consider changing a noun to singular or plural to reflect its context......Page 1092
Rewrite to clarify the sentence......Page 1094
Change the modifying phrase into a dependent clause......Page 1095
E4-c Place a limiting modifier just before the word it modifies......Page 1096
E4-d Keep the two parts of an infinitive together......Page 1097
E5-b Match the subject and the predicate in a sentence so that they are compatible......Page 1098
E5-d Eliminate the phrase is where, is when, or the reason is because, and then rewrite the sentence so that it is clear and logical......Page 1099
Cite a source smoothly, guiding readers from text to quotation......Page 1101
E6-b Integrate a question so that its source is clear......Page 1102
E6-c Integrate thoughts so that they are clearly identified and consistently punctuated......Page 1103
E7-a Each item in a series must follow the same grammatical pattern as the other items......Page 1104
E7-d Use parallel form for items joined by correlative conjunctions......Page 1105
E8-b Use subordination to indicate that one sentence element is more important than other elements......Page 1106
Eliminate or rewrite redundant expressions......Page 1108
Rewrite a wordy sentence to reduce the number of clauses and phrases......Page 1109
Eliminate wordy expressions......Page 1110
Delete unnecessary intensifiers......Page 1111
W1-d Eliminate unnecessary prepositions......Page 1112
W2-c Use standard idioms......Page 1114
W2-f Use appropriate figures of speech......Page 1115
W3-b Limit the use of slang in formal writing situations......Page 1117
W3-d Replace pretentious language with simpler, more direct wording......Page 1118
P1-b Place a comma after an introductory word, phrase, or clause......Page 1120
Use a pair of commas to set off a nonrestrictive word group in the middle of a sentence......Page 1121
P1-e Use commas to separate three or more items in a series, placing the final comma before the conjunction......Page 1122
P1-g Place a comma between a complete direct quotation and the text identifying the speaker......Page 1123
P1-i Use a comma between coordinate adjectives......Page 1124
P1-j Add commas where needed to set off dates, numbers, and addresses......Page 1125
P2-b Omit any comma that sets off a restrictive word group......Page 1126
P2-d Omit a comma that separates the main part of the sentence from a trailing adverbial clause......Page 1127
Omit commas that follow coordinating conjunctions......Page 1128
Omit commas preceding that when it introduces an indirect quotation......Page 1129
Rewrite a sentence that is full of phrases and commas to simplify both the sentence structure and the punctuation......Page 1130
P3-c Use a semicolon to join a series of independent clauses when they include other punctuation......Page 1131
Replace a semicolon with a colon, dash, or comma to link an independent clause to a phrase or to set off an appositive......Page 1132
Replace a semicolon with a colon to introduce a list......Page 1133
Consider using a colon to emphasize an appositive......Page 1134
Omit a colon that interrupts an independent clause, especially after words such as is, are, include, composed of, consists of, including, such as, for instance, and for example......Page 1135
Replace an inappropriate colon with the correct punctuation mark......Page 1136
Use a dash or a pair of dashes to emphasize a definition, a dramatic statement, a personal comment, or an explanation......Page 1137
P5-c Rewrite a sentence that uses the dash inappropriately or excessively......Page 1138
P6-b Follow convention in using punctuation at the end of a quotation, after a signal phrase or speaker tag (she said), and with other punctuation......Page 1139
Place a question mark or an exclamation point inside the closing quotation mark if it is part of the quotation, or outside if it is part of your own sentence......Page 1140
P6-e Omit or correct quotation marks used excessively or incorrectly......Page 1141
Omit quotation marks from indirect quotations......Page 1142
Add -’s to a singular noun to show possession......Page 1143
P7-c Check your style guide to determine whether to include an apostrophe to form the plural of a number, a letter, or an abbreviation......Page 1144
P7-e Omit unnecessary or incorrect apostrophes......Page 1145
P8-b Correct the punctuation used with parentheses, and omit unnecessary parentheses......Page 1146
P9 Brackets......Page 1148
P10 Ellipsis Marks......Page 1149
P11 Slashes......Page 1150
P12 Periods......Page 1151
P13 Question Marks......Page 1152
P14 Exclamation Points......Page 1153
M1-a Use a hyphen to join compound adjectives that precede nouns......Page 1154
M1-b Present a compound noun as one word, as separate words, or as a hyphenated compound......Page 1155
M1-d Use a hyphen when necessary to avoid ambiguity......Page 1156
M1-e Insert a hyphen between syllables to divide a word at the end of a line......Page 1157
M2-a Capitalize proper nouns......Page 1158
M2-c Capitalize the first word in a quotation unless it is integrated into your own wording or continues an interrupted quotation......Page 1159
M2-e Capitalize a title that precedes a person’s name......Page 1160
M2-f Avoid overusing capitalization for emphasis......Page 1161
M3-b Close up any unnecessary space between words and punctuation marks......Page 1162
M4-a Spell out select types of numbers in most nonscientific college writing......Page 1163
M4-b Use numerals for numbers over a hundred, in fractions and percentages, with abbreviations and symbols, in dates and addresses, and for page numbers and sections of books......Page 1164
M5-c Italicize names of planes, ships, and other vehicles; foreign words not commonly used in English; and, on occasion, words that need special emphasis......Page 1165
M5-d Italicize when appropriate, but not in place of or in addition to other conventional uses of punctuation and mechanics......Page 1166
M6-c Use commonly accepted abbreviations for titles, degrees, and Latin terms......Page 1167
M6-d Use abbreviations when appropriate, but do not use them to replace words in most writing......Page 1168
Add a prefix to a root without doubling or dropping letters......Page 1170
Add a suffix that begins with y or a vowel by dropping a final silent e......Page 1171
Form the plural of a singular noun in accord with its form......Page 1172
Spell most words ending in the sound “seed” as -cede......Page 1173
M7-c Watch for words that are often spelled incorrectly because they sound like other words......Page 1174
M7-d Watch for words that are often misspelled......Page 1175
T1-a Select the correct article to use with a count noun......Page 1178
Use the before a singular or plural count noun when it refers to one or more specific things......Page 1179
Delete any article before a general noncount noun......Page 1180
Delete any article before most singular proper nouns......Page 1181
Change the verb in the main clause to the future and the verb in the conditional clause to the present to express future possibilities or predictions......Page 1183
T2-b Learn the meanings of idiomatic two- and three-word verbs used in English......Page 1184
T2-c Use the correct verb forms after helping verbs......Page 1185
T2-d Follow verbs with gerunds or infinitives......Page 1186
Change any incorrect prepositions so that in, on, and at convey location and time correctly......Page 1189
Change any incorrect prepositions to idiomatic usage......Page 1190
Delete other words that repeat grammatical functions......Page 1191
T5 Adjective Order......Page 1193
Change a participle to its past form (-ed) if it describes someone or something experiencing a situation......Page 1194
R1-b Sentence Units......Page 1195
R1-c Types of Simple Sentences......Page 1197
R1-d Combinations and Transformations......Page 1198
R2-a Parts of Speech......Page 1200
R2-b Dependent Clauses......Page 1215
R2-c Phrases......Page 1217
Glossary of Frequently Misused Words......Page 1221
Acknowledgments......Page 1230
Index......Page 1234
Index for Multilingual Writers......Page 1338
A Guide to Editing and Proofreading......Page 1342
Back Cover......Page 1346
