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| To the Instructor | |
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| Basic Principles of Effective Writing | |
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| An Introduction to Writing | |
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| Understanding Point and Support | |
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| An Overview: How the Book is Organized | |
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| Benefits of Paragraph Writing | |
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| Writing as a Skill | |
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| Writing as a Process of Discovery | |
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| Keeping a Journal | |
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| Using This Text | |
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| The Writing Process | |
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| COnsidering Purpose and Audience | |
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| Prewriting | |
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| Writing a First Draft | |
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| Revising | |
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| Editing | |
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| Review Activities | |
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| The First and Second Steps in Writing | |
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| Begin With a Point | |
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| Support the Point with Specific Evidence | |
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| Reinforcing Point and Support | |
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| The Importance of Specific Details | |
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| The Importance of Adequate Details | |
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| Practice in Making and Supporting a Point | |
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| The Third Step in Writing | |
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| Organize and Connect the Specific Evidence | |
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| Practice in Organizing and Connecting Specific Evidence | |
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| The Fourth Step in Writing | |
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| Write Clear, Error-Free Sentences | |
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| Revising Sentences | |
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| Editing Sentences | |
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| Practice in Revising Sentences | |
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| Four Bases for Revising Writing | |
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| Unity | |
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| Support | |
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| Coherence | |
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| Sentence Skills | |
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| Practice in Using the Four Bases | |
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| Paragraph Development | |
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| Introduction to Paragraph Development | |
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| Nine Patterns of Paragraph Development | |
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| Important Considerations in Paragraph Development | |
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| Using a Computer | |
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| Using Peer Review | |
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| Doing a Personal Review | |
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| Exemplification | |
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| Process | |
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| Cause and Effect | |
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| Comparison and Contrast | |
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| Definition | |
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| Division and Classification | |
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| Description | |
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| Narration | |
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| Argument | |
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| Additional Paragraph Assignments | |
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| Essay Development | |
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| Writing the Essay | |
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| What Is an Essay? | |
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| Important Points About the Essay | |
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| Essays to Consider | |
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| Planning the Essay | |
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| Practice in Writing the Essay | |
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| Essay Writing Assignments | |
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| Research Skills | |
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| Using the Library and the Internet | |
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| Writing a Research Paper | |
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| Handbook of Sentence Skills | |
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| Preview | |
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| Sentence-Skills Diagnostic Test | |
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| Grammar | |
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| Subjects and Verbs | |
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| Sentence Sense | |
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| Fragments | |
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| Run-Ons | |
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| Standard English Verbs | |
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| Irregular Verbs | |
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| Subject-Verb Agreement | |
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| Pronoun Agreement and Reference | |
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| Pronoun Types | |
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| Adjectives and Adverbs | |
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| Misplaced and Dangling Modifiers | |
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| Mechanics3 | |
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| Paper Format | |
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| Capital Letters | |
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| Numbers and Abbreviations | |
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| Punctuation | |
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| Apostrophe | |
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| Quotation Marks | |
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| Comma | |
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| Other Punctuation Marks | |
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| Word Use | |
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| Using the Dictionary | |
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| Improving Spelling | |
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| Vocabulary Development | |
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| Commonly Confused Words | |
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| Effective Word Choice | |
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| ESL Pointers | |
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| Practice | |
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| Combined Mastery Tests | |
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| Editing Tests | |
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| Sentence-Skills Achievement Test | |
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| Readings for Writers | |
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| Introduction to the Readings | |
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| "All the Good Things," | |
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| "Rowing the Bus," | |
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| "The Scholarship Jacket," | |
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| "Joe Davis: A Cool Man," | |
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| "The Fist, the Clay, and the Rock," | |
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| "What Good Familes Are Doing Right," | |
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| "Do It Better!" Ben Carson with Cecil Murphey | |
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| "Anxiety: Challenge by Another Name," | |
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| "Let's Really Reform Our Schools," | |
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| "How They Get You to Do That," | |
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| *"Managing Conflicts in Relationships," | |
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| "Extra Large, Please," | |
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| "The Most Hateful Words," | |
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| *"Group Pressure," | |
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| *"In the Beginning," | |
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| "From Father to Son, Last Words to Live by," | |
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| "A Drunken Ride, a Tragic Aftermath," | |
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| Reading Comprehension Chart | |
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| Appendix: Answers and Charts | |
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| Preview | |
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| Answers to Sentence Skills Diagnostic Test and Introductory Projects | |
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| Charts | |
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| Acknowledgments | |
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| Index | |