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| Strategies for Reading and Writing | |
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| The Reading-Writing Connection | |
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| Reading Analytically | |
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| Preview the Material | |
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| Read Thoughtfully | |
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| Review and Write for Retention | |
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| A Sample Marked Text | |
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| “School Is Bad for Children” | |
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| Writing in Response to Reading | |
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| Writing a Summary | |
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| “What John Holt Finds Wrong with Schools” | |
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| Sharing Personal Reactions and Associations | |
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| “School Was Bad for Me” | |
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| Evaluating an Author’s Ideas | |
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| Essays for Reading and Response | |
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| “Democracy” | |
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| “The Environmental Issue from Hell” | |
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| Analyzing Visual Content | |
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| Analyzing Advertisements | |
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| Analyzing Photographs | |
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| Analyzing Charts and Graphs | |
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| Getting Started | |
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| The Writing Process | |
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| Six Areas of the Writing Process | |
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| Choosing a Writing Topic | |
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| Pay Attention to the World around You | |
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| Freewrite | |
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| Fill in the Blanks | |
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| Narrow a Broad Topic | |
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| Freewrite | |
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| Write a List | |
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| Consider the Patterns of Development | |
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| Map Your Broad Topic | |
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| Anthony’s Essay in Progress: Discovering a Writing Topic | |
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| Establishing Your Purpose | |
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| Identifying and Assessing Your Audience | |
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| Anthony’s Essay in Progress: Establishing Purpose and Identifying and Assessing Audience | |
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| Discovering Ideas to Develop Your Topic | |
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| Freewrite | |
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| Write a List | |
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| Answer Questions | |
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| Write a Map | |
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| Write a Letter | |
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| Investigate Sources | |
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| Keep a Journal | |
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| Working Collaboratively: Discovering Ideas | |
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| Prewriting at the Computer | |
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| Process Guidelines: Breaking Through Writer’s Block | |
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| Developing a Preliminary Thesis | |
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| The Qualities of an Effective Thesis | |
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| Process Guidelines: How to Draft Your Preliminary Thesis | |
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| Process Guidelines: The Sequence of Your Writing Process | |
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| Anthony’s Essay in Progress: Discovering Ideas and Developing a Preliminary Thesis | |
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| Writing Assignment | |
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| Organizing and Drafting | |
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| Process Guidelines: Evaluating Your Ideas | |
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| Ordering Your Ideas | |
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| Chronological Order | |
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| Spatial Order | |
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| Progressive Order | |
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| Outlining | |
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| The Formal Outline | |
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| Outline Cards | |
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| The Outline Worksheet | |
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| The Outline Tree | |
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| The Scratch Outline | |
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| Process Guidelines: Outlining | |
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| Anthony’s Essay in Progress: Outlining | |
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| Writing Your First Draft | |
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| Structuring Your Essay | |
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| Learning from Other Writers: Student Essay | |
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| Marcie Katz Banning Alcohol on College Campuses | |
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| The Introduction | |
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| Process Guidelines: Drafting Introductions | |
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| Body Paragraphs | |
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| Qualities of an Effective Topic Sentence | |
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| Placement of the Topic Sentence | |
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| The Implied Topic Sentence | |
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| Qualities of an Effective Supporting Details | |
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| When to Begin a New Paragraph | |
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| Process Guidelines: Drafting Body Paragraphs | |
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| The Conclusion | |
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| Process Guidelines: Drafting Conclusions | |
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| Drafting the Title of Your Essay | |
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| Anthony’s Essay in Progress: The First Draft | |
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| Writing Assignment | |
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| Revising for Content and Organization | |
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| Process Guidelines: Preparing to Revise | |
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| Think like a Critic; Work like an Editor: Revising Content | |
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| Think like a Critic; Work like an Editor: Revising Organization | |
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| Achieving Coherence | |
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| Use Transitions to Achieve Coherence | |
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| Use Repetition to Achieve Coherence | |
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| Use Transitions and Repetition to Achieve Coherence between Paragraphs | |
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| Working Collaboratively: Revising with Reader Response | |
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| Process Guidelines: Revising with Reader Response | |
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| Process Guidelines: Breaking through Writer’s Block | |
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| Revising at the Computer | |
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| Anthony’s Essay in Progress: Revising the First Draft | |
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| Revising for Effective Expression | |
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| Think like a Critic; Work like an Editor: Revising Sentences | |
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| Use Active Voice | |
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| Use Coordination | |
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| Use Subordination | |
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| Achieve Sentence Variety | |
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| Use Parallel Structure | |
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| Think like a Critic; Work like an Editor: Revising Diction | |
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| Use an Appropriate Level of Diction | |
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| Use Words with an Appropriate Connotation | |
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| Avoid Colloquial Language | |
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| Use Specific Diction | |
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| Use Simple Diction | |
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| Use Gender-Neutral, Inoffensive Language | |
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| Eliminate Wordiness | |
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| Avoid Clich�s | |
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| Process Guidelines: Revising Sentences and Words | |
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| Computer Tips for Revising Sentences and Words | |
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| Anthony’s Essay in Progress: The Final Draft | |
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| Patterns of Development | |
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| Description | |
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| Why Is Description Important? | |
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| Occasions for Writing: Description across the Disciplines and Beyond | |
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| Combining Description with Other Patterns | |
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| Selecting Detail | |
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| Focus Your Description with a Dominant Impression | |
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| Determine Your Need for Objective and Subjective Description | |
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| Use Concrete Sensory Detail | |
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| Use Similes, Metaphors, and Personification | |
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| Consider Your Purpose and Audience | |
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| Be a Responsible Writer | |
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| Organizing Description | |
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| Visualizing a Descriptive Essay | |
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| Learning from Other Writers: Student Essays | |
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| “A Day at the Fair” | |
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| “My First Flight” | |
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| Think like a Critic; Work like an Editor: The Student Writer at Work | |
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| Learning from Other Writers: Professional Essays | |
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| “The Sounds of the City” | |
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| “Anguished Cries in a Place of Silence” | |
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| Combining Patterns of Development | |
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| “Where Nothing Says Everything” | |
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| Organization Note: Short Paragraphs | |
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| Description in an Image | |
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| Suggestions for Writing | |
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| Process Guidelines: Writing Description | |
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| Narration | |
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| Why Is Narration Important? | |
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| Occasions for Writing: Narration across the Disciplines and Beyoe | |
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| Combining Narration with Other Patterns | |
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| Selecting Detail | |
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| Answer the Journalist’s Questions | |
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| Write Dialogue | |
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| Describe a Person, Place, or Scene | |
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| Tell Your Story for a Reason | |
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| Consider Your Purpose and Audience | |
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| Be a Responsible Writer | |
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| Using Sources for a Purpose | |
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| Organizing Narration | |
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| Visualizing a Narrative Essay | |
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| Learning from Other Writers: Student Essays | |
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| “The Ball Game” | |
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| “The Great Buffalo Hunt” | |
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| Think like a Critic; Work like an Editor: The Student Writer at Work | |
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| Learning from Other Writers: Professional Essays | |
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| “The Girl in Gift Wrap” | |
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| “The Boys” | |
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| Combining Patterns of Development | |
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| “The Telephone” | |
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| Punctuation Note: Parentheses | |
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| Narration in an Image | |
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| Suggestions for Writing | |
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| Process Guidelines: Writing Narration | |
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| Exemplification | |
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| Why Is Exemplification Important? | |
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| Occasions for Writing: Exemplification across the Disciplines and Beyond | |
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| Combining Exemplification with Other Patterns | |
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| Selecting Detail | |
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| Consider Examples from a Variety of Sources | |
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| Use Description and Narration as Examples | |
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| Use Hypothetical Examples | |
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| Use the Right Number of Examples | |
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| Consider Your Purpose and Audience | |
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| Be a Responsible Writer | |
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| Organizing Exemplification | |
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| Visualizing an Exemplification Essay | |
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| Learning from Other Writers: Student Essays | |
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| “Ocean of Tears” | |
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| “Let’s Just Ban Everything” | |
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| Student Essay with Research | |
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| “Media Stereotyping of Muslims as | |
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| Terrorists” Think like a Critic; Work like an Editor: The Student Writer at Work | |
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| Learning from Other Writers: Professional Essays | |
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| “Darkness at Noon” | |
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| “Shoddy Service” | |
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| Combining Patterns of Development | |
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| “Speech Codes: Alive and Well at Colleges” | |
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| Style Note: Sarcasm | |
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| Exemplification in anl Image | |
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| Suggestions for Writing | |
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| Process Guidelines: Writing Exemplification | |
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| Process Analysis | |
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| Why Is Process Analysis Important? | |
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| Occasions for Writing: Process Analysis across the Disciplines and Beyond | |
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| Combining Process Analysis with Other Patterns | |
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| Selecting Detail | |
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| Include All the Important Steps | |
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| Explain How a Step is Performed | |
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| Explain the Significance of a Step or Why It Is Performed | |
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| Explain Trouble Spots and What Not to Do | |
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| Mention Necessary Items and Define Unfamiliar Terms | |
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| Include Examples and Description | |
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| Use Visuals | |
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| Consider Your Purpose and Audience | |
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| Be a Responsible Writer | |
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| Organizing a Process Analysis | |
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| Visualizing a Process Analysis Essay | |
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| Learning from Other Writers: Student Essays | |
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| “A Visit to Candyland” | |
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| “Feng Shui in the Bedroom and Workplace” | |
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| Think like a Critic; Work like an Editor: The Student Writer at Work | |
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| Learning from Other Writers: Professional Essays | |
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| “How to Take a Job Interview” | |
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| “Wicked Wind” | |
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| Combining Patterns of Development | |
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| “Annie Smith Swept Here” | |
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| Sthle Note: Point of View | |
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| Process Analysis in an Image | |
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| Suggestions for Writing | |
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| Process Guidelines: Writing Process Analysis | |
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| Comparison-Contrast | |
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| Why Is Comparison-Contrast Important? | |
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| Occasions for Writing: Comparison-Contrast across the Disciplines and Beyond | |
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| Combining Comparison-Contrast with Other Patterns | |
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| Selecting Detail | |
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| Include Enough Points of Comparison and Contrast | |
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| Draw on Other Patterns to Explain Points of Comparison and Contrast | |
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| Maintain Balance between the Points Discussed | |
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| Consider Your Audience and Purpose | |
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| Be a Responsible Writer | |
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| Organizing Comparison-Contrast | |
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| Visualizing a Comparison-Contrast Essay | |
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| Learning from Other Writers: Student Essays | |
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| “The Human and the Superhuman: Two Very Different Heroes” | |
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| “Like Mother like Daughter” | |
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| Think like a Critic; Work like an Editor: The Student Writer at Work | |
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| Learning from Other Writers: Professional Essays | |
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| “A Fable for Tomorrow” | |
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| “That Lean and Hungry Look” | |
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| Combining Patterns of Development | |
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| “This Is Your Nation on Steroids” | |
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| Development Note: Dialogue | |
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| Comparison-Contrast in anImage | |
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| Suggestions for Writing | |
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| Process Guidelines: Writing Comparison-Contrast | |
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| Cause-and-Effect Analysis | |
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| Why Is Cause-and-Effect Analysis Important? | |
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| Occasions for Writing: Cause-and-Effect Analysis across the Disciplines and Beyond | |
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| Combining Cause-and-Effect Analysis with Other Patterns | |
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| Selecting Detail | |
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| Report Multiple Causes and Effects | |
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| Identify Underlying Causes and Effects | |
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| Prove That Something Is a Cause or Effect | |
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| Identify Immediate and Remote Causes | |
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| Reproduce Causal Chains | |
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| Explain Why Something Is or Is Not a Cause or an Effect | |
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| Consider Your Audience and Purpose | |
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| Be a Responsible Writer | |
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| Organizing Cause-and-Effect Analysis | |
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| Visualizing Cause-and-Effect Analysis | |
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| Learning from Other Writers: Student Essays | |
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| “Mom, There’s a Coyote in the Backyard!” | |
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| “Athletes on Drugs: It’s Not So Hard to Understand” | |
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| Think like a Critic; Work like an Editor: The Student Writer at Work | |
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| Learning from Other Writers: Professional Essays | |
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| “Why Marriages Fail” | |
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| “It’s Not Just How We Play That Matters” | |
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| Combining Patterns of Development | |
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| “Our Schedules, Ourselves” | |
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| Diction Note: Specific Diction | |
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| Cause-and-Effect Analysis in an Image | |
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| Suggestions for Writing | |
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| Process Guidelines: Writing Cause-and-Effect Analysis | |
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| Definition | |
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| Why Is Definition Important? | |
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| Occasions for Writing: Definition across the Disciplines and Beyond | |
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| Combining Definition with Other Patterns | |
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| Selecting Detail | |
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| Write a Stipulative Definition | |
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| Draw on Other Patterns of Development | |
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| Compare or Contrast the Term with Related Words | |
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| Explain What Your Term Is Not | |
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| Consider Your Audience and Purpose | |
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| Be a Responsible Writer | |
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| Organizing Definition | |
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| Visualizing a Definition Essay | |
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| Learning from Other Writers: Student Essays | |
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| “Parenthood: Don’t Count on Sleeping until They Move Out” | |
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| “What Is Writer’s Block” | |
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| Think like a Critic; Work like an Editor: The Student Writer at Work | |
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| Learning from Other Writers: Professional Essays | |
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| “Hero Inflation” | |
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| “My Way!” | |
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| Combining Patterns of Development | |
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| “The Pajama Game” | |
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| Development Note: Questions | |
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| Definition in an Image | |
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| Suggestions for Writing | |
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| Process Guidelines for Writing Definition | |
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| Classification and Division | |
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| Why Are Classification and Division Important? | |
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| Occasions for Writing: Definition across the Disciplines and Beyond | |
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| Combining Classification and Division with Other Patterns | |
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| Selecting Detail | |
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| Have a Principle of Classification or Division | |
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| Be Sure All Categories or Components Conform to Your Principle of Classification or Division | |
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| Use Mutually Exclusive Categories | |
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| Explain Each Category or Component | |
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| Consider Your Audience and Purpose | |
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| Be a Responsible Writer | |
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| Organizing Classification and Division | |
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| Visualizing Classification and Division | |
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| Learning from Other Writers: Student Essays | |
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| “Grocery Shoppers” | |
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| “Horror Movies” | |
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| Think like a Critic; Work like an Editor: The Student Writer at Work | |
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| Learning from Other Writers: Professional Essays | |
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| “The Plot Against People” | |
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| “The Truth about Lying” | |
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| “Growing Up Asian in America” | |
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| Combining Patterns of Development | |
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| “The Ways of Meeting Oppression” | |
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| Punctuation Note: The Dash | |
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| Division in an Image | |
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| Suggestions for Writing | |
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| Process Guidelines: Writing Classification and Division | |
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| Combining Patterns of Development | |
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| Why Is Combining Patterns Important? | |
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| Occasions for Writing: Combining Patterns across the Disciplines and Beyond | |
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| Combining Classification and Division with Other Patterns | |
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| Selecting and Organizing Detail | |
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| Learning from Another Writer: A Student Essay | |
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| “The Many Ways to Watch a Show” | |
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| Learning from Other Writers: Professional Essays | |
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| “Hold the Mayonnaise” | |
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| “Juvenile Injustice” | |
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| “Boy Brains, Girl Brains” | |
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| Development Note: Quoting Authorities | |
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| Combining Patterns in an Image | |
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| Suggestions for Writing | |
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| Process Guidelines: Combining Patterns | |
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| Using the Patterns of Development | |
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| Argumentation | |
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| Why Is Argumentation Important? | |
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| Occasions for Writing: Argumentation across the Disciplines and Beyond | |
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| Finding an Issue and Establishing Your Claim | |
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| Consider Your Audience and Purpose | |
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| Kinds of Support | |
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| Logical Appeals | |
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| Sources of Reasons and Evidence | |
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| Inductive and Deductive Reasoning | |
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| Avoiding Logical Fallacies | |
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| Emotional Appeals | |
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| Ethical Appeals | |
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| Raising and Countering Objections | |
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| Creating Goodwill | |
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| Using the Patterns of Development | |
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| Be a Responsible Writer | |
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| Organizing an Argument Essay | |
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| Visualizing an Argument Essay | |
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| Learning from Other Writers: Student Essays | |
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| “It’s Just Too Easy” | |
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| “What’s for Lunch? Fast Food in the Public Schools" | |
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| Student Essay with Research | |
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| “Should Obscene Art Be Funded by the Government?” | |
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| Think like a Critic; Work like an Editor: The Student Writer at Work | |
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| Learning from Other Writers: Professional Essays | |
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| “Why I Dread Black History Month” | |
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| “Torture’s Terrible Toll” | |
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| “The Case for Torture Warrants” | |
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| Style Note: Emphasis | |
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| Argumentation in an Image | |
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| Suggestions for Writing | |
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| Process Guidelines: Writing Argumentation | |
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| Conducting Research | |
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| When to Research | |
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| The Research Process | |
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| Choose a Broad Research Paper Topic | |
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| Narrow Your Topic | |
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| Understand Your Purpose | |
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| Understand the Terms of the Assignment | |
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| Use Strategies for Narrowing a Topic | |
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| Skim Source Materials | |
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| Draft a Preliminary Thesis | |
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| Locate Sources | |
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| Consider the Kind of Information You Need | |
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| Use the Catalog to Locate Books | |
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| Use Reference Works | |
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| Use Indexes to Locate Periodical Material | |
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| Search the Internet | |
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| Do Field Research | |
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| Compile a Working Bibliography | |
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| Evaluate Your Sources | |
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| Take Notes | |
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| Reconsider Your Preliminary Thesis | |
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| Outline | |
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| Write Your First Draft | |
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| Document Source Material | |
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| What to Document | |
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| How To Document Source Material | |
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| Introducing Source Material | |
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| Writing Parenthetical Text Citations | |
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| Writing the Works Cited Page* | |
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| Using APA Documentation | |
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| How to Avoid Plagiarism | |
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| Learning from Other Writers: A Student Research Paper | |
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| “Genetically Modified Food: Watching What We Eat” | |
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| Writing with Sources and Using Proper Documentation | |
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| Outlining | |
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| Writing Your First Draft | |
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| Plagiarism | |
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| Being a Responsible Writer | |
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| Documenting Source Material | |
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| Revising and Editing Your Research Paper | |
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| Learning from Other Writers: A Student Research Paper | |
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| "Genetically Modified Food: Watching What We Eat" | |
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| Assessment: Assembling a Writing Portfolio and Writing Essay Examination Answers | |
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| The Writing Portfolio | |
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| The Purposes of a Writing Portfolio | |
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| How To Assemble Your Portfolio | |
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| What to Include in a Self-Reflection Essay | |
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| Essay Examination Answers | |
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| Process Guidelines: Writing Essay Examination Answers | |
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| Strategies for Reducing Anxiety | |
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| A Sample Essay Examination Answer | |
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| Writing about Literature | |
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| How to Read Literature | |
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| How to Write about Literature | |
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| Learning from Other Writers: A Student Essay with Research | |
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| “Symbol and Theme in ‘Coca Cola and Coca Frio’" | |
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| A Short Story and Poem for Response | |
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| “The Open Window” | |
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| “A Gathering of Deafs” | |
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| A Guide to Frequently Occurring Errors | |
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| Word Choice | |
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| Troublesome Phrasings | |
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| Phrasings That Announce Your Intent | |
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| Unnecessary or Faulty Modifiers | |
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| Faulty Synonyms Etc. | |
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| Faulty Grammar and Usage | |
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| ESL Note: Idioms | |
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| Double Negatives (dn) | |
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| Frequently Confused Words | |
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| Sentence Fragments | |
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| Finding Sentence Fragments | |
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| Correcting Sentence Fragments | |
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| ESL Note: The Past Participe and Passive Voice | |
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| Run-On Sentences and Comma Splices | |
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| Finding Run-on Sentences and Comma Splices | |
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| Correcting Run-on Sentences and Comma Splices | |
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| ESL Note: Commas and Main Clauses | |
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| Verbs | |
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| Verb Forms: Regular and Irregular Verbs | |
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| ESL Note: Incorrect Use of -D and -ED Endings | |
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| ESL Note: Use of Am with the Present Participle | |
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| Irregular Verb Forms | |
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| Verb Forms: Be | |
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| ESL Note: Use of Has and Have with Been -S and -ES Forms -D and ED Forms | |
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| Subject-Verb Agreement | |
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| Compound Subjects | |
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| Subject and Verb Separated | |
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| Inverted Order | |
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| Indefinite Pronouns | |
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| Collective Nouns | |
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| Relative Pronouns | |
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| ESL Note: Singular Verbs and Noncount Nouns | |
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| Tense Shifts | |
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| Voice Shifts | |
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| Pronouns | |
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| Pronoun-Antecedent Agreement | |
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| Compound Subjects | |
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| Collective Nouns | |
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| Indefinite Pronouns | |
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| Gender-Neutral Pronouns | |
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| Pronoun Reference | |
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| Ambiguous Reference | |
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| Unstated Reference | |
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| Person Shifts | |
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| Reflexive and Intensive Pronouns | |
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| Pronoun Case | |
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| Pronouns in Compounds | |
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| Pronouns after Forms of To Be | |
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| Pronouns in Comparisons | |
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| Pronouns Followed by Nouns | |
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| Who, Whoever, Whom, and Whomever | |
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| ESL Note: Pronoun Reference and Who, Whom, Which, or That | |
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| Modifiers | |
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| Adjectives and Adverbs | |
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| Comparative and Superlative Forms of Adjectives and Adverbs | |
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| ESL Note: A, An, and The | |
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| Dangling Modifiers | |
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| Misplaced Modifiers | |
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| Punctuation | |
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| The Comma | |
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| Commas with Items in a Series | |
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| Commas with Introductory Elements | |
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| Commas to Set Off Nouns of Direct Address | |
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| Commas with Nonessential Elements | |
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| Commas with Interrupters | |
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| Commas with Main Clauses | |
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| Commas between Coordinate Modifiers, Commas for Clarity, and Commas to Separate Contrasting Elements | |
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| When Not to Use a Comma | |
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| The Semicolon | |
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| The Colon | |
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| The Dash | |
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| Parentheses | |
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| The Apostrophe | |
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| The Apostrophe to Show Possession | |
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| The Apostrophe to Indicate Missing Letters or Numbers and for | |
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| Some Plurals | |
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| ESL Note: Its and It’s | |
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| Quotation Marks | |
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| The Ellipsis Mark | |
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| Brackets | |
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| Italics and Underlining | |
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| Capitalization, Spelling, Abbreviations, and Numbers | |
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| Capitalization | |
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| ESL Note: Capitalization | |
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| Spelling | |
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| ESL Note: Spelling | |
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| The Hyphen | |
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| Abbreviations and Numbers | |
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| Appendix: The Parts of Speech | |
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| Revising and Editing Reference Guide | |
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| Revising and Editing Symbols | |