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