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| The Writing Process | |
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| Planning | |
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| Analyzing the writing task | |
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| Choosing a subject | |
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| Focusing on a topic | |
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| Generating ideas and collecting information | |
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| Determining your purpose for writing | |
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| Establishing a thesis statement | |
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| Analyzing your audience | |
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| Making an outline | |
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| Writing a Draft | |
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| Choosing a good title | |
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| Writing the body of your composition | |
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| Writing the beginning and ending | |
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| Revising | |
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| Revising the largest elements first | |
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| Revising your sentences and diction | |
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| Conducting peer conferences | |
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| Editing | |
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| Editing for grammar, punctuation, and mechanics | |
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| Preparing the final copy | |
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| Proofreading the final copy | |
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| STUDENT SAMPLE: Annotated Student Essay | |
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| Designing a document | |
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| Understanding the principals of design | |
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| Understanding the elements of design | |
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| Using visuals | |
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| Formatting academic manuscript | |
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| Writing in College and Beyond | |
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| Academic writing | |
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| Study skills | |
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| Time management | |
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| Note-taking in class | |
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| Reading effectively | |
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| Essay examinations | |
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| Critical thinking and active reading | |
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| Writing arguments | |
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| Understanding the elements of argument | |
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| Making appropriate appeals | |
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| Considering your audience | |
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| Refuting the opposition�s argument | |
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| STUDENT SAMPLE: An ANNOTATED ARGUMENT ESSAY | |
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| Online writing | |
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| E-communications | |
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| Composing online | |
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| Oral presentations | |
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| Outlining | |
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| Preparing and practicing | |
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| Using visuals | |
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| Public writing | |
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| Business letters | |
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| Resumes | |
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| Memos | |
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| Letters to the editor | |
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| Paragraphs | |
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| Unity | |
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| Writing a topic sentence | |
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| Relating all sentences to the controlling idea | |
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| Development | |
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| Developing paragraphs fully | |
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| Using the strategy implied in your topic sentence to develop your paragraph | |
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| Coherence | |
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| Arranging sentences in the most effective order | |
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| Using transitional words and phrases | |
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| Repeating key words and phrases | |
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| Using parallel structure | |
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| Using transitions to link paragraphs | |
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| Beginnings and endings | |
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| Sentence Clarity and Style | |
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| Parallelism | |
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| Use parallel constructions with coordinating conjunctions (and, but, or, nor, for, yet, so) | |
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| Use parallel constructions with correlative conjunctions (either/or,neither/nor,not only/but also,both/and,whether/or) | |
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| Use parallel constructions in comparisons withthanoras | |
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| Misplaced and Dangling Modifiers | |
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| Place modifiers where they will be most effective | |
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| Connect a dangling modifier to the main part of the sentence | |
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| Shifts | |
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| Use pronouns that are consistent in person and number | |
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| Maintain the same verb tense | |
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| Maintain the same mood | |
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| Keep subject and voice consistent | |
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| Avoid unnecessary shifts from direct to indirect quotation | |
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| Keep tone and style consistent | |
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| Maintain the same point of view | |
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| Unified and Logical Sentences | |
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| Use only relevant details | |
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| Avoid mixed or illogical constructions | |
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| Subordination and Coordination | |
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| Use subordination to group short, choppy sentences into larger units of thought | |
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| Do not subordinate excessively | |
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| Use coordination to put ideas of equal importance in grammatical structures of equal weight | |
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| Emphasis | |
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| Achieve emphasis by placing the most important words and phrases at the beginning or end of a sentence | |
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| Place ideas that occur in a series in a logical and climactic order | |
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| Use the active rather than the passive voice | |
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| Repeat important words for emphasis | |
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| Occasionally use a short, dramatic sentence | |
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| Achieve emphasis by using periodic sentences | |
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| Achieve emphasis by using balanced constructions | |
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| Sentence Variety | |
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| Avoid the overuse of short simple sentences | |
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| Vary your sentence openings | |
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| Do not overuse compound sentences | |
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| Word Choice | |
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| Eliminating Clutter | |
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| Focus on subjects and verbs | |
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| Eliminate redundancies | |
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| Delete empty words and phrases | |
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| Reduce inflated expressions to their core meanings | |
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| Convert clauses to phrases | |
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| Exactness | |
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| Choose words that accurately denote what you want to say | |
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| Choose words whose connotations suit your purpose | |
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| Use specific and concrete words | |
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| Use idioms correctly | |
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| Use figurative language | |
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| Replace clich�s with fresh language | |
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| Appropriateness | |
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| Choose an appropriate degree of formality | |
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| Use standard English | |
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| Avoid pretentious language | |
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| Use technical language only where appropriate | |
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| Avoid vogue words | |
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| Bias in Writing | |
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| The Dictionary | |
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| The Thesaurus | |
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| Sentence Parts and Patterns | |
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| Grammar Essentials | |
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| Parts of Speech | |
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| Parts of Sentences | |
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| Phrases | |
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| Clauses | |
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| Types of Sentences | |
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| Subject-Verb Agreement | |
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| To choose the correct verb form, identify the subject of the sentence | |
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| Use a plural verb with most compound subjects joined byand | |
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| With subjects joined byorornor, make the verb agree with the subject that is closest to it | |
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| Treat most collective nouns as singular | |
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| The relative pronounswho,which, andthattake verbs that agree with their antecedents | |
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| Treat most indefinite pronouns as singular | |
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| Make the verb agree with the subject even when the subject comes after the verb | |
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| Make a verb agree with its subject, not with a subject complement | |
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| Use a singular verb with most singular nouns ending in �s | |
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| When the title of a work is the subject of a sentence, use a singular verb | |
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| When a word used as a word is the subject, use a singular verb | |
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| 1l When the subject of a sentence is a noun clause, use a singular verb | |
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| Verbs: Form, Tense, Mood, and Voice | |
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| Use the principal parts of irregular verbs correctly | |
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| Uselayandlieandsetandsitcorrectly | |
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| Use the correct verb tense to convey your meaning | |
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| Use sequences of tense forms that are logically related | |
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| Use verbs in the correct mood | |
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| Use the active voice | |
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| Pronoun Problems | |
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| A pronoun must agree with its antecedent in gender, number, and person | |
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| Be sure a pronoun�s antecedent is clear | |
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| Punctuation | |
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| Mechanics | |
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| APA Style Documentation and Format | |
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| CMS Documentation Format / CSE Documentation Format | |
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| ESL Basics | |