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| The Reading Process | |
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| Becoming a Strong Reader | |
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| Stage 1: Get an Overview of the Selection | |
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| Stage 2: Deepen Your Sense of the Selection | |
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| Stage 3: Evaluate the Selection | |
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| A Model Annotated Reading | |
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| Assessing Visuals in a Reading | |
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| Assessing an Image: An Example | |
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| Assessing a Graph: An Example | |
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| Ellen Goodman, "Family Counterculture" | |
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| The Writing Process | |
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| Getting Started Through Prewriting | |
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| Use Prewriting to Get Started | |
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| Keep a Journal | |
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| The Pre-Reading Journal Entry | |
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| Understand the Boundaries of the Assignment | |
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| Determine Your Purpose, Audience, Tone, and Point of View | |
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| Discover Your Essay's Limited Subject | |
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| Generate Raw Material About Your Limited Subject | |
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| Organize the Raw Material | |
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| Activities: Getting Started Through Prewriting | |
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| Identifying a Thesis | |
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| What Is a Thesis? | |
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| Finding a Thesis | |
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| Writing an Effective Thesis | |
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| Tone and Point of View | |
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| Implied Pattern of Development | |
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| Including a Plan of Development | |
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| Don't Write a Highly Opinionated Statement | |
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| Don't Make an Announcement | |
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| Don't Make a Factual Statement | |
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| Don't Make a Broad Statement | |
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| Arriving at an Effective Thesis | |
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| Placing the Thesis in an Essay | |
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| Activities: Identifying a Thesis | |
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| Supporting the Thesis with Evidence | |
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| What Is Evidence? | |
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| How Do You Find Evidence? | |
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| How the Patterns of Development Help Generate Evidence | |
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| Characteristics of Evidence | |
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| The Evidence Is Relevant and Unified | |
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| The Evidence Is Specific | |
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| The Evidence Is Adequate | |
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| The Evidence Is Dramatic | |
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| The Evidence Is Accurate | |
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| The Evidence Is Representative | |
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| Borrowed Evidence Is Documented | |
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| Activities: Supporting the Thesis with Evidence | |
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| Organizing the Evidence | |
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| Use the Patterns of Development | |
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| Select an Organizational Approach | |
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| Chronological Approach | |
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| Spatial Approach | |
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| Emphatic Approach | |
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| Simple-to-Complex Approach | |
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| Prepare an Outline | |
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| Activities: Organizing the Evidence | |
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| Writing the Paragraphs in the First Draft | |
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| How to Move from Outline to First Draft | |
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| General Suggestions on How to Proceed | |
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| If You Get Bogged Down | |
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| A Suggested Sequence for Writing the First Draft | |
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| Write the Supporting Paragraphs | |
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| Write Other Paragraphs in the Essay's Body | |
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| Write the Introduction | |
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| Write the Conclusion | |
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| Write the Title | |
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| Pulling It All Together | |
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| Sample First Draft | |
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| Harriet Davids, "Challenges for Today's Parents" | |
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| Commentary | |
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| Activities: Writing the Paragraphs in the First Draft | |
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| Revising Overall Meaning, Structure, and Paragraph Development | |
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| Five Strategies to Make Revision Easier | |
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| Set Your First Draft Aside for a While | |
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| Work from Printed Text | |
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| Read the Draft Aloud | |
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| |
| View Revision as a Series of Steps | |
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| |
| Evaluate and Respond to Instructor Feedback | |
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| Peer Review: An Additional Revision Strategy | |
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| Evaluate and Respond to Peer Review | |
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| Revising Overall Meaning and Structure | |
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| Revising Paragraph Development | |
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| Sample Student Revision of Overall Meaning, Structure, and Paragraph Development | |
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| Activities: Revising Overall Meaning, Structure, and Paragraph Development | |
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| Revising Sentences and Words | |
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| Revising Sentences | |
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| Make Sentences Consistent with Your Tone | |
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| Make Sentences Economical | |
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| Vary Sentence Type | |
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| Vary Sentence Length | |
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| Make Sentences Emphatic | |
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| Revising Words | |
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| Make Words Consistent with Your Tone | |
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| Use an Appropriate Level of Diction | |
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| Avoid Words That Overstate or Understate | |
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| Select Words with Appropriate Connotations | |
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| |
| Use Specific Rather Than General Words | |
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| Use Strong Verbs | |
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| Delete Unnecessary Adverbs | |
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| Use Original Figures of Speech | |
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| |
| Avoid Sexist Language | |
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| |
| Sample Student Revision of Sentences and Words | |
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| Activities: Revising Sentences and Words | |
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| Editing and Proofreading | |
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| |
| Edit Carefully | |
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| |
| Use the Appropriate Manuscript Format | |
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| Proofread Closely | |
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| |
| Student Essay: From Prewriting Through Proofreading | |
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| |
| Harriet Davids, "Challenges for Today's Parents" | |
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| Commentary | |
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| Activities: Editing and Proofreading | |
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| |
| The Patterns of Development | |
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| Description | |
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| |
| What Is Description? | |
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| |
| How Description Fits Your Purpose and Audience | |
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| |
| Prewriting Strategies | |
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| Strategies for Using Description in an Essay | |
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| Revision Strategies | |
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| |
| Student Essay: From Prewriting Through Revision | |
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| |
| Marie Martinez, "Salt Marsh" | |
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| Commentary | |
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| |
| Activities: Description | |
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| |
| Prewriting Activities | |
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| Revising Activities | |
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| |
| Professional Selections: Description | |
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| |
| Maya Angelou, "Sister Flowers" | |
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| |
| David Helvarg, "The Storm this Time" | |
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| |
| Gordon Parks, "Flavio's Home" | |
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| |
| Additional Writing Topics: Description | |
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| |
| Narration | |
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| |
| What Is Narration? | |
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| |
| How Narration Fits Your Purpose and Audience | |
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| |
| Prewriting Strategies | |
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| Strategies for Using Narration in an Essay | |
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| |
| Revision Strategies | |
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| |
| Student Essay: From Prewriting Through Revision | |
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| |
| Paul Monahan, "If Only" | |
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| |
| Commentary | |
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| |
| Activities: Narration | |
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| |
| Prewriting Activities | |
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| Revising Activities | |
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| |
| Professional Selections: Narration | |
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| |
| Audre Lorde, "The Fourth of July" | |
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| |
| George Orwell, "Shooting an Elephant" | |
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| |
| Joan Murray, "Someone's Mother" | |
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| |
| Additional Writing Topics: Narration | |
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| |
| |
| Illustration | |
| |
| |
| What Is Illustration? | |
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| |
| How Illustration Fits Your Purpose and Audience | |
| |
| |
| Prewriting Strategies | |
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| |
| Strategies for Using Illustration in an Essay | |
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| |
| Revision Strategies | |
| |
| |
| Student Essay: From Prewriting Through Revision | |
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| |
| Michael Pagano, "Pursuit of Possessions" | |
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| |
| Commentary | |
| |
| |
| Activities: Illustration | |
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| |
| Prewriting Activities | |
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| |
| Revising Activities | |
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| |
| Professional Selections: Illustration | |
| |
| |
| Kay S. Hymowitz, "Tweens: Ten Going on Sixteen" | |
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| |
| Beth Johnson, "Bombs Bursting in Air" | |
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| |
| Eric G. Wilson, "The Miracle of Melancholia" | |
| |
| |
| Additional Writing Topics: Illustration | |
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| |
| |
| Division-Classification | |
| |
| |
| What Is Division-Classification? | |
| |
| |
| How Division-Classification Fits Your Purpose and Audience | |
| |
| |
| Prewriting Strategies | |
| |
| |
| Strategies for Using Division-Classification in an Essay | |
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| |
| Revision Strategies | |
| |
| |
| Student Essay: From Prewriting Through Revision | |
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| |
| Gail Oremland, "The Truth about College Teachers" | |
| |
| |
| Commentary | |
| |
| |
| Activities: Division-Classification | |
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| |
| Prewriting Activities | |
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| |
| Revising Activities | |
| |
| |
| Professional Selections: Division-Classification | |
| |
| |
| Ann McClintock, "Propaganda Techniques in Today's Advertising" | |
| |
| |
| Scott Russell Sanders, "The Men We Carry in Our Minds" | |
| |
| |
| Marion Winik, "What Are Friends For?" | |
| |
| |
| Additional Writing Topics: Division-Classification | |
| |
| |
| |
| Process Analysis | |
| |
| |
| What Is Process Analysis? | |
| |
| |
| How Process Analysis Fits Your Purpose and Audience | |
| |
| |
| Prewriting Strategies | |
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| |
| Strategies for Using Process Analysis in an Essay | |
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| |
| Revision Strategies | |
| |
| |
| Student Essay: From Prewriting Through Revision | |
| |
| |
| Robert Barry, "Becoming a Recordoholic" | |
| |
| |
| Commentary | |
| |
| |
| Activities: Process Analysis | |
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| |
| Prewriting Activities | |
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| |
| Revising Activities | |
| |
| |
| Professional Selections: Process Analysis | |
| |
| |
| Clifford Stoll, "Cyberschool" | |
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| |
| Amy Sutherland, "What Shame Taught Me About a Happy Marriage" | |
| |
| |
| David Shipley, "Talk About Editing" | |
| |
| |
| Additional Writing Topics: Process Analysis | |
| |
| |
| |
| Comparison-Contrast | |
| |
| |
| What Is Comparison-Contrast? | |
| |
| |
| How Comparison-Contrast Fits Your Purpose and Audience | |
| |
| |
| Prewriting Strategies | |
| |
| |
| Strategies for Using Comparison-Contrast in an Essay | |
| |
| |
| Revision Strategies | |
| |
| |
| Student Essay: From Prewriting Through Revision | |
| |
| |
| Carol Siskin, "The Virtues of Growing Older" | |
| |
| |
| Commentary | |
| |
| |
| Activities: Comparison-Contrast | |
| |
| |
| Prewriting Activities | |
| |
| |
| Revising Activities | |
| |
| |
| Professional Selections: Comparison-Contrast | |
| |
| |
| Eric Weiner, "Euromail and Amerimail" | |
| |
| |
| Patricia Cohen, "Reality TV: Surprising Throwback to the Past?" | |
| |
| |
| Alex Wright, "Friending, Ancient or Otherwise" | |
| |
| |
| Additional Writing Topics: Comparison-Contrast | |
| |
| |
| |
| Cause-Effect | |
| |
| |
| What Is Cause-Effect? | |
| |
| |
| How Cause-Effect Fits Your Purpose and Audience | |
| |
| |
| Prewriting Strategies | |
| |
| |
| Strategies for Using Cause-Effect in an Essay | |
| |
| |
| Revision Strategies | |
| |
| |
| Student Essay: From Prewriting Through Revision | |
| |
| |
| Carl Novack, "Americans and Food" | |
| |
| |
| Commentary | |
| |
| |
| Activities: Cause-Effect | |
| |
| |
| Prewriting Activities | |
| |
| |
| Revising Activities | |
| |
| |
| Professional Selections: Cause-Effect | |
| |
| |
| Stephen King, "Why We Crave Horror Movies" | |
| |
| |
| Kurt Kleiner "When Mauana Is Too Soon" | |
| |
| |
| Brent Staples, "Black Men and Public Space" | |
| |
| |
| Additional Writing Topics: Cause-Effect | |
| |
| |
| |
| Definition | |
| |
| |
| What Is Definition? | |
| |
| |
| How Definition Fits Your Purpose and Audience | |
| |
| |
| Prewriting Strategies | |
| |
| |
| Strategies for Using Definition in an Essay | |
| |
| |
| Revision Strategies | |
| |
| |
| Student Essay: From Prewriting Through Revision | |
| |
| |
| Laura Chen, "Physics in Everyday Life" | |
| |
| |
| Commentary | |
| |
| |
| Activities: Definition | |
| |
| |
| Prewriting Activities | |
| |
| |
| Revising Activities | |
| |
| |
| Professional Selections: Definition | |
| |
| |
| Ann Hulbert, "Beyond the Pleasure Principle" | |
| |
| |
| James Gleick, "Life as Type A" | |
| |
| |
| Scott McCloud, "Setting the Record Straight" | |
| |
| |
| Additional Writing Topics: Definition | |
| |
| |
| |
| Argumentation-Persuasion | |
| |
| |
| What Is Argumentation-Persuasion? | |
| |
| |
| How Argumentation-Persuasion Fits Your Purpose and Audience | |
| |
| |
| Prewriting Strategies | |
| |
| |
| Strategies for Using Argumentation-Persuasion in an Essay | |
| |
| |
| Revision Strategies | |
| |
| |
| Student Essay: From Prewriting Through Revision | |
| |
| |
| Mark Simmons, "Compulsory National Service" | |
| |
| |
| Commentary | |
| |
| |
| Activities: Argumentation-Persuasion | |
| |
| |
| Prewriting Activities | |
| |
| |
| Revising Activities | |
| |
| |
| Professional Selections: Argumentation-Persuasion | |
| |
| |
| Anna Quindlen, "Driving to the Funeral" | |
| |
| |
| Mary Sherry, "In Praise of the 'F' Word" | |
| |
| |
| Debating the Issues | |
| |
| |
| Gerry Garibaldi, "How Schools Shortchange Boys" | |
| |
| |
| Michael Kimmel, "A War Against Boys?" | |
| |
| |
| Debating the Issues: Immigration | |
| |
| |
| Roberto Rodriguez, "The Border On Our Backs" | |
| |
| |
| Star Parker, "Se Habla Entitlement" | |
| |
| |
| Additional Writing Topics: Argumentation-Persuasion | |
| |
| |
| |
| The Research Paper | |
| |
| |
| |
| Locating, Evaluating, and Integrating Research Sources | |
| |
| |
| Plan the Research | |
| |
| |
| Understand the Paper's Boundaries | |
| |
| |
| Understand Primary Versus Secondary Research | |
| |
| |
| Choose a General Subject | |
| |
| |
| Prewrite to Limit the General Subject | |
| |
| |
| Conduct Preliminary Research | |
| |
| |
| Identify a Working Thesis | |
| |
| |
| Make a Schedule | |
| |
| |
| Conduct Primary and Secondary Research | |
| |
| |
| Obtain Interviews | |
| |
| |
| Carry Out Surveys | |
| |
| |
| Develop Questions | |
| |
| |
| Choose Respondents | |
| |
| |
| Find Books on Your Subject | |
| |
| |
| Searching the Computerized Catalog | |
| |
| |
| A Sample Book Search | |
| |
| |
| Locating a Book in the Library | |
| |
| |
| Using the Reference Section | |
| |
| |
| Find Periodicals on Your Subject | |
| |
| |
| Periodical Indexes, Abstracts, and Bibliographies | |
| |
| |
| Full-Text Databases | |
| |
| |
| Searching Directories and Databases | |
| |
| |
| A Sample Database Search | |
| |
| |
| Locating Specific Issues of Periodicals in the Library | |
| |
| |
| Find Sources on the Internet | |
| |
| |
| The Advantages and Limitations of the Library and the Web | |
| |
| |
| Web Addresses | |
| |
| |
| Finding Web Sources: Search Directories | |
| |
| |
| Finding Web Sources: General Search Engines | |
| |
| |
| Finding Web Sources: Specialized Search Engines | |
| |
| |
| Using Discussion Groups and Blogs | |
| |
| |
| Using Wikis | |
| |
| |
| Using Podcasts and Other Internet Tools | |
| |
| |
| Prepare a Working Bibliography | |
| |
| |
| Take Notes to Support the Thesis with Evidence | |
| |
| |
| Evaluate Print and Internet Sources | |
| |
| |
| Relevance | |
| |
| |
| Timeliness | |
| |
| |
| Seriousness of Approach | |
| |
| |
| Objectivity | |
| |
| |
| Analyze and Synthesize Material | |
| |
| |
| Analyzing Source Material | |
| |
| |
| Synthesizing Source Material | |
| |
| |
| Recording Information | |
| |
| |
| Using Photocopies and Printouts | |
| |
| |
| Use Quotation, Summary, and Paraphrase in Your Notes to Avoid Plagiarism | |
| |
| |
| Plagiarism | |
| |
| |
| Direct Quotation | |
| |
| |
| Summary | |
| |
| |
| Paraphrase | |
| |
| |
| Combined Notes | |
| |
| |
| Activities: Locating, Evaluating,and Integrating Research Sources | |
| |
| |
| |
| Writing the Research Paper | |
| |
| |
| Refine Your Working Thesis | |
| |
| |
| Sort Your Notes | |
| |
| |
| Organize the Evidence by Outlining | |
| |
| |
| Write the First Draft | |
| |
| |
| Overwriting or Underwriting to Create a Draft | |
| |
| |
| Presenting the Results of Primary Research | |
| |
| |
| Integrate Sources into Your Writing | |
| |
| |
| Using Sources Effectively | |
| |
| |
| Introducing a Source | |
| |
| |
| Shortening or Clarifying Quotations | |
| |
| |
| Capitalizing and Punctuating Short Quotations | |
| |
| |
| Presenting Statistics | |
| |
| |
| Document Sources to Avoid Plagiarism | |
| |
| |
| What Needs to Be Documented? | |
| |
| |
| What Does Not Need to Be Documented | |
| |
| |
| Creating In-Text References: MLA Format | |
| |
| |
| Revise, Edit, and Proofread the First Draft | |
| |
| |
| Prepare the Works Cited List: MLA Format | |
| |
| |
| Citing Print Sources Periodicals | |
| |
| |
| Citing Print Sources Books | |
| |
| |
| Citing Sources Found on a Website | |
| |
| |
| Citing Sources Found Through an Online Database or Scholarly Project | |
| |
| |
| Citing Other Common Sources | |
| |
| |
| Prepare the References List: APA Format | |
| |
| |
| Parenthetic Citations in the Text | |
| |
| |
| General Instructions for the References List | |
| |
| |
| Citing Print Sources Periodicals | |
| |
| |
| Citing Print Sources Books | |
| |
| |
| Citing Sources Found on a Website | |
| |
| |
| Citing Sources Found Through an Online Database or Scholarly Project | |
| |
| |
| Citing Other Common Sources | |
| |
| |
| A Note About Other Documentation Systems | |
| |
| |
| Student Research Paper: MLA-Style Documentation | |
| |
| |
| Student Research Paper: APA-Style Documentation | |
| |
| |
| Activities: Writing the Research Paper | |
| |
| |
| |
| The Literary Paper and Exam Essay | |
| |
| |
| |
| Writing About Literature | |
| |
| |
| Elements of Literary Works | |
| |
| |
| Literary Terms | |
| |
| |
| How to Read a Literary Work | |
| |
| |
| Read to Form a General Impression | |
| |
| |
| Ask Questions About the Work | |
| |
| |
| Reread and Annotate | |
| |
| |
| Modify Your Annotations | |
| |
| |
| Write the Literary Analysis | |
| |
| |
| Prewrite | |
| |
| |
| Identify Your Thesis | |
| |
| |
| Support the Thesis with Evidence | |
| |
| |
| Organize the Evidence | |
| |
| |
| Write the First Draft | |
| |
| |
| Revise Overall Meaning, Structure, and Paragraph Development | |
| |
| |
| Edit and Proofread | |
| |
| |
| Pulling It All Together | |
| |
| |
| Read to Form a General Impression | |
| |
| |
| Langston Hughes, "Early Autumn" | |
| |
| |
| Ask Questions about the Work | |
| |
| |
| Reread and Annotate | |
| |
| |
| Student Essay | |
| |
| |
| Karen Vais, "Stopping to Talk" | |
| |
| |
| Commentary | |
| |
| |
| Additional Selections and Writing Assignments | |
| |
| |
| Robert Frost, "Out, Out-" | |
| |
| |
| Kate Chopin, "The Story of an Hour" | |
| |
| |
| |
| Writing Exam Essays | |
| |
| |
| Three Forms of Written Answers | |
| |
| |
| Short Answers | |
| |
| |
| Paragraph-Length Answers | |
| |
| |
| Essay-Length Answers | |
| |
| |
| How to Prepare for Exam Essays | |
| |
| |
| At the Examination | |
| |
| |
| Survey of the Entire Test | |
| |
| |
| Understand the Essay Question | |
| |
| |
| Write the Essay | |
| |
| |
| Prewrite | |
| |
| |
| Identify Your Thesis | |
| |
| |
| Support the Thesis with Evidence | |
| |
| |
| Organize the Evidence | |
| |
| |
| Write the Draft | |
| |
| |
| Revise, Edit, and Proofread | |
| |
| |
| Sample Essay Answer | |
| |
| |
| Commentary | |
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| Activity: Writing Exam Essays | |
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| A Concise Handbook | |
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| Opening Comments | |
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| Sentence Faults | |
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| Fragments | |
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| Phrase Fragments | |
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| Dependent Clause Fragments | |
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| Comma Splices and Run-On Sentences | |
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| Three Comma Pitfalls | |
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| Faulty Parallelism | |
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| Verbs | |
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| Problems with Subject-Verb Agreement | |
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| How to Correct Faulty Subject-Verb Agreement | |
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| Problems with Verb Tense | |
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| How to Correct Inappropriate Shifts in Verb Tense | |
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| How to Correct Faulty Use of Past Tense | |
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| Pronouns | |
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| Problems with Pronoun Use | |
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| Pronoun Case | |
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| How to Correct Faulty Pronoun Case | |
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| Pronoun Agreement | |
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| Pronoun Reference | |
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| Modifiers | |
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| Problems with Modification | |
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| Misplaced and Ambiguous Modifiers | |
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| Dangling Modifiers | |
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| Punctuation | |
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| Period | |
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| Question Mark | |
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| Exclamation Point | |
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| Comma | |
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| Semicolon | |
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| Colon | |
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| Quotation Marks | |
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| Ellipsis | |
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| Apostrophe | |
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| Parenthesis | |
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| Brackets | |
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| Hyphen | |
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| Dash | |
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| Mechanics | |
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| Capitalization | |
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| Italics | |
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| Numbers | |
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| Abbreviations | |
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| Spelling | |
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| Acknowledgements | |
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| Index | |