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| Preface | |
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| Thematic Contents | |
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| To the Student | |
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| Academic Quick Start | |
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| Succeeding in College | |
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| Chapter Quick Start | |
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| Strategies for Success | |
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| Focus on Success | |
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| Manage Your Time | |
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| Organize a Writing and Study Area | |
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| Study Smarter | |
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| Manage Stress | |
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| Classroom Skills | |
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| Polish Your Academic Image | |
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| Demonstrate Academic Integrity | |
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| Communicate with Your Instructor | |
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| Listen Carefully and Critically | |
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| Ask and Answer Questions | |
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| Work with Classmates | |
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| Take Effective Notes in Class | |
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| Writing in College | |
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| Chapter Quick Start | |
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| Academic Writing: What to Expect | |
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| Expect Your Writing to Move from More Personal to Less Personal | |
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| Expect Your Writing to Take Different Forms | |
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| Expect to Use the Language of the Discipline | |
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| Expect to Use Standard American English | |
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| Expect to Use and Document Scholarly Sources | |
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| Expect to Collaborate with Classmates | |
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| Why Strive to Improve Your Writing Skills? | |
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| Writing Skills Help in College and in Your Career | |
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| Writing Facilitates Learning and Recall | |
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| Writing Clarifies Your Thinking | |
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| Writing Helps You Solve Problems | |
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| Developing Strategies for Writing | |
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| Start with a Positive Attitude | |
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| Use your Course Syllabus | |
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| Use the Right Learning Tools | |
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| Use the College Writing Center | |
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| Keep a Writing Journal | |
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| Get the Most out of Writing Conferences | |
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| Assessing Your Learning Style | |
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| What Is Your Learning Style? | |
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| Learning Style Inventory | |
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| Interpreting Your Scores | |
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| A Word About Your Findings | |
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| How to Use Your Findings | |
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| Applying your Learning Style to Your Writing | |
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| Reading and Writing about Text | |
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| Chapter Quick Start | |
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| Reading in College | |
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| Changing Some Misconceptions about Reading | |
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| A Guide to Active Reading | |
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| Preview before Reading | |
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| Read with a Purpose | |
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| Reading: Purse Snatching | |
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| Review after Reading | |
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| Understanding Difficult Text and Visuals | |
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| Draw a Graphic Organizer | |
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| Read Visuals | |
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| Responding to Text | |
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| A Guide to Responding to text | |
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| Summarize to Check Your Understanding | |
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| Link the Reading to Your Own Experiences | |
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| Analyze the Reading | |
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| Using Your Learning Style | |
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| How to Approach the Student Essays in this Book | |
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| How to Focus on Writing Features | |
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| Students Write | |
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| Reading: The Games We Play: Inequality in the Pro-Sports Workplace | |
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| Strategies for Writing Essays | |
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| Prewriting: How to Find and Focus Ideas | |
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| Chapter Quick Start | |
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| Choosing and Narrowing a Topic | |
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| Choosing a Topic | |
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| Narrowing a Topic | |
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| Thinking about Your Purpose, Audience, and Point of View | |
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| Determining Your Purpose | |
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| Considering Your Audience | |
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| Choosing a Point of View | |
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| Discovering Ideas to Write About | |
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| Freewriting | |
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| Mapping | |
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| Brainstorming | |
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| Group Brainstorming | |
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| Questioning | |
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| Writing Assertions | |
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| Interviewing | |
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| Using the Patterns of Development | |
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| Visualizing or Sketching | |
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| Researching Your Topic | |
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| Students Write | |
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| Christine Lee's Prewriting Strategies | |
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| Developing and Supporting a Thesis | |
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| Chapter Quick Start | |
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| What Is a Thesis Statement? | |
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| Developing Your Thesis Statement | |
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| Coming Up with a Working Thesis Statement | |
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| Writing an Effective Thesis Statement | |
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| Placing the Thesis Statement | |
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| Using an Implied Thesis | |
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| Supporting Your Thesis Statement with Evidence | |
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| Choosing Types of Evidence | |
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| Collecting Evidence to Support Your Thesis | |
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| Choosing the Best Evidence | |
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| Using Sources to Support Your Thesis | |
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| Students Write | |
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| Christine Lee's Working Thesis | |
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| Working With Text | |
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| Reading: Pet Therapy for Heart and Soul | |
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| Drafting An Essay | |
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| Chapter Quick Start | |
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| The Structure of an Essay | |
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| Organizing Your Supporting Details | |
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| Selecting a Method of Organization | |
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| Preparing an Outline or Graphic Organizer | |
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| Connecting Your Supporting Details with Transitions and Repetition | |
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| Writing Your Introduction, Conclusion, and Title | |
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| Writing a Strong Introduction | |
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| Writing an Effective Conclusion | |
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| Writing a Good Title | |
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| Drafting with a Computer | |
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| Students Write | |
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| Reading: The Reality of Real TV | |
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| Working with Text | |
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| Reading: Black Men and Public Space | |
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| Writing Effective Paragraphs | |
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| Chapter Quick Start | |
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| The Structure of A Paragraph | |
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| Writing A Topic Sentence | |
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| A Topic Sentence Should Be Focused | |
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| A Topic Sentence May Preview the Organization of the Paragraph | |
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| A Topic Sentence Should Support Your Thesis | |
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| A Topic Sentence Should be Strategically Placed | |
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| Including Supporting Details | |
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| Effective Paragraphs Have Unity | |
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| Effective Paragraphs Are Well Developed | |
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| Effective Paragraphs Provide Specific Supporting Details | |
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| Details are Arranged Logically | |
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| Using Transitions and Repetition | |
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| Coherent Paragraphs Include Transitional Expressions | |
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| Coherent Paragraphs Include Repetition of Key Words | |
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| Diction in Academic Writing | |
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| Students Write | |
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| Reading: The Reality of Real TV | |
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| Working with Text | |
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| Revising Content and Organization | |
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| Chapter Quick Start | |
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| Why Revise? | |
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| Useful Techniques for Revision | |
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| Using a Graphic Organizer for Revision | |
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| Key Questions for Revision | |
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| Analyzing Your Purpose and Audience | |
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| Analyzing Your Thesis, Topic Sentences, and Evidence | |
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| Analyzing Your Organization | |
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| Analyzing Your Paragraph Development | |
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| Working with Classmates to Revise Your Essay | |
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| How to Find a Good Reviewer | |
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| Suggestions for the Writer | |
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| Suggestions for the Reviewer | |
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| Using your Instructor's Comments | |
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| Revising an Essay Using Your Instructor's Comments | |
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| Using Your Instructor's Comments to Improve Future Essays | |
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| Considering Your Learning Style | |
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| Students Write | |
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| Reading: A Trend Taken Too Far: The Reality of Real TV | |
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| Editing Sentences and Words | |
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| Chapter Quick Start | |
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| Analyzing Your Sentences | |
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| Are Your Sentences Concise? | |
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| Are Your Sentences Varied? | |
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| Are Your Sentences Parallel in Structure? | |
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| Do Your Sentences Have Strong, Active Verbs? | |
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| Analyzing Your Word Choice | |
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| Are Your Tone and Level of Diction Appropriate? | |
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| Do You Use Words with Appropriate Connotations? | |
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| Do You Use Concrete Language? | |
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| Do You Use Fresh, Appropriate Figures of Speech? | |
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| Evaluating Your Word Choice | |
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| Suggestions for ProofReading | |
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| Keeping an Error Log | |
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| Students Write | |
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| Excerpt from Christine Lee's Edited Second Draft | |
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| Patterns of Development | |
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| Narration: Recounting Events | |
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| Chapter Quick Start | |
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| Writing a Narrative | |
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| What Is Narration? | |
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| Reading: Right Place, Wrong Face | |
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| Characteristics of a Narrative | |
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| Visualizing a Narrative: A Graphic Organizer | |
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| Reading: Selling Civility | |
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| Integrating a Narrative into an Essay | |
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| A Guided Writing Assignment | |
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| The Assignment | |
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| Generating Ideas | |
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| Evaluating Your Ideas | |
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| Developing Your Thesis | |
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| Organizing and Drafting | |
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| Analyzing and Revising | |
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| Editing and Proofreading | |
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| Students Write | |
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| Reading: You Can Count on Miracles | |
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| Reading a Narrative | |
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| Working with Text: Reading Narratives | |
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| Thinking Critically about Narration | |
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| Reading: Selling in Minnesota | |
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| Reading: Another Mother's Child: A Letter to a Murdered Son | |
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| Applying Your Skills: Additional Essay Assignments | |
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| Description: Portraying People, Places, and Things | |
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| Chapter Quick Start | |
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| Writing a Description | |
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| What Is Description? | |
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| Reading: Eating Chili Peppers | |
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| Characteristics of Descriptive Writing | |
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| Visualizing a Description: A Graphic Organizer | |
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| Reading: Inferior Decorating | |
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| Integrating Description into an Essay | |
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| A Guided Writing Assignment | |
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| The Assignment | |
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| Generating Ideas and Details | |
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| Evaluating Your Details | |
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| Creating a Dominant Impression | |
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| Organizing and Drafting | |
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| Analyzing and Revising | |
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| Editing and Proofreading | |
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| Students Write | |
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| Reading: Heatstroke with a Side of Burn Cream | |
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| Reading a Description | |
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| Working with Text: Reading Descriptive Essays | |
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| Thinking Critically about Description | |
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| Reading: Shipwreck | |
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| Reading: Bloggers Without Borders���� | |
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