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| Preface | |
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| Writing: Skills and Process | |
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| An Introduction to Writing | |
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| Understanding Point and Support | |
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| An Important Difference Between Writing and Talking | |
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| Point and Support in Two Cartoons | |
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| Point and Support in a Paragraph | |
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| Writing as a Skill | |
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| Why Does Your Attitude toward Writing Matter? | |
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| Writing as a Process of Discovery | |
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| Keeping a Journal | |
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| The Writing Process | |
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| How Do You Reach the Goals of Effective Writing? | |
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| Prewriting | |
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| Technique 1: Freewriting | |
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| Technique 2: Questioning | |
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| Technique 3: Making a List | |
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| Technique 4: Clustering | |
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| Technique 5: Preparing a Scratch Outline | |
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| Writing a First Draft | |
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| Writing a First Draft: A Student Model | |
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| Revising | |
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| Revising: A Student Model | |
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| Editing and Proofreading | |
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| Editing Tips | |
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| Proofreading Tips | |
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| Editing and Proofreading: A Student Model | |
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| Tips on Using a Computer | |
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| Using a Computer at Each Stage of the Writing Process | |
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| Using Peer Review | |
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| Identification | |
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| Scratch Outline | |
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| Comments | |
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| Review Activities | |
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| Prewriting | |
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| Outlining, Drafting, and Revising | |
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| Taking a Writing Inventory | |
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| Chapter Review | |
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| Writing Effective Paragraphs | |
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| Four Steps for Writing, Four Bases for Revising | |
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| What Are The Steps to Writing Effective Paragraphs? | |
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| Step 1: Make a Point | |
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| Step 2: Support Your Point | |
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| Step 3: Organize the Support | |
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| Step 4: Write Clear, Error-Free Sentences | |
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| Four Bases for Revising Writing | |
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| Base 1: Unity | |
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| Base 2: Support | |
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| Base 3: Coherence | |
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| Base 4: Sentence Skills | |
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| Nine Patterns of Paragraph Development | |
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| Important Considerations in Paragraph Development | |
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| Knowing Your Subject | |
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| Knowing Your Purpose and Audience | |
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| Patterns of Development | |
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| Exemplification | |
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| A Paragraph to Consider | |
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| Writing an Exemplification Paragraph | |
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| Narration | |
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| A Paragraph to Consider | |
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| Writing a Narrative Paragraph | |
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| Description | |
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| A Paragraph to Consider | |
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| Writing a Description Paragraph | |
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| Process | |
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| A Paragraph to Consider | |
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| Writing a Process Paragraph | |
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| Cause and Effect | |
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| A Paragraph to Consider | |
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| Writing a Cause-and-Effect Paragraph | |
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| Comparison or Contrast | |
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| A Paragraph to Consider | |
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| Writing a Comparison or Contrast Paragraph | |
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| Definition | |
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| A Paragraph to Consider | |
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| Writing a Definition Paragraph | |
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| Division-Classification | |
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| A Paragraph to Consider | |
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| Writing a Division-Classification Paragraph | |
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| Argument | |
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| A Paragraph to Consider | |
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| Writing an Argument Paragraph | |
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| Moving From Paragraph to Essay | |
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| What Is an Essay? | |
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| Differences between an Essay and a Paragraph | |
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| The Form of an Essay | |
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| A Model Essay | |
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| Important Points about the Essay | |
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| Introductory Paragraph | |
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| Common Methods of Introduction | |
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| Supporting Paragraphs | |
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| Transitional Sentences | |
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| Concluding Paragraph | |
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| Essays to Consider | |
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| Planning the Essay | |
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| Outlining the Essay | |
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| Form for Planning the Essay | |
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| Practice in Writing the Essay | |
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| Understanding the Two Parts of a Thesis Statement | |
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| Supporting the Thesis with Specific Evidence | |
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| Identifying Introductions | |
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| Revising an Essay for All Four Bases: Unity, Support, Coherence, and Sentence Skills | |
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| Essay Assignments | |
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| Additional Writing Assignments | |
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| Sentence Skills | |
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| Sentences | |
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| Subjects and Verbs | |
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| Fragments | |
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| Run-Ons | |
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| Sentence Variety I | |
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| Verbs, Pronouns, and Agreement | |
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| Standard English Verbs | |
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| Irregular Verbs | |
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| Subject-Verb Agreement | |
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| Consistent Verb Tense | |
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| Additional Information about Verbs | |
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| Pronoun Reference, Agreement, and Point of View | |
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| Pronoun Types | |
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| Modifiers and Parallelism | |
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| Adjectives and Adverbs | |
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| Misplaced Modifiers | |
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| Dangling Modifiers | |
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| Faulty Parallelism | |
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| Sentence Variety II | |
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| Punctuation and Mechanics | |
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| Paper Format | |
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| Capital Letters | |
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| Numbers and Abbreviations | |
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| End Marks | |
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| Apostrophes | |
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| Quotation Marks | |
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| Commas | |
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| Other Punctuation Marks | |
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| WORD USE | |
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| Dictionary Use | |
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| Spelling Improvement | |
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| Omitted Words and Letters | |
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| Commonly Confused Words | |
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| Effective Word Choice | |
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| Readings for Writers | |
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| Goals and Values | |
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| Sister Helen Mrosla, "All the Good Things" | |
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| All She Has, $150,000, Is Going to a University, Rick Bragg (newspaper article) *NEW* | |
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| Bowling to Find a Lost Father, Mee Her (personal essay) *NEW* | |
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| The Conveyor Belt Ladies, Rose Del Castillo Guilbault (personal essay) *NEW* | |
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| The F Word, Firoozah Dumas (personal essay) *NEW* | |
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| Education and Self-Improvement | |
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| Ben Carson, "Do It Better!" | |
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| Janny Scott, "How They Get You to Do That" | |
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| Grant Berry, "A Change of Attitude" | |
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| Beth Johnson, "Let's Get Specific!" | |
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| Stance, B.J. Penn (book excerpt) *NEW* | |
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| Baking a Cake, Natalie Goldberg (practical advice for students) *NEW* | |
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| How to Start: Yearning to Learn, Tiger Woods (book excerpt) *NEW* | |
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| Why Go to College, Robert Feldman (practical advice for students) *NEW* | |
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| Human Groups and Society | |
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| Katherine Barrett, "Old Before Her Time" | |
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| Amy Tan, "The Most Hateful Words" | |
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| Bill Wine, "Rudeness at the Movies" | |
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| Turning Youth Gangs Around, Luis J. Rodriguez (magazine article) *NEW* | |
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| Reclaiming Our Home Place, Maya Angelou (personal essay) *NEW* | |
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| So Here's What You Personally Can Do to Help Solve the Climate Crisis, Al Gore (book excerpt) *NEW* | |
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| A Grand Unified Theory of YouTube and MySpace, Paul Botin (Web article) *NEW* | |
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| Parts of Speech | |
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| ESL Pointers | |
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| Sentence Skills Diagnostic Test | |
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| Sentence Skills Achievement Test | |
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| Answers to Exercises in Part III | |