The Brief McGraw-Hill Handbook | |
Preface for Students and Tutorials | |
Preface for Instructors | |
Introduction: Writing to Learn | |
Studying a range of academic disciplines | |
Using writing as a tool for learning | |
Taking responsibility for reading, writing, and research | |
Recognizing that writing improves with practice | |
Writing and Designing Papers | |
Reading, Thinking, Writing: The Critical Connection | |
Reading critically | |
Thinking critically | |
Writing critically | |
Planning and Shaping | |
Learning how to approach assignments | |
Exploring your ideas | |
Developing a working thesis | |
Planning structure | |
Considering visuals | |
Drafting | |
Using online tools for drafting | |
Developing ideas and using visuals | |
Writing focused, clearly organized paragraphs | |
Integrating visuals effectively | |
Revising and Editing | |
Getting comments from readers | |
Using online tools for revising | |
Focusing on the purpose of your writing | |
Testing your thesis | |
Reviewing structure | |
Revising paragraphs | |
Revising visuals | |
Editing sentences | |
Proofreading carefully | |
Using campus, Internet, and community resources | |
Learning from one student’s revisions | |
Designing Academic Papers and Portfolios | |
Considering audience and purpose | |
Using computer toolbars | |
Thinking intentionally about design | |
Compiling a portfolio | |
Writing in College and beyond College | |
Informative Reports | |
Understanding the assignment | |
Approaching writing an informative report as a process | |
Student paper: Informative report | |
Interpretive Analyses and Writing about Literature | |
Understanding the assignment | |
Approaching writing an interpretive analysis as a process | |
Student paper: Interpretive analysis | |
Arguments | |
Understanding the assignment | |
Approaching writing an argument as a process | |
Student paper: Argument | |
Other Kinds of Writing Assignments | |
Personal essays | |
Essay exams | |
Oral Presentations | |
Planning | |
Drafting | |
Preparing | |
Multimedia Writing | |
Tools for creating multimedia texts | |
Interpreting images | |
Hypertext essays | |
Multimedia presentations | |
Web sites | |
Blogs | |
Writing beyond College | |
Addressing the community | |
Designing brochures, posters, and newsletters | |
Internships | |
Résumés | |
Job application letters and interviews | |
Writing on the job | |
Researching | |
Understanding Research | |
Primary and secondary research | |
Research and college writing | |
Choosing a research question | |
Understanding the research assignment | |
Creating a research plan | |
Finding and Managing Print and Online Sources | |
Using the library in person and online | |
Kinds of sources | |
Keyword searches | |
Printed and online reference works | |
Print indexes and online databases | |
Search engines and subject directories | |
Using the library’s online or card catalog | |
Government documents | |
Online communication | |
Finding and Creating Effective Visuals | |
Finding and displaying quantitative data | |
Online and print sources | |
Evaluating Sources | |
Print sources | |
Internet sources | |
Evaluating a source’s arguments | |
Doing Research in the Archive, Field, and Lab | |
Ethics | |
Archival research | |
Field research | |
Lab research | |
Plagiarism, Copyright Infringement, and Intellectual Property | |
Definitions | |
Avoiding plagiarism | |
Fair use | |
Working with Sources and Avoiding Plagiarism | |
Maintaining a working bibliography | |
Creating an annotated bibliography | |
Taking notes | |
Taking stock | |
Integrating quotations, paraphrases, and summaries | |
Writing the Paper | |
Planning and drafting | |
Revising | |
Documenting | |
MLA Documentation Style | |
MLA Style: In-Text Citations | |
MLA Style: List of Works Cited | |
MLA Style: Explanatory Notes | |
MLA Style: Paper Format | |
Student Paper in MLA Style | |
APA Documentation Style | |
APA Style: In-Text Citations | |
APA Style: References | |
APA Style: Paper Format | |
Student Paper in APA Style | |
Editing for Clarity | |
Avoiding Wordiness | |
Redundancies and unnecessary modifiers | |
Wordy phrases | |
Roundabout sentences | |
Adding Missing Words | |
Compound structures | |
The word that | |
Words in comparisons | |
The articles a, an, the | |
Unscrambling Mixed Constructions | |
Mixed-up sentences | |
Illogical predicates | |
Fixing Confusing Shifts | |
In point of view | |
In tense | |
In mood and voice | |
Between direct and indirect quotations and questions | |
Using Parallel Constructions | |
Items in a series | |
Paired ideas | |
Function words | |
Fixing Misplaced and Dangling Modifiers | |
Misplaced modifiers | |
Ambiguous modifiers | |
Disruptive modifiers | |
Split infinitives | |
Dangling modifiers | |
Using Coordination and Subordination Effectively | |
Coordination for equal ideas | |
Major ideas in subordinate clauses | |
Excessive subordination | |
Varying Your Sentences | |
Sentence openings | |
Length and structure | |
Cumulative and periodic sentences | |
Inversions, rhetorical questions, and exclamations | |
Choosing Active Verbs | |
Alternatives to "be" verbs | |
Active voice | |
Using Appropriate Language | |
Slang, regional expressions, and nonstandard English | |
Levels of formality | |
Jargon | |
Euphemisms and doublespeak | |
Biased or sexist language | |
Using Exact Language | |
Connotations | |
Specific and concrete words | |
Standard idioms | |
Clichés | |
Figures of speech | |
Misusing words | |
Using the dictionary | |
Glossary of Usage | |
Editing for Grammar Conventions | |
Fixing Sentence Fragments | |
Dependent-clause fragments | |
Phrase fragments | |
Other types of fragments | |
Repairing Comma Splices and Run-on Sentences | |
Adding a coordinating conjunction | |
Using a semicolon | |
Separating into two sentences | |
Making one clause dependent | |
Transforming two clauses into one independent clause | |
Maintaining Subject-Verb Agreement | |
Subject separated by a word group from the verb | |
Compound subjects | |
Collective subjects | |
Indefinite subjects | |
When the subject comes after the verb | |
Subject complement | |
Relative pronouns | |
–ing phrases | |
Titles, company names, or words representing themselves | |
Recognizing Problems with Verbs | |
Regular and irregular verbs | |
"Lay" and "lie," "sit" and "set," "rise" and "raise" | |
"–s" or "–es" endings | |
"̵ | |
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