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Writing Today | |
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*Resources for Writers (Foldout): Start Smart: Addressing the Writing Situation | |
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Writing across the Curriculum and beyond College | |
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Studying the world through a range of disciplines | |
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Using writing as a tool for learning | |
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Taking responsibility for reading, writing, and research | |
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Recognizing that writing improves with practice | |
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Achieving the core outcomes of successful writing | |
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Writing Situations | |
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Viewing the situation as the framework for approaching any writing task | |
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Using multimedia elements and genre effectively | |
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Choosing the best medium | |
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Becoming aware of the persuasive power of images | |
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Takng advantage of online and other electronic tools for learning | |
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Audience and Academic English | |
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Becoming aware of your audience | |
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Using reading, writing, and speaking to learn more about Academic English | |
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Using learning tools that are available for multilingual students | |
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Writing and Designing Texts | |
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Reading and Writing: The Critical Connection | |
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Reading critically | |
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Writing critically | |
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Planning and Shaping | |
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Learning how to approach assignments | |
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Exploring your ideas | |
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Developing a working thesis | |
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Planning a structure that suits your assignment | |
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Considering visuals and multimedia, depending on your purpose and audience | |
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Drafting | |
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Developing ideas using patterns of organization and visuals | |
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Writing focused, clearly organized paragraphs | |
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Integrating visuals and multimedia elements effectively | |
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Revising and Editing | |
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Getting comments from readers | |
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Using electronic tools for revising [drop this section?] | |
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Focusing on the writing situation (topic, purpose, audience, medium, genre) | |
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Making sure your thesis is strong | |
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Reviewing the structure of your draft | |
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Revising for paragraph development, paragraph unity, and coherence | |
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Revising visuals and multimedia | |
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Editing sentences | |
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Proofreading carefully | |
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Using campus, Internet, and community resources | |
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Learning from one student's revisions | |
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Designing Academic Papers and Portfolios | |
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Thinking intentionally about design | |
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Compiling a portfolio | |
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Common Assignments across the Curriculum | |
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Informative Reports | |
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Understanding the assignment | |
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Approaching writing an informative report as a process | |
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Student paper: Informative report | |
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Writing reviews of the literature | |
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Interpretive Analyses and Writing about Literature | |
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Understanding the assignment | |
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Approaching writing an interpretive analysis as a process | |
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Student paper: Interpretive analysis | |
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Arguments | |
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Understanding the assignment | |
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Thinking critically | |
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Approaching writing an argument as a process | |
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Student paper: Argument | |
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Other Kinds of Writing: Personal | |
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Personal essays | |
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Lab reports in the experimental sciences | |
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Case studies in the social sciences | |
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Essay exams | |
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Coauthored projects | |
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Oral Presentations | |
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Planning and shaping your presentation | |
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Drafting your presentation | |
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Creating multimedia presentations | |
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Preparing for your presentation | |
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Multimedia Writing | |
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Learning about tools for creating multimedia texts | |
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Analyzing images | |
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Creating a Web site | |
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Creating and interacting with weblogs and wikis | |
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Writing beyond College | |
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Service Learning and Community-Service Writing | |
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Addressing the community on behalf of your organization or yourself | |
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Designing brochures, posters, and newsletters | |
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Letters to Raise Awareness and Share Concern | |
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Writing to Get and Keep a Job | |
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Exploring internship possibilities | |
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Keeping an up-to-date rsum | |
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Writing an application letter | |
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Preparing for a job interview | |
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Applying college writing to writing on the job | |
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Writing as a consumer | |
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Researching | |
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Understanding Research | |
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Understanding primary and secondary research | |
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Recognizing the connection between research and college writing | |
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Understanding the research assignment | |
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Choosing an interesting research question | |
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Creating a research plan | |
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Finding and Managing Print and Online Sources | |
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Using the library in person and online | |
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Consulting various kinds of sources | |
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Understanding keywords and keyword searches | |
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Using printed and online reference works | |
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Using print indexes and online databases | |
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Using search engines and subject directories to find Internet sources | |
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Using your library's online catalog or card catalog to find books | |
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Taking advantage of printed and online government documents | |
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Exploring online communication | |
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Finding and Creating Effective Visuals, Audio, and Video | |
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Finding quantitative data and displaying it visually | |
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Searching for appropriate images in online and print sources | |
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Finding audio and video files | |
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Evaluating Sources | |
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Questioning print sources | |
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Questioning Internet sources | |
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Evaluating a source's arguments | |
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Doing Research in the Archive, Field, and Lab | |
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Adhering to ethical principles | |
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Preparing yourself for archival research | |
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Planning your field research carefully | |
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Keeping a notebook when doing lab research | |
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Plagiarism, Copyright, and Intellectual Property | |
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Understanding how plagiarism relates to copyright and intellectual property | |
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Avoiding inadvertent and deliberate plagiarism | |
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Using copyrighted materials fairly | |
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Working with Sources and Avoiding Plagiarism | |
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Maintaining a working bibliography | |
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Creating an annotated bibliography | |
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Taking notes on your sources | |
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Taking stock of what you have learned as you paraphrase, summarize, quote, and synthesize your sources | |
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Integrating quotations, paraphrases, and summaries | |
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Avoiding plagiarism and copyright infringement | |
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Writing the Paper | |
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Planning and drafting your paper | |
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Revising your draft | |
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Documenting your sources | |
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MLA Documentation Style | |
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Resources for Writers (Foldout): Identifying and Documenting Sources: MLA Style | |
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MLA Style: In-Text Citations | |
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MLA In-Text Citations: Directory to Sample Types | |
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MLA Style: List of Works Cited | |
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MLA Works-Cited Entries: Directory to Sample Types | |
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MLA Style: Explanatory Notes | |
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MLA Style: Paper Format | |
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Student Paper in MLA Style | |
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APA Documentation Style | |
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Resources for Writers (Foldout): Identifying and Documenting Sources: APA Style | |
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APA Style: In-Text Citations | |
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APA In-Text Citations: Directory to Sample Types | |
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APA Style: References | |
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APA Reference Entries: Directory to Sample Types | |
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APA Style: Paper Format | |
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Student Paper in APA Style | |
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Chicago and CSE Documentation Styles | |
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Chicago Documentation Style | |
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Chicago style: In-text citations and notes | |
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Chicago style: Bibliography | |
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Sample Chicago-style notes and bibliography entries | |
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Sample from a student paper in Chicago style | |
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CSE Documentation: Name-Year Style | |
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CSE Name-Year Style: Directory to Sample Types | |
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CSE name-year style: In-text citations | |
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CSE name-year style: List of references | |
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CSE name-year style: Sample references list | |
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Editing for Clarity | |
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Resources for Writers (Foldout): Identifying and Editing Common Problems/Quick Reference for Multilingual Writers | |
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Wordy Sentences | |
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Eliminating redundancies | |
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Avoiding unnecessary repetition | |
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Replacing wordy phrases | |
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Reducing clauses and phrases | |
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Combining sentences | |
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Making sentences straightforward | |
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Missing Words | |
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Adding words needed in compound structures | |
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Including that when it is needed for clarity | |
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Making comparisons clear | |
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Adding articles (a, an, the) where necessary | |
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Mixed Constructions | |
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Untangling mixed-up sentence structures | |
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Making sure predicates fit subjects | |
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Editing sentences with is when, is where, the reason .. is because | |
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Confusing Shifts | |
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Making your point of view consistent in person and number | |
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Keeping verb tenses consistent | |
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Avoiding unnecessary shifts in mood and voice | |
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Avoiding shifts between direct and indirect quotations and questions | |
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Faulty Parallelism | |
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Making items in a series parallel | |
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Making paired ideas parallel | |
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Repeating function words as needed | |
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Misplaced and Dangling Modifiers | |
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Putting modifiers close to the words they modify | |
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Clarifying ambiguous modifiers | |
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Moving disruptive modifiers | |
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Checking split infinitives for ambiguity | |
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Fixing dangling modifiers | |
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Coordination and Subordination | |
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Using coordination to express equal ideas | |
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Using subordination to express unequal ideas | |
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Avoiding subordination of major ideas | |
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Combining short, choppy sentences | |
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Avoiding excessive subordination | |
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Sentence Variety | |
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Varying sentence openings | |
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Varying sentence length and structure | |
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Including cumulative and periodic sentences and rhetorical questions | |
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Trying inversions | |
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Active Verbs | |
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Considering alternatives to be verbs | |
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Preferring the active voice | |
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Appropriate Language | |
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Avoiding slang, regionalisms, and nonstandard English | |
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Using an appropriate level of formality | |
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Avoiding jargon | |
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Avoiding euphemisms and doublespeak | |
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Removing biased or sexist language | |
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Exact Language | |
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Choosing words with suitable connotations | |
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Including specific, concrete words | |
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Using standard idioms | |
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Avoiding clichs | |
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Creating suitable figures of speech | |
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Avoiding misuse of words | |
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The Dictionary and the Thesaurus | |
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Using the dictionary as a habit | |
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Consulting a thesaurus | |
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Glossary of Usage | |
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Editing for Grammar Conventions | |
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Sentence Fragments | |
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Identifying sentence fragments | |
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Editing sentence fragments | |
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Phrases as fragments | |
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Dependent clauses as fragments | |
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Comma Splices and Run-on Sentences | |
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Identifying commas splices and run-on sentences | |
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Learning five ways to edit commas splices and run-on sentences | |
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Joining two clauses with a comma and a coordinating conjunction | |
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Joining two clauses with a semicolon | |
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Separating the clauses into two sentences | |
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Making one clause dependent | |
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Transforming two clauses into one clause | |
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Subject-Verb Agreement | |
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Standard subject-verb combinations | |
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A word group between subject and verb | |
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Compound subjects connected by conjunctions (and, but, either .. or) | |
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Collective subjects (committee, jury) | |
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Indefinite subjects (everybody, no one) | |
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Subject following verb | |
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Subject complements | |
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Relative pronouns (who, which, that) | |
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-ing phrases (gerund phrases) as subjects | |
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Titles, company names, words considered as words | |
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Problems with Verbs | |
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Principal forms of regular and irregular verbs | |
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Lay and lie, sit and set, rise and raise | |
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-s or -es endings | |
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-d or -ed endings | |
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Complete verbs | |
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Verb tenses | |
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Past perfect tense | |
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Special uses of the present tense | |
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Tense with infinitives and participles | |
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Mood | |
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Problems with Pronouns | |
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Pronoun-antecedent agreement | |
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Pronoun reference | |
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Making pronouns consistent | |
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Pronoun case (for example, I vs. me) | |
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Who vs. whom | |
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Problems with Adjectives and Adverbs | |
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Adverbs | |
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Adjectives | |
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Positive, comparative, and superlative adjectives and adverbs | |
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Double negatives | |
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Editing for Correctness: Punctuation, Mechanics, and Spelling | |
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Commas | |
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Common Uses of the Comma | |
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Introductory word groups | |
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Items in a series | |
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Independent clauses joined by a coordinating conjunction | |
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Series of adjectives | |
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Nonessential additions to a sentence | |
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Transitional and parenthetical expressions, contrasting comments, absolute phrases | |
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Words of direct address, yes and no, mild interjections, tag questions | |
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Direct quotations | |
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Parts of dates, letters, addresses, people's titles, and numbers | |
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Omitted words or phrases, confusing combinations | |
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Common Misuses of the Comma | |
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To separate major elements in an independent clause | |
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In front of the first or following the final item in a series | |
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To separate compound word groups that are not independent clauses | |
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To set off restrictive modifiers, appositives, or slightly parenthetical elements | |
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Other common errors | |
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Semicolons | |
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Independent clauses | |
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Independent clauses with transitional expressions | |
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Items in a series that contain commas | |
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Common errors | |
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Colons | |
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With lists, appositives, or quotations | |
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With a second independent clause that elaborates on the first one | |
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Other conventional uses | |
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Common errors | |
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Apostrophes | |
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To indicate possession | |
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For missing letters in contractions and for missing numbers | |
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Distinguishing between possessive pronouns and contractions | |
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To form plural numbers, letters, abbreviations, words used as words | |
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Common errors | |
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Quotation Marks | |
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Exact words of a speaker or writer | |
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Long quotations in indented blocks | |
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A quotation within a quotation | |
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Titles of short works | |
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A word or phrase used in a special way | |
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Other punctuation marks with quotation marks | |
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Common errors | |
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Other Punctuation Marks | |
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Periods | |
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Question marks | |
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Exclamation points | |
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A dash or dashes | |
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Parentheses | |
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Brackets | |
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Ellipses | |
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Slashes | |
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Capitalization | |
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Names of people and derived names, including brand names, certain abbreviations | |
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Titles of persons | |
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Titles of creative works | |
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Names of areas and regions | |
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Names of races, ethnic groups, and sacred things | |
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First word of a quoted sentence | |
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First word of a sentence | |
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First word of an independent clause after a colon | |
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Abbreviations and Symbols | |
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Titles that precede or follow a person's name | |
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Familiar vs. unfamiliar abbreviations | |
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Words typically used with times, dates, and numerals; units of measurement in charts and graphs | |
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Latin abbreviations | |
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Inappropriate abbreviations and symbols | |
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Numbers | |
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Numbers up to one hundred and round numbers over one hundred | |
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Numbers that begin a sentence | |
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Numbers in technical and business writing | |
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Dates, times of day, addresses | |
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Italics | |
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Titles of lengthy works or separate publications | |
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Names of ships, trains, aircraft, and spaceships | |
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Foreign terms | |
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Scientific names | |
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Words, letters, and numbers referred to as themselves | |
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Overuse | |
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Hyphens | |
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Compound words | |
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Compound adjective or noun forms | |
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Fractions and compound numbers | |
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With some prefixes and suffixes | |
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To divide words at the ends of lines | |
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Spelling | |
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Spelling rules and exceptions | |
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Words pronounced alike but spelled differently | |
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Basic Grammar Review with Tips for Multilingual Writers | |
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Parts of Speech | |
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Tip: Recognizing language differences | |
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Verbs | |
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Tip: Using verbs followed by gerunds or infinitives | |
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Tip: Matching helping verbs (do, have, be) with the appropriate form of the main verb | |
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Tip: Understanding the form and meaning of modal verbs | |
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Nouns | |
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Tip: Using quantifiers with count and noncount nouns | |
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Tip: Using articles (a, an, the) appropriately | |
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Pronouns | |
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Adjectives | |
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Tip: Using adjectives correctly | |
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Adverbs | |
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Prepositions | |
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Tip: Using prepositions | |
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Conjunctions | |
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Tip: Using coordination and subordination appropriately | |
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Interjections | |
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Parts of Sentences | |
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Tip: Putting sentence parts in the correct order for English | |
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Subjects | |
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Tip: Including a subject (but not two) | |
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Verbs and their objects or complements | |
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Tip: Including a complete verb | |
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Tip: Including only one direct object | |
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Phrases and Dependent Clauses | |
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Noun phrases | |
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Verb phrases and verbals | |
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Appositive phrases | |
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Absolute phrases | |
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Dependent clauses | |
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Tip: Understanding the purposes and constructions of if clauses | |
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Types of Sentences | |
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Sentence structures | |
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Sentence purposes | |
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Further Resources for Learning | |
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Selected Terms from across the Curriculum | |
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Resources for Writers (Foldout): Timeline of World History/World Map | |
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Index | |
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Index for Multilingual Writer | |
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Quick Guide to Key Resources | |
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Abbreviations and Symbols for Editing and Proofreading | |