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| Thinking, Reading, and Writing Critically | |
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| Thinking Like a Writer | |
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| Why writing is important | |
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| Thinking like a writer | |
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| Situation, audience, and purpose | |
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| Critical thinking | |
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| Steps in critical thinking | |
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| Reading Critically | |
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| Critical reading | |
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| Steps in critical reading | |
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| Determining literal meaning | |
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| Making inferences | |
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| Making evaluations | |
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| Close and active reading | |
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| Systematic reading | |
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| Connecting critical reading to writing | |
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| Distinguishing Between Summary and Synthesis | |
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| Summarizing | |
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| Synthesizing | |
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| Synthesizing multiple sources | |
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| Synthesizing one source | |
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| Viewing Images Critically | |
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| Viewing with a critical eye | |
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| Writing and Technology | |
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| Computers and writers | |
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| Creating documents | |
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| Finding resources | |
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| Managing your work | |
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| Communicating with others | |
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| Computers and forms of writing | |
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| Writing Process | |
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| The writing process | |
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| The purposes for writing | |
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| Informing a reader | |
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| Persuading a reader | |
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| The writerrsquo;s audience | |
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| Writing for a peer-response group | |
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| Writing for an instructor | |
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| Writing for a supervisor | |
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| The writerrsquo;s tone | |
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| The writing topic | |
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| Selecting your own topic | |
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| Narrowing or broadening an assigned topic | |
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| The writing situation | |
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| Finding ideas | |
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| Keeping a journal | |
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| Free writing | |
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| Chatting | |
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| Brainstorming | |
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| Asking and answering questions | |
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| Clustering | |
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| Thesis statements | |
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| Outlining | |
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| Drafting | |
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| Writing a first draft | |
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| Overcoming writerrsquo;s block | |
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| Revising, Editing, and Proofreading | |
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| Revising strategies | |
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| Using my thesis statement and essay title to revise | |
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| Editing strategies | |
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| Proofreading strategies | |
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| Composing Paragraphs | |
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| Understanding paragraphs | |
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| Introductory paragraphs | |
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| Topic sentences | |
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| Starting with a topic sentence | |
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| Ending with a topic sentence | |
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| Implying a topic sentence | |
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| Supporting details | |
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| Coherent paragraphs | |
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| Using transitional expressions | |
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| Using deliberate repetition and parallelism | |
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| Body paragraphs | |
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| Composing a narration | |
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| Composing a description | |
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| Describing a process | |
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| Composing an example or illustration | |
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| Composing a definition | |
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| Composing a comparison and contrast | |
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| Composing an analysis | |
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| Composing a classification | |
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| Composing an analogy | |
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| Explaining cause and effect | |
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| Concluding paragraphs | |
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| Writing to Inform | |
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| Informative essays | |
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| Studentrsquo;s informative essay | |
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| Writing To Argue | |
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| Understanding argument | |
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| Choosing a topic and developing a claim | |
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| Supporting an argument | |
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| Types of appeals | |
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| Considering the evidence | |
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| Structuring an argument | |
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| Logical fallacies | |
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| Revising argument essays | |
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| Studentrsquo;s argument essay | |
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| An Overview of Writing Across the Curriculum | |
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| Writing across the curriculum | |
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| Writing about the humanities and literature | |
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| What the humanities are | |
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| Types of sources | |
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| Types of papers | |