| |
| |
| |
| Writing | |
| |
| |
| |
| Reading Critically | |
| |
| |
| Think Critically | |
| |
| |
| Read Critically | |
| |
| |
| |
| Preparing | |
| |
| |
| Experiment and Explore | |
| |
| |
| Invent and Prewrite | |
| |
| |
| Gather Information | |
| |
| |
| Plan and Organize | |
| |
| |
| |
| Composing | |
| |
| |
| Review | |
| |
| |
| Draft | |
| |
| |
| Collaborate | |
| |
| |
| Try Composing with a Computer | |
| |
| |
| |
| Rewriting | |
| |
| |
| Shift from Writer to Reader | |
| |
| |
| Revise | |
| |
| |
| Edit | |
| |
| |
| Proofread | |
| |
| |
| Give and Receive Feedback | |
| |
| |
| Review A Model Student Paper | |
| |
| |
| |
| Structuring Paragraphs | |
| |
| |
| Write Unified Paragraphs | |
| |
| |
| Use Clear Organizational Patterns | |
| |
| |
| Use Sentence-Linking Techniques | |
| |
| |
| Be Consistent with Verb Tense, Person, and Number | |
| |
| |
| Use Parallelism to Make Paragraphs Coherent | |
| |
| |
| Decide on Appropriate Paragraph Length | |
| |
| |
| Link Paragraphs with Key Words | |
| |
| |
| Construct Effective Introductory and Concluding Paragraphs | |
| |
| |
| |
| Formulating Arguments | |
| |
| |
| Formulate an Arguable Thesis | |
| |
| |
| Generate Good Supporting Evidence | |
| |
| |
| Take Note of Evidence for Alternative Views | |
| |
| |
| Develop and Test the Main Points | |
| |
| |
| Build a Compelling Case | |
| |
| |
| Structure the Argument | |
| |
| |
| Avoid Logical and Emotional Fallacies | |
| |
| |
| |
| Research | |
| |
| |
| |
| The Research Project | |
| |
| |
| Become a Researcher | |
| |
| |
| Schedule a Time Frame | |
| |
| |
| Create a Research Notebook | |
| |
| |
| Create a Working Bibliography | |
| |
| |
| Gather Background Information | |
| |
| |
| Conduct Focused Research | |
| |
| |
| |
| Using the Internet for Research | |
| |
| |
| Use Internet Sources throughout the Research Process | |
| |
| |
| Get to Know the Internet and the Web | |
| |
| |
| Search the Internet and the Web | |
| |
| |
| Follow a Student Internet Search | |
| |
| |
| |
| Evaluating Electronic and Print Sources | |
| |
| |
| Choose Legitimate Sources | |
| |
| |
| Follow a Student's Evaluation of Web Links | |
| |
| |
| |
| Using Sources | |
| |
| |
| Use Sources Responsibly | |
| |
| |
| Quote Sources Sparingly | |
| |
| |
| Paraphrase Sources Accurately | |
| |
| |
| Summarize Sources Briefly | |
| |
| |
| |
| Writing the Research Paper | |
| |
| |
| Review the Rhetorical Stance and Thesis | |
| |
| |
| Plan a Structure | |
| |
| |
| Write a Draft | |
| |
| |
| Review and Revise Your Draft | |
| |
| |
| Follow Formatting Conventions | |
| |
| |
| |
| MLA Documentation | |
| |
| |
| |
| MLA Documentation | |
| |
| |
| |
| APA, CMS, AND CBE Documentation | |
| |
| |
| |
| APA, CMS, and CBE Documentation | |
| |
| |
| Document by Using the APA System | |
| |
| |
| Document by Using the Chicago Manual of Style (CMS) System | |
| |
| |
| Document by Using the CBE System | |
| |
| |
| |
| Document Design | |
| |
| |
| |
| Design Principles and Graphics | |
| |
| |
| Follow the Three Basic Design Principles | |
| |
| |
| Use Formatting Tools | |
| |
| |
| Use Graphics | |
| |
| |
| Review Your Document | |
| |
| |
| |
| Designing for the Web | |
| |
| |
| Generate a Basic Design for the Web | |
| |
| |
| Planning Your Web Document | |
| |
| |
| |
| Writing for the Web | |
| |
| |
| Construct the Individual Web Pages | |
| |
| |
| Using HTML to Embed Codes | |
| |
| |
| Refining Your Website | |
| |
| |
| Transfer Your Site to an Internet Server | |
| |
| |
| |
| Special Purpose Writing | |
| |
| |
| |
| Using Electronic Mail | |
| |
| |
| Locate E-mail Addresses | |
| |
| |
| Practice Good E-mail Etiquette | |
| |
| |
| Use File Attachments | |
| |
| |
| |
| Writing about Literature | |
| |
| |
| Write Interpretively or Analytically about Literature | |
| |
| |
| |
| Business Writing | |
| |
| |
| Write Concise and Professional Business Letters | |
| |
| |
| Write Specifically Tailored Letters of Application | |
| |
| |
| Write Appropriately Packed Résumés | |
| |
| |
| Write Focused Memos | |
| |
| |
| |
| Essay Exams | |
| |
| |
| Prepare for an Essay Exam | |
| |
| |
| Attend to the Writing Process | |
| |
| |
| |
| Correct Sentences | |
| |
| |
| |
| Sentence Structure | |
| |
| |
| Learn to Identify Parts of Speech | |
| |
| |
| Learn to Identify Basic Sentence Patterns | |
| |
| |
| Learn to Expand Sentences | |
| |
| |
| Learn How to Classify Sentences | |
| |
| |
| |
| Pronoun Problems | |
| |
| |
| Make Pronouns Agree in Number and Gender with Their Antecedents | |
| |
| |
| Refer to a Specific Noun Antecedent | |
| |
| |
| Avoid Vague Use of This, That, Which, and It | |
| |
| |
| Be Consistent with Use of That and Which | |
| |
| |
| Use the Subjective Case When a Pronoun Functions as a Sentence Subject, Clause Subject, or Subject Complement | |
| |
| |
| Use the Objective Case When a Pronoun Functions as an Object | |
| |
| |
| Test for Pronoun Case in Compound Constructions by Using the Pronoun Alone | |
| |
| |
| Choose the Form for an Interrogative or Relative Pronoun Based on How It Functions in Its Clause | |
| |
| |
| Use Possessive Pronouns to Show Ownership | |
| |
| |
| Choose the Case for a Pronoun in a Comparison Based on How It Would Function in Its Own Clause | |
| |
| |
| |
| Verbs | |
| |
| |
| Learn the Regular Verb Forms | |
| |
| |
| Learn Common Irregular Verb Forms | |
| |
| |
| Know How to Use Auxiliary Verbs | |
| |
| |
| Learn the Verb Tenses | |
| |
| |
| Observe Sequence of Tenses | |
| |
| |
| Use Transitive and Intransitive Verbs Correctly | |
| |
| |
| Favor Active over Passive Voice | |
| |
| |
| Make Sure Verbs Are in the Proper Mood | |
| |
| |
| |
| Adjectives and Adverbs | |
| |
| |
| Use Adjectives to Modify Nouns | |
| |
| |
| Avoid Overuse of Nouns as Modifiers | |
| |
| |
| Use Adverbs to Modify Verbs, Adjectives, Other Adverbs, and Clauses | |
| |
| |
| Be Aware of Some Commonly Confused Adjectives | |
| |
| |
| Use Comparative and Superlative Forms of Adjectives and Adverbs Correctly | |
| |
| |
| Avoid Double Negatives | |
| |
| |
| |
| Common Grammar Problems | |
| |
| |
| |
| Sentence Fragments | |
| |
| |
| Make Sentences Grammatically Complete | |
| |
| |
| Connect Dependent Clauses | |
| |
| |
| Connect Sentences | |
| |
| |
| Use Sentence Fragments Only for Special Effect | |
| |
| |
| |
| Commas Splices and Run-On Sentences | |
| |
| |
| Turn One Clause into a Subordinate Clause | |
| |
| |
| Separate Clauses with a Comma and a Coordinating Conjunction | |
| |
| |
| Separate Independent Clauses with a Semicolon | |
| |
| |
| Separate Independent Clauses with a Period | |
| |
| |
| |
| Subject-Verb Agreement | |
| |
| |
| Plural Subjects Require Plural Verbs | |
| |
| |
| Singular Subjects Require Singular Verbs | |
| |
| |
| Compound Subjects Usually Require Plural Verbs | |
| |
| |
| With a Disjunctive Subject, the Verb Should Agree in Number with the Part of the Subject Closest to It | |
| |
| |
| Indefinite Pronouns with a Singular Sense Take Singular Verbs | |
| |
| |
| Those with a Plural Sense Take Plural Verbs | |
| |
| |
| Collective Nouns Typically Take Singular Verbs | |
| |
| |
| Nouns That Are Plural in Form but Singular in Sense Require Singular Verbs | |
| |
| |
| A Linking Verb Always Agrees with Its Subject | |
| |
| |
| In a Sentence Beginning with the Expletive Here or There and Some Form of the Verb Be, the Verb Should Agree with Its True Subject | |
| |
| |
| |
| Misplaced and Dangling Modifiers | |
| |
| |
| Position Modifiers Close to the Words They Modify | |
| |
| |
| Avoid Ambiguity | |
| |
| |
| Try to Put Lengthy Modifiers at the Beginning or End | |
| |
| |
| Avoid Disruptive Modifiers | |
| |
| |
| Avoid Dangling Modifiers | |
| |
| |
| |
| Faulty Shifts | |
| |
| |
| Avoid Unnecessary Shifts in Point of View | |
| |
| |
| Avoid Unnecessary Shifts in Verb Tense, Mood, and Subject | |
| |
| |
| Avoid Shifts in Tone | |
| |
| |
| Avoid Mixed Constructions | |
| |
| |
| Create Consistency between Subjects and Predicates | |
| |
| |
| Avoid Unmarked Shifts between Direct and Indirect Discourse | |
| |
| |
| |
| Effective Sentences And Words | |
| |
| |
| |
| Clarity and Conciseness | |
| |
| |
| Avoid Excessively Long Sentences | |
| |
| |
| Avoid Unnecessary Repetition and Redundancy | |
| |
| |
| Use Passive Voice Only Where Appropriate | |
| |
| |
| Eliminate Wordy Phrases | |
| |
| |
| Avoid a Noun-Heavy Style | |
| |
| |
| Choose Words That Express Your Meaning Precisely | |
| |
| |
| Use That | |
| |
| |
| When Necessary to Clarify Sentence Structure | |
| |
| |
| Make Comparisons Complete and Clear | |
| |
| |
| Avoid Multiple Negation | |
| |
| |
| |
| Coordination and Subordination | |
| |
| |
| Look for a Way to Combine Closely Related Sentences | |
| |
| |
| Coordinate Related Sentences of Equal Value | |
| |
| |
| Subordinate Less Important Ideas | |
| |
| |
| |
| Parallelism | |
| |
| |
| Put Parallel Content in Parallel Form | |
| |
| |
| Make All Items in a List or Series Parallel | |
| |
| |
| Use Parallelism with Correlative Conjunctions | |
| |
| |
| Use Parallelism for Comparisons or Contrasts | |
| |
| |
| Make Parallel Constructions Complete and Clear | |
| |
| |
| |
| Variety | |
| |
| |
| Vary Sentence Length | |
| |
| |
| Vary Sentence Structure | |
| |
| |
| Avoid Excessive Repetition | |
| |
| |
| |
| Word-Processing Tools and Online Resources for Improving Sentences | |
| |
| |
| Use a Style/Grammar Checker Only with Caution | |
| |
| |
| Use Style Templates | |
| |
| |
| Use Other Applications for Sentence Revision | |
| |
| |
| Consult Internet Resources for Writing Help | |
| |
| |
| |
| Choosing the Right Words | |
| |
| |
| Choose the Right Denotation | |
| |
| |
| Choose the Right Connotation | |
| |
| |
| Find the Right Level of Formality | |
| |
| |
| Avoid Jargon, Slang, or Dialect | |
| |
| |
| Avoid Pretentiousness | |
| |
| |
| Use Figurative Language | |
| |
| |
| |
| Avoiding Biased Language | |
| |
| |
| Avoid Biased Gender References | |
| |
| |
| Avoid Biased Language about Race and Ethnicity | |
| |
| |
| Avoid Biased Language about Age | |
| |
| |
| Avoid Biased Language about Other Differences | |
| |
| |
| |
| Using a Thesaurus and Dictionary | |
| |
| |
| Use a Thesaurus to Find Exact Word | |
| |
| |
| Use a Dictionary to Learn about Words | |
| |
| |
| |
| Punctuation | |
| |
| |
| |
| End Punctuation | |
| |
| |
| The Period | |
| |
| |
| Use a Period to Mark the End of a Statement | |
| |
| |
| Use Periods to Punctuate Initials and Many Abbreviations | |
| |
| |
| Use Periods to Mark Basic Divisions in Units and Computer Names | |
| |
| |
| Avoid Common Misuses of Periods | |
| |
| |
| The Question Mark | |
| |
| |
| Use a Question Mark after a Direct Request | |
| |
| |
| Do Not Use a Question Mark after an Indirect Question | |
| |
| |
| The Exclamation Point | |
| |
| |
| Use an Exclamation Point to Signal a Strong Statement | |
| |
| |
| |
| The Comma | |
| |
| |
| Use a Comma to Set Off an Introductory Phrase or Clause | |
| |
| |
| Use a Comma before a Coordinating Conjunction to Separate Independent Clauses | |
| |
| |
| Use Commas between Items in a Series | |
| |
| |
| Use Commas to Separate Coordinate Adjectives | |
| |
| |
| Use Commas to Set off Nonessential Phrases or Clauses | |
| |
| |
| Use Commas to Set off Conjunctive Adverbs | |
| |
| |
| Use Commas with Dates, Place Names and Addresses, Titles and Degrees, and Numbers | |
| |
| |
| Use Commas with Speaker Tags | |
| |
| |
| Use Commas with Markers of Direct Address | |
| |
| |
| Avoid Misuse of Commas | |
| |
| |
| |
| The Semicolon | |
| |
| |
| Use a Semicolon to Separate Independent Clauses Not Linked by a Coordinating Conjunction | |
| |
| |
| Use a Semicolon to Separate Independent Clauses Linked by a Conjunctive Adverb | |
| |
| |
| Use Semicolons in a Series with Internal Punctuation | |
| |
| |
| Place Semicolon Outside Quotation Marks | |
| |
| |
| Avoid Common Semicolon Errors | |
| |
| |
| |
| The Colon | |
| |
| |
| Use a Colon to Introduce a List or Appositive | |
| |
| |
| Use a Colon to Set off a Second Independent Clauses That Explain the First | |
| |
| |
| Use a Colon to Introduce a Quotation | |
| |
| |
| Use Colons in Titles | |
| |
| |
| Use Colons in Business Letters and Memos | |
| |
| |
| Use Colons in Numbers and Addresses | |
| |
| |
| |
| The Apostrophe | |
| |
| |
| Use Apostrophes with Nouns to Indicate Possession | |
| |
| |
| Use Apostrophes to Indicate Contractions and Omitted Letters | |
| |
| |
| Use Apostrophes to Mark Certain Plural Forms | |
| |
| |
| Avoid Misusing the Apostrophe | |
| |
| |
| |
| Quotation Marks | |
| |
| |
| Use Quotation Marks for Exact Direct Quotations | |
| |
| |
| Use Quotation Marks to Suggest Skepticism about a Term | |
| |
| |
| Use Quotation Marks to Indicate Shifts of Register | |
| |
| |
| Use Quotation Marks When Citing Titles of Short Works | |
| |
| |
| Follow Standard Practice in Using Other Punctuation with Quotations | |
| |
| |
| |
| Other Punctuation Marks.Parentheses | |
| |
| |
| Use Parentheses to Insert Parenthetical Comments | |
| |
| |
| Do Not Overuse Parentheses | |
| |
| |
| Use Parentheses around Letters or Numbers to Set off Embedded Lists | |
| |
| |
| Dashes | |
| |
| |
| Use Dashes to Highlight Extra Informational Comments | |
| |
| |
| Use Dashes to Set off Important or Surprising Points | |
| |
| |
| Confine Yourself to One Pair of Dashes Per Sentence | |
| |
| |
| Brackets | |
| |
| |
| Use Brackets to Insert Editorial Comments or Clarifications into Quotations | |
| |
| |
| Use Brackets with the Word Sic | |
| |
| |
| Use Brackets to Acknowledge Editorial Emphasis within a Quotation | |
| |
| |
| Use Brackets for Parenthetical Comments within Parentheses | |
| |
| |
| Ellipses | |
| |
| |
| Use an Ellipsis to Indicate a Deletion from a Quotation | |
| |
| |
| Use an Ellipsis to Indicate a Pause in a Sentence | |
| |
| |
| Slashes | |
| |
| |
| Use Slashes to Separate Lines of Poetry Quoted within a Sentence | |
| |
| |
| Use a Slash to Show Alternatives | |
| |
| |
| Use a Slash to Indicate a Fraction | |
| |
| |
| Use Slashes in Internet Addresses | |
| |
| |
| Use Slashes in Writing Dates Informally | |
| |
| |
| |
| Mechanics And Spelling | |
| |
| |
| |
| Capital Letters and Italics | |
| |
| |
| Capital Letters | |
| |
| |
| Capitalize the First Word of All Free-Standing Sentences | |
| |
| |
| Capitalize All Names, Associated Titles, and Proper Adjectives | |
| |
| |
| Capitalize All Significant Words in Titles | |
| |
| |
| Follow the Owner's Preferences in Capitalizing E-mail Addresses and URLs | |
| |
| |
| Italics | |
| |
| |
| Italicize Titles of Independent Creative Works | |
| |
| |
| Italicize URLs and E-mail Addresses | |
| |
| |
| Italicize Names of Vehicles | |
| |
| |
| Italicize Foreign Words and Phrases | |
| |
| |
| Italicize Words, Letters, and Numbers Referred to as Such | |
| |
| |
| Italicize Words for Emphasis | |
| |
| |
| |
| Abbreviations and Numbers.Abbreviations | |
| |
| |
| Abbreviate Titles, Ranks, and Degrees Only before Or after Full Names | |
| |
| |
| Use Abbreviations after Numerical Dates and Times | |
| |
| |
| Use Latin Abbreviations Sparingly | |
| |
| |
| Use Acronyms and Initials Only if Their Meaning Is Clear | |
| |
| |
| Avoid Most Other Abbreviations in Formal Writing | |
| |
| |
| Numbers | |
| |
| |
| Use Figures with Abbreviations and Conventionally Numerical References | |
| |
| |
| Write out Other Numbers That Can Be Expressed in One or Two Words | |
| |
| |
| Write out Numbers That Begin Sentences | |
| |
| |
| When One Number Modifies Another, Write One as a Figure and the Other as a Word | |
| |
| |
| Write Related Numbers Alike | |
| |
| |
| |
| The Hyphen | |
| |
| |
| Consult Your Dictionary in Hyphenating Compounds | |
| |
| |
| Hyphenate Compounds Acting as Adjectives before Nouns | |
| |
| |
| Hyphenate Spelled-Out Fractions and Numbers from Twenty-One through Ninety-Nine | |
| |
| |
| Hyphenate to Avoid Ambiguity and Awkward Spellings | |
| |
| |
| Use Hyphens for End-of-Line Word Division | |
| |
| |
| |
| Spelling | |
| |
| |
| Use a Spell-Checker | |
| |
| |
| Master Troublesome Homonyms | |
| |
| |
| Guard against Common Spelling Errors | |
| |
| |
| Learn General Spelling Rules and Patterns | |
| |
| |
| |
| Esl Issues | |
| |
| |
| |
| Tips On Nouns and Articles | |
| |
| |
| Use the Plural Only with Count Nouns | |
| |
| |
| Use the for Specific References | |
| |
| |
| Use the with Most Proper Nouns Derived from Common Nouns | |
| |
| |
| Use a or an in Nonspecific References to Singular Count Nouns | |
| |
| |
| Use No Article in Nonspecific References to Plural Count Nouns or Noncount Nouns | |
| |
| |
| |
| Tips On Verbs | |
| |
| |
| Phrasal Verbs | |
| |
| |
| Note Phrasal Verbs as You Listen and Read | |
| |
| |
| Verb Complements | |
| |
| |
| Learn Which Verbs Take Gerunds as Complements | |
| |
| |
| Learn Which Verbs Take to | |
| |
| |
| Infinitives as Complements | |
| |
| |
| Learn Which Verbs Take Both Gerunds and to | |
| |
| |
| Infinitives as Complements | |
| |
| |
| Learn Which Verbs Take Only Unmarked Infinitives as Complements | |
| |
| |
| Verbs of State | |
| |
| |
| Do Not Use the Progressive Tense with Verbs of State | |
| |
| |
| Modal Auxiliary Verbs | |
| |
| |
| Use Only a Base Verb Form Immediately after a Modal Auxiliary | |
| |
| |
| Do Not Use More Than One Modal at a Time | |
| |
| |
| Conditional Sentences | |
| |
| |
| In Factual Conditionals, Use the Same Verb Tense in Both Parts | |
| |
| |
| In Predictive Conditionals, Use a Present-Tense Verb in the if Clause and an Appropriate Modal in the Result Clause | |
| |
| |
| In Hypothetical Conditionals, Use a Past-Tense Verb in the if Clause and Would, Could, or Might | |
| |
| |
| In the Result Clause | |
| |
| |
| |
| Tips On Word Order | |
| |
| |
| String Adjectives in the Order Preferred in English | |
| |
| |
| String Nouns for Easiest Recognition | |
| |
| |
| Use Meaning to Place Adverbs That Modify Verbs | |
| |
| |
| Place Adverbs Directly before Adjectives or Adverbs That They Modify | |
| |
| |
| Place Adverbs before Sentences or Clauses That They Modify | |
| |
| |
| Do Not Put an Adverb between a Verb and Its Object | |
| |
| |
| |
| Tips On Vocabulary | |
| |
| |
| Look for Cognates, but Watch Out for False Friends | |
| |
| |
| Try to Get a Feel for Collocations | |
| |
| |
| Learn Idioms in Their Entirety | |
| |
| |
| Glossary of Computer Terms | |
| |
| |
| Glossary of Grammatical Terms | |
| |
| |
| Glossary of Usage | |