| |
| |
| |
Writing for Readers | |
| |
| |
| |
Writers, Readers, and Communities | |
| |
| |
| |
Academic, Public, and Work Communities | |
| |
| |
| |
Analyzing Electronic Communities | |
| |
| |
| |
Myths and Realities about Writing | |
| |
| |
| |
Discovering and Planning | |
| |
| |
| |
Discovering Topics | |
| |
| |
| |
Generating Ideas | |
| |
| |
| |
Organizing Information | |
| |
| |
| |
Planning in Digital Environments | |
| |
| |
| |
Purpose, Thesis, and Audience | |
| |
| |
| |
Identifying Your Focus and Purpose | |
| |
| |
| |
Creating a Thesis | |
| |
| |
| |
Understanding Your Readers | |
| |
| |
| |
Drafting | |
| |
| |
| |
Moving from Planning to Drafting | |
| |
| |
| |
Drafting Collaboratively | |
| |
| |
| |
Drafting in Digital Environments | |
| |
| |
| |
Revising, Editing, and ProofReading | |
| |
| |
| |
Making Major Revisions | |
| |
| |
| |
Making Minor Revisions | |
| |
| |
| |
Revising Collaboratively | |
| |
| |
| |
Revising in Digital Environments | |
| |
| |
| |
Editing | |
| |
| |
| |
Editing Collaboratively | |
| |
| |
| |
ProofReading | |
| |
| |
| |
Paragraphs | |
| |
| |
| |
Unfocused Paragraphs | |
| |
| |
| |
Revising for Focus | |
| |
| |
| |
Incoherent Paragraphs | |
| |
| |
| |
Revising for Coherence | |
| |
| |
| |
Poorly Developed Paragraphs | |
| |
| |
| |
Revising for Development | |
| |
| |
| |
Using Special-Purpose Paragraphs | |
| |
| |
| |
Clear and Emphatic Sentences | |
| |
| |
| |
Unclear Sentences | |
| |
| |
| |
Revising for Clear Sentences | |
| |
| |
| |
Revising for Variety and Emphasis | |
| |
| |
| |
Critical Reading, Thinking, and Argument | |
| |
| |
| |
Reasoning Critically | |
| |
| |
| |
Recognizing Critical Reasoning | |
| |
| |
| |
Building a Chain of Reasoning | |
| |
| |
| |
Representing Your Reasoning | |
| |
| |
| |
Reading Critically | |
| |
| |
| |
Reading to Understand | |
| |
| |
| |
Reading to Respond and Evaluate | |
| |
| |
| |
Using Journals to Turn Reading into Writing | |
| |
| |
| |
Arguing Persuasively | |
| |
| |
| |
Recognizing an Issue | |
| |
| |
| |
Developing Your Stance | |
| |
| |
| |
Creating an Argumentative Thesis | |
| |
| |
| |
Developing Reasons and Evidence | |
| |
| |
| |
Acknowledging Other Perspectives | |
| |
| |
| |
Arguing Logically | |
| |
| |
| |
Writing a Position Paper | |
| |
| |
| |
Creating a Visual Argument | |
| |
| |
| |
Presenting an Issue | |
| |
| |
| |
Providing Evidence | |
| |
| |
| |
Presenting Your Work | |
| |
| |
| |
Designing Documents | |
| |
| |
| |
Goals of Document Design | |
| |
| |
| |
Format Choice | |
| |
| |
| |
Layout | |
| |
| |
| |
Type Choice | |
| |
| |
| |
Visuals | |
| |
| |
| |
Sample Documents | |
| |
| |
| |
Writing in Online Communities | |
| |
| |
| |
Online Expectations | |
| |
| |
| |
E-mail Conventions | |
| |
| |
| |
Online Communities | |
| |
| |
| |
Web Pages | |
| |
| |
| |
Avoiding Plagiarism and Behaving Ethically Online | |
| |
| |
| |
Speaking Effectively | |
| |
| |
| |
Oral Presentations | |
| |
| |
| |
Preparing an Oral Presentation | |
| |
| |
| |
Managing Speech Anxiety | |
| |
| |
| |
Fielding Questions | |
| |
| |
| |
Writing for Specific Communities | |
| |
| |
| |
Academic Writing: General Education | |
| |
| |
| |
Goals of General Academic Writing | |
| |
| |
| |
General Academic Audiences | |
| |
| |
| |
General Academic Writing Tasks | |
| |
| |
| |
Types of General Academic Writing | |
| |
| |
| |
Summary | |
| |
| |
| |
Annotated Bibliography | |
| |
| |
| |
Literature Review | |
| |
| |
| |
Essay Exam | |
| |
| |
| |
Short Documented Paper | |
| |
| |
| |
Review | |
| |
| |
| |
Position Paper | |
| |
| |
| |
Oral Presentation | |
| |
| |
| |
Academic Writing: Humanities and Literature | |
| |
| |
| |
Goals of Writing in the Humanities | |
| |
| |
| |
Audiences in the Humanities | |
| |
| |
| |
Writing Tasks in the Humanities | |
| |
| |
| |
Types of Writing in the Humanities | |
| |
| |
| |
Ways of Reading Literary Texts | |
| |
| |
| |
Literary Text Analysis | |
| |
| |
| |
Visual Text Analysis | |
| |
| |
| |
Academic Writing: Social and Natural Sciences | |
| |
| |
| |
Goals of Writing in the Social and Natural Sciences | |
| |
| |
| |
Audiences in the Social and Natural Sciences | |
| |
| |
| |
Writing Tasks in the Social and Natural Sciences | |
| |
| |
| |
Types of Writing in the Social and Natural Sciences | |
| |
| |
| |
Abstract | |
| |
| |
| |
Informative Report | |
| |
| |
| |
Lab Report | |
| |
| |
| |
Research Report | |
| |
| |
| |
Public Writing | |
| |
| |
| |
Goals of Public Writing | |
| |
| |
| |
Public Audiences | |
| |
| |
| |
Public Writing Tasks | |
| |
| |
| |
Types of Public Writing | |
| |
| |
| |
Public Flyer | |
| |
| |
| |
Letter to the Editor | |
| |
| |
| |
Oral Presentation | |
| |
| |
| |
Workplace Writing | |
| |
| |
| |
Goals of Workplace Writing | |
| |
| |
| |
Workplace Audiences | |
| |
| |
| |
Workplace Writing Tasks | |
| |
| |
| |
Types of Workplace Writing | |
| |
| |
| |
Business Letter | |
| |
| |
| |
Memo | |
| |
| |
| |
R�sum� and Application Letter | |
| |
| |
| |
Oral Presentation | |
| |
| |
| |
Researching and Writing | |
| |
| |
| |
Getting Started: Researching and Writing | |
| |
| |
| |
Beginning Your Research | |
| |
| |
| |
Types of Research Writing | |
| |
| |
| |
Developing a Research Question | |
| |
| |
| |
Developing a Preliminary Thesis | |
| |
| |
| |
Creating a Research File and a Timeline | |
| |
| |
| |
Reading and Notetaking | |
| |
| |
| |
Summarizing, Paraphrasing, and Synthesizing | |
| |
| |
| |
Library Resources and Research Databases | |
| |
| |
| |
Developing a Search Strategy and Working Bibliography | |
| |
| |
| |
Searching Library Resources and Databases | |
| |
| |
| |
General Resources | |
| |
| |
| |
Books and Online Catalogs | |
| |
| |
| |
Periodicals, Print or Electronic Indexes, and Government Documents | |
| |
| |
| |
Online Databases | |
| |
| |
| |
Evaluating Library Sources | |
| |
| |
| |
Web and Internet Resources | |
| |
| |
| |
Developing a Web and Internet Search Strategy | |
| |
| |
| |
Search Engines | |
| |
| |
| |
Web Sites and Internet Resources | |
| |
| |
| |
Evaluating Web and Internet Sources | |
| |
| |
| |
Fieldwork | |
| |
| |
| |
Interviewing | |
| |
| |
| |
Surveying, Polling, or Using Questionnaires | |
| |
| |
| |
Conducting an Ethnographic Study | |
| |
| |
| |
Obtaining Consent and Approval for Research on Human Subjects | |
| |
| |
| |
Avoiding Plagiarism and Integrating Sources | |
| |
| |
| |
| |
| |
| |
The Problem of Intention | |
| |
| |
| |
Recognizing When to Document Sources | |
| |
| |
| |
Working with Common Knowledge | |
| |
| |
| |
Citing Sources Responsibly | |
| |
| |
| |
Citing Sources in Context | |
| |
| |
| |
Integrating Sources for a Specific Purpose | |
| |
| |
| |
Quoting Sources | |
| |
| |
| |
Integrating Information and Ideas | |
| |
| |
| |
Working with Common Knowledge | |
| |
| |
| |
Writing, Revising, and Presenting Your Research | |
| |
| |
| |
Reviewing Your Research Questions | |
| |
| |
| |
Reviewing Your Purpose | |
| |
| |
| |
Building from a Thesis to a Draft | |
| |
| |
| |
Revising and Editing | |
| |
| |
| |
Presenting Your Research | |
| |
| |
| |
Documenting Sources: MLA Style | |
| |
| |
| |
MLA Documentation Style | |
| |
| |
| |
MLA In-Text (Parenthetical) Citations | |
| |
| |
| |
MLA List of Works Cited | |
| |
| |
| |
Sample MLA Paper | |
| |
| |
| |
Documenting Sources: APA Style | |
| |
| |
| |
APA Documentation Style | |
| |
| |
| |
APA In-Text Citations | |
| |
| |
| |
APA Reference List | |
| |
| |
| |
Sample APA Paper | |
| |
| |
| |
Documenting Sources: CMS and CSE Style | |
| |
| |
| |
CMS Documentation Style | |
| |
| |
| |
Using CMS Endnotes or Footnotes | |
| |
| |
| |
Creating CMS Endnotes or Footnotes | |
| |
| |
| |
Creating a CMS Bibliography | |
| |
| |
| |
Sample CMS Paper | |
| |
| |
| |
CSE Documentation Style | |
| |
| |
| |
CSE In-Text Citations | |
| |
| |
| |
CSE Reference List | |
| |
| |
| |
Sample CSE Paper | |
| |
| |
| |
Grammar | |
| |
| |
| |
Words Working in Sentences | |
| |
| |
| |
Nouns and Articles | |
| |
| |
| |
Pronouns | |
| |
| |
| |
Verbs | |
| |
| |
| |
Adjectives | |
| |
| |
| |
Adverbs | |
| |
| |
| |
Prepositions | |
| |
| |
| |
Conjunctions | |
| |
| |
| |
Interjections | |
| |
| |
| |
Sentence Parts and Patterns | |
| |
| |
| |
Subjects and Predicates | |
| |
| |
| |
Phrases | |
| |
| |
| |
Subordinate Clauses | |
| |
| |
| |
Different Types of Sentences | |
| |
| |
| |
Using Verbs | |
| |
| |
| |
Simple Present and Past Tense Verbs | |
| |
| |
| |
Editing Present Tense Verbs | |
| |
| |
| |
Editing Past Tense Verbs | |
| |
| |
| |
Complex Tenses and Helping Verbs | |
| |
| |
| |
Editing Progressive and Perfect Tenses | |
| |
| |
| |
Editing Troublesome Verbs (lie, lay, sit, set) | |
| |
| |
| |
Clear Tense Sequence | |
| |
| |
| |
Subjunctive Mood | |
| |
| |
| |
Active and Passive Voice | |
| |
| |
| |
Using Pronouns | |
| |
| |
| |
Pronoun Forms | |
| |
| |
| |
Editing Common Pronoun Forms | |
| |
| |
| |
Making Sentence Parts Agree | |
| |
| |
| |
Agreement | |
| |
| |
| |
Creating Simple Subject-Verb Agreement | |
| |
| |
| |
Creating Complex Subject-Verb Agreement | |
| |
| |
| |
Creating Pronoun-Antecedent Agreement | |
| |
| |
| |
Using Adjectives and Adverbs | |
| |
| |
| |
What Adjectives and Adverbs Do | |
| |
| |
| |
Editing Adjectives and Adverbs | |
| |
| |
| |
Sentence Problems | |
| |
| |
| |
Sentence Fragments | |
| |
| |
| |
Sentence Fragments | |
| |
| |
| |
Editing Sentence Fragments | |
| |
| |
| |
Using Partial Sentences | |
| |
| |
| |
Comma Splices and Fused Sentences | |
| |
| |
| |
Comma Splices | |
| |
| |
| |
Fused Sentences | |
| |
| |
| |
Editing Comma Splices and Fused Sentences | |
| |
| |
| |
Creating Pronoun Reference | |
| |
| |
| |
Unclear Pronoun Reference | |
| |
| |
| |
Editing for Clear Pronoun Reference | |
| |
| |
| |
Misplaced, Dangling, and Disruptive Modifiers | |
| |
| |
| |
Misplaced, Dangling, and Disruptive Modifiers | |
| |
| |
| |
Editing Misplaced, Dangling, and Disruptive Modifiers | |
| |
| |
| |
Making Shifts Consistent | |
| |
| |
| |
Shifts in Person and Number | |
| |
| |
| |
Shifts in Tense and Mood | |
| |
| |
| |
Shifts in Active or Passive Voice | |
| |
| |
| |
Shifts Between Direct and Indirect Quotations | |
| |
| |
| |
Mixed and Incomplete Sentences | |
| |
| |
| |
Mixed Sentences | |
| |
| |
| |
Editing Mixed Sentences | |
| |
| |
| |
Incomplete Sentences | |
| |
| |
| |
Parallelism | |
| |
| |
| |
Faulty Parallelism | |
| |
| |
| |
Editing for Parallelism | |
| |
| |
| |
Coordination and Subordination | |
| |
| |
| |
Creating Coordination | |
| |
| |
| |
Creating Subordination | |
| |
| |
| |
Editing Coordination and Subordination | |
| |
| |
| |
Words and Style | |
| |
| |
| |
Being Concise | |
| |
| |
| |
Common Types of Wordiness | |
| |
| |
| |
Editing for Conciseness | |
| |
| |
| |
Choosing Appropriate Words | |
| |
| |
| |
Demands of Context and Purpose | |
| |
| |
| |
Editing for Precise Diction | |
| |
| |
| |
Using Respectful Language | |
| |
| |
| |
Home and Community Language Varieties | |
| |
| |
| |
Gender Stereotypes | |
| |
| |
| |
Racial, Ethnic, and Cultural Stereotypes | |
| |
| |
| |
Style, Vocabulary, and Dictionaries | |
| |
| |
| |
Style and Community | |
| |
| |
| |
Language Expectations | |
| |
| |
| |
Language Resources for Writers | |
| |
| |
| |
The Dictionary and the Thesaurus | |
| |
| |
| |
Punctuation, Mechanics, and Spelling | |
| |
| |
| |
Commas | |
| |
| |
| |
Joining Sentences | |
| |
| |
| |
Setting Off Sentence Elements | |
| |
| |
| |
Setting Off Nonessential Modifiers | |
| |
| |
| |
Separating Items in a Series | |
| |
| |
| |
Separating Adjectives in a Sequence | |
| |
| |
| |
Dates, Numbers, Addresses, Place Names, People's Titles, and Letters | |
| |
| |
| |
Commas with Quotations | |
| |
| |
| |
Commas to Make Your Meaning Clear | |
| |
| |
| |
Eliminating Commas that Do Not Belong | |
| |
| |
| |
Semicolons and Colons | |
| |
| |
| |
Semicolons | |
| |
| |
| |
Colons | |
| |
| |
| |
Apostrophes | |
| |
| |
| |
Apostrophes that Mark Possession | |
| |
| |
| |
Apostrophes that Mark Contractions and Omissions | |
| |
| |
| |
Marking Quotations | |
| |
| |
| |
Using Quotation Marks | |
| |
| |
| |
Titles of Short Works | |
| |
| |
| |
Highlighting Words, Special Terms, and Tone of Voice | |
| |
| |
| |
Periods, Question Marks, and Exclamation Points | |
| |
| |
| |
Periods | |
| |
| |
| |
Question Marks | |
| |
| |
| |
Exclamation Points | |
| |
| |
| |
Other Punctuation Marks | |
| |
| |
| |
Parentheses | |
| |
| |
| |
Brackets | |
| |
| |
| |
Dashes | |
| |
| |
| |
Ellipses | |
| |
| |
| |
Slashes | |
| |
| |
| |
Symbols in Electronic Addresses | |
| |
| |
| |
Combining Punctuation Marks | |
| |
| |
| |
Capitalizing | |
| |
| |
| |
Capitalizing to Begin Sentences | |
| |
| |
| |
Capitalizing Proper Names and Titles | |
| |
| |
| |
Italicizing (Underlining) | |
| |
| |
| |
Italics (Underlining) in Titles | |
| |
| |
| |
Italics for Specific Terms | |
| |
| |
| |
Underlining for Emphasis | |
| |
| |
| |
Hyphenating | |
| |
| |
| |
Hyphenating to Join Words | |
| |
| |
| |
Hyphenating to Divide Words | |
| |
| |
| |
Using Numbers | |
| |
| |
| |
Spelling Out Numbers | |
| |
| |
| |
Using Numerals | |
| |
| |
| |
Abbreviating | |
| |
| |
| |
Familiar Abbreviations | |
| |
| |
| |
ProofReading for Appropriate Abbreviations | |
| |
| |
| |
Spelling | |
| |
| |
| |
Starting with Your Spell Checker | |
| |
| |
| |
Watching for Common Patterns of Misspelling | |
| |
| |
| |
ProofReading for Commonly Misspelled Words | |
| |
| |
| |
Assessing Writing | |
| |
| |
| |
Assessing Your Own Writing | |
| |
| |
| |
Assessing Your Peers' Writing | |
| |
| |
| |
How People Assess your Writing | |
| |
| |
| |
Assessing Writing for Portfolios | |
| |
| |
Glossary of Usage | |
| |
| |
Index | |