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| Preface | |
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| the Writing Process | |
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| the Writing Process and Prewriting | |
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| Writing as a Winding Path | |
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| the Writing Process | |
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| the Building Blocks of Paragraphs and Essays | |
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| Prewriting Techniques | |
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| Listing | |
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| Clustering | |
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| Fastwriting | |
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| Reporter's Questions | |
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| Journaling | |
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| Run That by Me Again | |
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| Learning Log | |
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| Discovery Drafting | |
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| Drafting a Paragraph | |
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| Narrowing Your Topic | |
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| Discovering and Focusing Your Topic Sentence | |
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| Supporting Your Topic Sentence | |
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| Organizing Your Supporting Sentences | |
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| Identifying Irrelevant Sentences | |
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| Drafting an Essay | |
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| Discovering and Focusing Your Thesis Statement | |
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| Supporting Your Thesis Statement | |
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| Organizing Your Ideas | |
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| Organizing by Outlining | |
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| Unity and Coherence in Paragraphs and Essays | |
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| Introductions, Conclusions, and Titles | |
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| Run That by Me Again | |
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| Learning Log | |
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| Revising | |
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| Why You Should Revise | |
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| Purpose | |
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| Topic, Unity, and Coherence | |
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| RAMS: Replace, Add, Move, Subtract | |
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| Checking the Parts | |
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| Revision Checklist for a Paragraph | |
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| Revision Checklist for an Essay | |
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| Run That by Me Again | |
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| Learning Log | |
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| Editing and Proofreading | |
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| Check…1, 2, 3…Check…Readjust | |
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| Editing and Proofreading Checklist | |
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| Getting Feedback: Peer Review | |
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| Peer Review Options | |
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| How to be a Helpful Peer Reviewer | |
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| Tips for Effective Peer Review | |
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| Sample Peer Reviewer's Checklist | |
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| Run That by Me Again | |
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| Learning Log | |
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| Publishing and Academic Writing | |
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| Publishing | |
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| Classroom Publishing: Formatting Your Paper | |
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| MLA Formatting Requirements | |
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| Formatting for Other Disciplines | |
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| Other Publishing Opportunities | |
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| Personal Publishing | |
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| Online Publishing | |
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| Print Publishing | |
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| Academic Writing | |
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| Organizational Structures for Academic Writing | |
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| the Five-Paragraph Essay | |
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| Digging Deeper: Beyond the Five-Paragraph Essay | |
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| Run That by Me Again | |
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| Learning Log | |
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| Type of Paragraphs and Essays | |
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| Descriptive Writing | |
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| Getting Started in Descriptive Writing | |
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| Writing at Work: Snapshot of a Writer | |
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| Getting Started with Your Descriptive Paragraph | |
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| Choose a Topic | |
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| Generate Ideas | |
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| Define Your Audience | |
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| Draft Your Paragraph | |
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| Revise Your Paragraph | |
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| Peer Review | |
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| Student and Professional Essays | |
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| Student Essay: "Exceedingly Extraordinary Games," | |
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| Professional Essay: "Mick, Mom, and Me," | |
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| Writing Your Descriptive Essay | |
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| Choose a Topic and Develop a Working Thesis | |
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| Generate Ideas | |
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| Define Your Audience | |
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| Draft Your Essay | |
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| Organize Your Essay | |
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| Apply Critical Thinking | |
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| Revise Your Essay | |
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| Run That by Me Again | |
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| Learning Log | |
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| Narrative Writing | |
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| Getting Started in Narrative Writing | |
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| Writing at Work: Snapshot of a Writer | |
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| Getting Started with Your Narrative Paragraph | |
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| Choose a Topic | |
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| Generate Ideas | |
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| Define Your Audience1 | |
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| Draft Your Paragraph | |
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| Revise Your Paragraph | |
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| Peer Review | |
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| Student and Professional Essays | |
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| Student Essay: "Eyes Opened," | |
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| Professional Essay: "Willie, My Thirteen-Year-Old Teacher," | |
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| Writing Your Narrative Essay | |
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| Choose a Topic and Develop a Working Thesis | |
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| Generate Ideas | |
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| Define Your Audience | |
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| Draft Your Essay | |
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| Organize Your Essay | |
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| Apply Critical Thinking | |
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| Revise Your Essay | |
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| Run That by Me Again | |
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| Learning Log | |
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| Illustration Writing | |
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| Getting Started in Illustration Writing | |
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| Writing at Work: Snapshot of a Writer | |
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| Getting Started: Writing an Illustration Paragraph | |
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| Choose a Topic | |
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| Generate Ideas | |
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| Define Your Audience and Purpose | |
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| Draft Your Paragraph | |
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| Revise Your Paragraph | |
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| Peer Review | |
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| Student and Professional Essays | |
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| Student Essay: "I Love My Dog, But I'm Not ‘In Love' with Her," | |
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| Professional Essay: "Our View on Free Speech: Want to Complain Online? | |
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| Look Out. You Might Be Sued." USA Today | |
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| Writing Your Illustration Essay | |
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| Choose a Topic and Develop a Working Thesis | |
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| Generate Ideas | |
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| Define Your Audience | |
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| Draft Your Essay | |
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| Organize Your Essay | |
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| Apply Critical Thinking | |
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| Revise Your Essay | |
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| Run That by Me Again | |
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| Learning Log | |
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| Process Writing | |
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| Getting Started in Process Writing | |
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| Writing at Work: Snapshot of a Writer | |
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| Getting Started with Your Process Paragraph | |
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| Choose a Topic | |
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| Generate Ideas | |
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| Define Your Audience | |
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| Draft Your Paragraph | |
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| Revise Your Paragraph | |
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| Peer Review | |
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| Student and Professional Essays | |
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| Student Essay: "Choosing a College Major," | |
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| Professional Essay: "Finding Good Dining Away from Home," | |
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| Ed Shuttleworth | |
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| Writing Your Process Essay | |
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| Choose a Topic and Develop a Working Thesis | |
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| Generate Ideas | |
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| Define Your Audience | |
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| Draft Your Essay | |
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| Organize Your Essay | |
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| Apply Critical Thinking | |
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| Revise Your Essay | |
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| Run That by Me Again | |
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| Learning Log | |
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| Definition Writing | |
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| Getting Started in Definition Writing | |
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| Writing at Work: Snapshot of a Writer | |
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| Getting Started with Your Definition Paragraph | |
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| Choose a Topic | |
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| Generate Ideas | |
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| Define Your Audience and Purpose | |
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| Draft Your Paragraph | |
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| Revise Your Paragraph | |
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| Peer Review | |
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| Student and Professional Essays | |
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| Student Essay: "Some Go Too Far," | |
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| Professional Essay: "I Want a Wife," | |
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| Writing Your Definition Essay | |
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| Choose a Topic and Develop a Working Thesis | |
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| Generate Ideas | |
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| Define Your Audience and Purpose | |
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| Draft Your Essay | |
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| Organize Your Essay | |
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| Apply Critical Thinking | |
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| Revise Your Essay | |
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| Run That by Me Again | |
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| Learning Log | |
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| Compare and Contrast Writing | |
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| Getting Started in Compare-and-Contrast Writing | |
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| Writing at Work: Snapshot of a Writer | |
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| Stauffer | |
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| Getting Started with Your Compare-and-Contrast Paragraph | |
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| Choose a Topic | |
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| Generate Ideas | |
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| Define Your Audience and Purpose | |
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| Draft Your Paragraph | |
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| Revise Your Paragraph | |
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| Peer Review | |
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| Student and Professional | |
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| Essays | |
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| Student Essay: "My Family Thanksgivings," | |
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| Professional Essay: "What's for Dinner, Sweetie? Heartburn," | |
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| Writing Your Compare-and-Contrast Essay | |
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| Choose a Topic and Develop a Working Thesis | |
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| Generate Ideas | |
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| Define Your Audience | |
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| Draft Your Essay | |
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| Organize Your Essay | |
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| Apply Critical Thinking | |
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| Revise Your Essay | |
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| Run That by Me Again | |
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| Learning Log | |
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| Classification Writing | |
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| Getting Started in Classification Writing | |
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| Writing at Work: Snapshot of a Writer | |
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| Getting Started with Your Classification Paragraph | |
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| Choose a Topic | |
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| Generate Ideas | |
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| Define Your Audience and Purpose | |
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| Create a Topic Sentence | |
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| Draft Supporting Details | |
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| Revise Your Paragraph | |
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| Peer Review | |
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| Student and Professional Essays | |
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| Student Essay: "Vacation Types for Everyone," | |
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| Professional Essay: "The 12 Most Annoying Types of Facebook," | |
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| Writing Your Classification Essay | |
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| Choose a Topic and Develop a Working Thesis | |
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| Generate Ideas | |
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| Define Your Audience and Purpose | |
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| Draft Your Essay | |
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| Organize Your Essay | |
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| Apply Critical Thinking | |
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| Revise Your Essay | |
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| Run That by Me Again | |
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| Learning Log | |
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| Cause-and-Effect Writing | |
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| Getting Started in Cause-and-Effect Writing | |
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| Writing at Work: Snapshot of a Writer | |
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| Getting Started with Your Cause-and-Effect Paragraph | |
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| Choose a Topic | |
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| Generate Ideas | |
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| Define Your Audience and Purpose | |
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| Draft Your Paragraph | |
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| Revise Your Paragraph | |
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| Peer Review | |
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| Student and Professional Essays | |
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| Student Essay: "A Cause for Pinching Pennies," | |
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| Professional Essay: "Life Interrupted," | |
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| Writing Your Cause-and-Effect Essay | |
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| Choose a Topic and Develop a Working Thesis | |
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| Generate Ideas | |
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| Define Your Audience and Purpose | |
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| Draft Your Essay | |
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| Organize Your Essay | |
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| Apply Critical Thinking | |
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| Revise Your Essay | |
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| Run That by Me Again | |
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| Learning Log | |
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| Persuasive Writing | |
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| Writing at Work: Snapshot of a Writer | |
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| Getting Started with Your Persuasive Paragraph | |
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| Choose a Topic | |
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| Generate Ideas | |
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| Define Your Audience and Purpose | |
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| Draft Your Paragraph | |
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| Revise Your Paragraph | |
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| Peer Review | |
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| Take II | |
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| Student Essay: "Keeping a Watchful Eye," | |
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| Professional Essay: "Texas Lawmakers' Guns-On-Campus Bills Still a Bad | |
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| Idea," The Dallas Morning News | |
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| Writing Your Persuasive Essay | |
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| Choose a Topic and Develop a Working Thesis | |
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| Generate Ideas | |
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| Define Your Audience | |
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| Draft Your Essay | |
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| Organize Your Essay | |
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| Apply Critical Thinking | |
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| Revise Your Essay | |
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| Run That by Me Again | |
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| Learning Log | |
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| Writing Situations | |
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| Resource-Based Writing | |
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| Integrating Sources | |
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| Quoting | |
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| Paraphrasing | |
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| Summarizing | |
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| MLA Documentation | |
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| In-Text Citations | |
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| Works Cited Page | |
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| MLA Handbook | |
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| APA Citation | |
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| In-Text Citations | |
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| Reference Page | |
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| APA Manual | |
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| Run That by Me Again | |
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| Learning Log | |
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| In-Class Writing | |
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| Reading and Understanding Essay Questions to Determine Form and Purpose | |
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| Form: How to Organize Your Answer | |
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| Purpose: How to Determine Your Focus | |
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| Checklist for Reading Essay Questions | |
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| Using the Writing Process to Answer Essay Questions | |
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| Run That by Me Again | |
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| Learning Log | |
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| Personal and Business Writing | |
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| Personal Journaling | |
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| Why Journal? | |
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| Three Journaling Categories | |
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| Business Letters | |
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| Inquiries or Request Letters | |
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| Business Thank-you Letters | |
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| Run That by Me Again | |
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| Learning Log | |
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| Electronic Writing and New Technologies | |
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| Email | |
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| Blogs | |
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| Discussion Groups | |
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| Run That by Me Again | |
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| Learning Log | |
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| Writing Newspaper Articles and Examining Journal Articles | |
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| Newspapers | |
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| News Articles | |
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| Editorials | |
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| Feature Articles | |
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| Professional Journals | |
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| Finding Professional Journals | |
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| Academic Writing and Writing for a Professional Journal | |
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| Literary Journals | |
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| Run That by Me Again | |
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| Learning Log | |
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| Grammar and Mechanics | |
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| Sentence Fragments and Run-ons | |
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| What Are Sentence Fragments? | |
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| Complete Sentences Versus Sentence Fragments | |
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| Recognizing Fragments | |
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| Four Methods for Recognizing Sentence Fragments | |
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| Repairing Fragments | |
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| Run That by Me Again | |
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| Learning Log | |
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| What Are Run-On Sentences? | |
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| Recognizing Run-Ons | |
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| Repairing Run-Ons | |
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| Run That by Me Again | |
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| Learning Log | |
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| Consistency | |
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| What Is Consistency? | |
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| Verb Consistency | |
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| Verb Tenses | |
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| Six Main Tenses | |
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| Problems with Verb Consistency | |
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| What Is Pronoun Consistency? | |
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| Point of View | |
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| Problems with Pronoun Consistency | |
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| Run That by Me Again | |
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| Learning Log | |
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| Subject-Verb Agreement | |
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| What Is Subject-Verb Agreement? | |
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| Correcting Subject-Verb Agreement Errors | |
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| Prepositional Phrases | |
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| Clauses | |
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| Indefinite Pronouns | |
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| Collective Nouns | |
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| Expressions of Amounts | |
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| Unusual Nouns | |
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| Compound Subjects | |
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| Inverted Order: When the Subject Follows the Verb | |
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| Run That by Me Again | |
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| Learning Log | |
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| Pronouns | |
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| What Are Pronouns and Antecedents? | |
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| Types of Pronoun | |
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| Demonstrative pronouns | |
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| Relative Pronouns | |
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| Interrogative Pronouns | |
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| Personal Pronouns | |
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| Reflexive and Intensive Pronouns | |
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| Indefinite Pronouns | |
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| Pronouns Must Clearly Identify Their Antecedents | |
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| Pronouns Must Agree in Number with Their Antecedents | |
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| Run That by Me Again | |
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| Learning Log | |
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| Parallel Structure | |
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| What Is Parallel Structure? | |
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| Correcting Faulty Parallelism | |
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| Problems with Verbs | |
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| Problems with Nouns or Pronouns | |
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| Problems with Adjectives | |
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| Problems with Adverbs | |
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| Problems with Phrases | |
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| Problems with Clauses | |
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| Problems with Chronology (Time Order) | |
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| Problems with Order of Importance | |
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| Problems with Correlative Conjunctions | |
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| Listen for Parallelism | |
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| Run That by Me Again | |
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| Learning Log | |
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| Sentence Variety | |
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| What is Sentence Variety? | |
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| Sentence Functions | |
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| Sentence Constructions and How to Vary Them | |
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| Simple Sentences | |
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| Complex Sentences | |
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| Compound-Complex Sentences | |
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| Varying Sentence Length | |
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| Varying Sentence Beginnings | |
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| Rearrange Adjectives, Adverbs, and Prepositional Phrases | |
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| Rearrange Adverb Clauses, Noun Clauses, and Infinitive Phrases | |
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| Rearrange Present Participial Phrases, Past Participial Phrases, and Gerund Phrases | |
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| Sentences That Begin with There is or There are | |
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| Run That by Me Again | |
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| Learning Log | |
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| Misplaced and Dangling Modifiers | |
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| What Are Misplaced Modifiers? | |
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| Misplaced Single-Word Modifiers | |
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| Misplaced Phrases and Clauses | |
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| What Are Dangling Modifiers? | |
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| Run That by Me Again | |
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| Learning Log | |
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| Word Choice | |
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| Wordiness | |
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| Redundancy (You've Said It Before; Don't Say It Again) | |
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| Wordy Phrases You Can Omit | |
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| Vagueness | |
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| Clich�s | |
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| Run That by Me Again | |
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| Learning Log | |
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| Figurative Language | |
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| What is Figurative Language? | |
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| Literal Language | |
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| Figurative Language | |
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| Run That by Me Again | |
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| Learning Log | |
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| Easily Confused Words and Phrases; Spelling, Abbreviations, and Numbers | |
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| What Are Homophones? | |
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| Easily Confused Phrases | |
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| Why Is Spelling Difficult? | |
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| Five Handy Spelling Rules | |
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| Abbreviations | |
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| Numbers | |
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| Run That by Me Again | |
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| Learning Log | |
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| Punctuation Marks | |
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| Final Punctuation | |
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| Quotation Marks | |
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| Apostrophes | |
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| Commas | |
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| Colons | |
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| Semicolon | |
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| Hyphens | |
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| Dashes | |
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| Parentheses | |
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| Italics and Underlining | |
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| Ellipsis Points | |
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| Run That by Me Again | |
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| Learning Log | |
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| Reading Tips and Additional Readings | |
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| Reading Tips | |
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| What is Critical Reading? | |
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| Before You Begin Reading | |
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| Create a Positive Reading Environment | |
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| Get Acquainted with the Textbook | |
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| Get Acquainted with Shorter Material | |
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| Activate Your Background Knowledge | |
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| Determine Your Purpose for Reading | |
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| Skimming | |
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| Scanning | |
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| While You're Reading | |
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| Connect with the Material | |
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| Annotate | |
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| Increase Your Vocabulary | |
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| Ask Questions | |
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| Read and Reread | |
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| After You Read | |
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| Summarizing | |
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| Take on a Different Persona | |
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| Collaborate in a Study Group | |
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| Get Help from the Professionals | |
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| Run That by Me Again | |
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| Learning Log | |
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| Additional Readings | |
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| "My Home Is New Orleans" | |
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| A Closer Look | |
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| Making Critical Connections | |
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| Making Critical Connections | |
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| "My Journey from Scribbling to Art in Only 60 Years" | |
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| A Closer Look | |
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| Making Critical Connections | |
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| "Ah, to Return to the Halcyon Days of Academe" | |
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| A Closer Look | |
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| Making Critical Connections | |
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| "Boxers, Briefs, and Books" | |
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| A Closer Look | |
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| Making Critical Connections | |
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| "Popular Culture: Shaping and Reflecting Who We Are" | |
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| A Closer Look | |
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| Making Critical Connections | |
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| "The Death of My Father" | |
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| A Closer Look | |
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| Making Critical Connections | |
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| "Can't We Talk?" | |
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| A Closer Look | |
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| Making Critical Connections | |
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| "More Than Meet Public's Eye" | |
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| A Closer Look | |
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| Making Critical Connections | |
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| "The Pitfalls of Linking Doctors' Pay to Performance" | |
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| A Closer Look | |
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| Making Critical Connections | |
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| Study Skills (available in the MWL/eText only) | |
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| Motivation and Learning Styles | |
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| What is Motivation? | |
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| Rah-Rah-Rah! Erase Negative Attitudes and Low Self-Esteem | |
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| Using Your Learning Style to Improve and Develop Your Study Skills | |
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| What is a Learning Style? | |
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| Why Determining Your Learning Style Can Help You | |
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| Ten Study Skills Tips to Use If You're Predominantly a Visual Learner | |
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| Ten Study Skills Tips to Use If You're Predominantly an Auditory Learner | |
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| Ten Study Skills Tips to Use If You're Predominantly Kinesthetic Learner | |
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| Using Intrinsic and Extrinsic Types of Motivation | |
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| Run That by Me Again | |
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| Learning Log | |
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| Time Management | |
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| What Is Time Management? | |
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| Using Time Charts | |
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| The Big Picture: Look at Your School Term | |
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| The Smaller Picture: Look at Your Week | |
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| The Daily Picture: Create Your To-Do List | |
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| Your G.P.A. (Goals, Plans, Actions) | |
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| Keep Your Eyes on the Prize | |
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| Make a Sign | |
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| Don't Overcommit | |
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| Do the Hard Parts First | |
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| Run That by Me Again | |
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| Learning Log | |
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| Note-Taking and Listening Skills | |
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| Why Taking Notes Is Important | |
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| Do's and Don'ts for Taking Notes | |
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| Using Shorthand | |
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| Taking Notes in Class | |
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| Before Class | |
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| During Class | |
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| Arranging Your Notes | |
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| Hone Your Listening Skills | |
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| What to Listen for and Note in Classes | |
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| Main Points | |
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| Verbal Hints | |
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| Transitional Words and Phrases | |
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| Other Verbal Hints | |
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| Body Language | |
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| If You're Overwhelmed | |
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| After Class | |
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| Run That by Me Again | |
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| Learning Log | |
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| Mnemonics | |
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| What Is Mnemonics? | |
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| Short Sayings | |
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| Rhymes | |
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| Mental Pictures | |
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| Definitions | |
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| Acronyms | |
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| Acrostics | |
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| Auditory Aids | |
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| Run That by Me Again | |
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| Learning Log | |
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| Vocabulary | |
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| Vocabulary in Writing | |
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| Dictionaries | |
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| Thesauruses | |
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| Denotation and Connotation | |
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| Run That by Me Again | |
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| Learning Log | |
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| Strategies for Reducing Stress | |
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| College Life = Stress | |
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| What Is Stress? | |
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| Causes of Stress | |
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| Dealing with Stress | |
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| Deep Breathing | |
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| Progressive Muscle Relaxation | |
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| Changing Your Thought Patterns | |
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| Working It Out | |
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| Thinking It Out | |
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| Just Say No | |
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| Eat Right, Sleep Right | |
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| Write About It | |
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| Dealing with Test Anxiety | |
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| What You Can Do Before a Test | |
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| What You Can Do During the Test | |
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| What You Can Do After the Test | |
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| Run That by Me Again | |
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| Learning Log | |
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| Strategies for Taking Exams | |
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| Objective Tests | |
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| Word Choice: Absolute Words and Qualifiers | |
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| Multiple Choice | |
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| True/False | |
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| Fill-in-the-Blank (Sentence Completion) | |
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| Matching | |
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| Essay Tests | |
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| Hints for Taking Essay Tests | |
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| Instruction Words and What They Mean | |
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| Tips for Taking Timed Writing | |
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| What to Do Before, During, and After an Exam | |
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| Run That by Me Again | |
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| Learning Log | |