| |
| |
| |
| The Writing Process | |
| |
| |
| |
| Assessing Audience and Purpose: A Case Study | |
| |
| |
| Writing Systematically | |
| |
| |
| Determining Your Purpose | |
| |
| |
| Assessing Your Audience's Needs | |
| |
| |
| Considering the Context | |
| |
| |
| Generating, Gathering, and Recording Ideas and Facts | |
| |
| |
| Brainstorming | |
| |
| |
| Using Other Sources of Information | |
| |
| |
| Establishing Your Scope | |
| |
| |
| Organizing Your Ideas | |
| |
| |
| Writing for Results | |
| |
| |
| Chapter Summary | |
| |
| |
| Exercises | |
| |
| |
| Collaborative Classroom Projects | |
| |
| |
| Research Projects | |
| |
| |
| |
| Organizing Your Information | |
| |
| |
| Outlining | |
| |
| |
| Traditional Roman Numeral Outline | |
| |
| |
| Decimal Numbering System Outline | |
| |
| |
| How Audience and Purpose Shape Organization: A Case Study | |
| |
| |
| Essential Organizing Patterns | |
| |
| |
| Sequential | |
| |
| |
| Chronological | |
| |
| |
| Spatial | |
| |
| |
| Division and Classification | |
| |
| |
| Decreasing Order of Importance | |
| |
| |
| Increasing Order of Importance | |
| |
| |
| General to Specific | |
| |
| |
| Specific to General | |
| |
| |
| Comparison | |
| |
| |
| Chapter Summary | |
| |
| |
| Exercises | |
| |
| |
| Collaborative Classroom Projects | |
| |
| |
| Research Projects | |
| |
| |
| |
| Writing the Draft | |
| |
| |
| Time-Management Tactics | |
| |
| |
| Allocating Your Time | |
| |
| |
| Preparing Your Work Environment | |
| |
| |
| Remaining Flexible | |
| |
| |
| Keeping Your Audience in Mind | |
| |
| |
| Writing from the Audience's Point of View | |
| |
| |
| Accommodating Multiple Audiences | |
| |
| |
| Writing for an International Audience | |
| |
| |
| Persuading Your Audience | |
| |
| |
| Establishing Your Role and Voice as the Writer | |
| |
| |
| Development Strategies | |
| |
| |
| Explaining a Process | |
| |
| |
| Describing Information | |
| |
| |
| Defining Terms and Concepts | |
| |
| |
| Explaining Cause and Effect | |
| |
| |
| Writing an Opening | |
| |
| |
| Writing a Closing | |
| |
| |
| Case Study: Drafting the Lifemaker Brochure | |
| |
| |
| Chapter Summary | |
| |
| |
| Exercises | |
| |
| |
| Collaborative Classroom Projects | |
| |
| |
| Research Projects | |
| |
| |
| |
| Revising the Draft | |
| |
| |
| Content and Organization | |
| |
| |
| Coherence | |
| |
| |
| Paragraph Unity | |
| |
| |
| Transitions | |
| |
| |
| Transitions between Sentences | |
| |
| |
| Transitions between Paragraphs | |
| |
| |
| Emphasis | |
| |
| |
| Active and Passive Voice | |
| |
| |
| Subordination | |
| |
| |
| Parallel Structure | |
| |
| |
| Lists | |
| |
| |
| Other Ways to Achieve Emphasis | |
| |
| |
| Point of View | |
| |
| |
| Language | |
| |
| |
| Context and Word Choice | |
| |
| |
| Conciseness | |
| |
| |
| Redundancy | |
| |
| |
| Padded Phrases | |
| |
| |
| Bias | |
| |
| |
| Sexist Language | |
| |
| |
| Other Types of Biased Language | |
| |
| |
| Plain Language | |
| |
| |
| Affectation | |
| |
| |
| Technical Terminology | |
| |
| |
| Jargon | |
| |
| |
| Proofreading | |
| |
| |
| Physical Appearance | |
| |
| |
| Case Study: Revising the Lifemaker Brochure | |
| |
| |
| Chapter Summary | |
| |
| |
| Exercises | |
| |
| |
| Collaborative Classroom Projects | |
| |
| |
| Research Projects | |
| |
| |
| |
| Essential Skills: Collaboration, Research, and Design | |
| |
| |
| |
| Collaborative Writing | |
| |
| |
| Advantages and Disadvantages of Collaborative Writing | |
| |
| |
| Functions of a Collaborative Writing Team | |
| |
| |
| Planning | |
| |
| |
| Research and Writing | |
| |
| |
| Review and Revision | |
| |
| |
| The Role of Conflict in Collaborative Writing | |
| |
| |
| Leading a Collaborative Writing Team | |
| |
| |
| Schedule | |
| |
| |
| Review Transmittal Sheet | |
| |
| |
| Collaborating with Other Departments | |
| |
| |
| Chapter Summary | |
| |
| |
| Exercises | |
| |
| |
| Collaborative Classroom Projects | |
| |
| |
| Research Projects | |
| |
| |
| |
| Researching Your Subject | |
| |
| |
| Conducting Primary Research: Experience, Interviews, Observations, and Questionnaires | |
| |
| |
| Beginning with Experience | |
| |
| |
| Interviewing for Information | |
| |
| |
| Determining Whom to Interview | |
| |
| |
| Preparing for the Interview | |
| |
| |
| Conducting the Interview | |
| |
| |
| Expanding Your Notes after the Interview | |
| |
| |
| Observing Firsthand | |
| |
| |
| Using a Questionnaire | |
| |
| |
| Selecting Questionnaire Recipients | |
| |
| |
| Preparing and Designing Your Questionnaire | |
| |
| |
| Conducting Secondary Research: The Library and the Internet | |
| |
| |
| Library Research | |
| |
| |
| Using Online Catalogs to Locate Books | |
| |
| |
| Using Databases and Indexes to Locate Articles | |
| |
| |
| Using Reference Works to Locate Facts, Overviews, and Statistics | |
| |
| |
| Internet Research | |
| |
| |
| Using Search Engines and Web Subject Directories | |
| |
| |
| Locating Business and Government Sites | |
| |
| |
| Evaluating, Recording, and Acknowledging Research Sources | |
| |
| |
| Evaluating Sources | |
| |
| |
| Authority | |
| |
| |
| Accuracy | |
| |
| |
| Bias | |
| |
| |
| Currency | |
| |
| |
| Taking Notes | |
| |
| |
| Quoting from Your Sources | |
| |
| |
| Direct Quotations | |
| |
| |
| Indirect Quotations | |
| |
| |
| Deletions or Omissions | |
| |
| |
| Inserting Material into Quotations | |
| |
| |
| Incorporating Quotations into Text | |
| |
| |
| Paraphrasing | |
| |
| |
| Summarizing | |
| |
| |
| Avoiding Plagiarism and Copyright Violations | |
| |
| |
| Acknowledging Your Sources | |
| |
| |
| Common Knowledge | |
| |
| |
| Copyright | |
| |
| |
| Public Domain Materials | |
| |
| |
| In-House Materials | |
| |
| |
| Documenting Sources | |
| |
| |
| APA Style | |
| |
| |
| APA In-Text Citations | |
| |
| |
| APA Citation Format for a References List | |
| |
| |
| APA Documentation Models | |
| |
| |
| APA Sample Pages | |
| |
| |
| MLA Style | |
| |
| |
| MLA In-Text Citations | |
| |
| |
| MLA Citation Format for a List of Works Cited | |
| |
| |
| MLA Documentation Models | |
| |
| |
| MLA Sample Pages | |
| |
| |
| Other Style Manuals | |
| |
| |
| Chapter Summary | |
| |
| |
| Exercises | |
| |
| |
| Collaborative Classroom Projects | |
| |
| |
| Research Projects | |
| |
| |
| |
| Designing Effective Documents and Visuals | |
| |
| |
| Designing Documents | |
| |
| |
| Typography | |
| |
| |
| Typeface | |
| |
| |
| Type Size | |
| |
| |
| Highlighting Devices | |
| |
| |
| Typographical Devices | |
| |
| |
| Headings and Captions | |
| |
| |
| Headers and Footers | |
| |
| |
| Rules, Icons, and Color | |
| |
| |
| Page Design | |
| |
| |
| Thumbnail Sketches | |
| |
| |
| Columns | |
| |
| |
| White Space | |
| |
| |
| Left- or Full-Justified Margins | |
| |
| |
| Lists | |
| |
| |
| Illustrations | |
| |
| |
| Creating Visuals | |
| |
| |
| Designing and Integrating Visuals with Text | |
| |
| |
| Tables | |
| |
| |
| Graphs | |
| |
| |
| Line Graphs | |
| |
| |
| Bar Graphs | |
| |
| |
| Pie Graphs | |
| |
| |
| Picture Graphs | |
| |
| |
| Dimensional-Column Graphs | |
| |
| |
| Drawings | |
| |
| |
| Flowcharts | |
| |
| |
| Organizational Charts | |
| |
| |
| Maps | |
| |
| |
| Photographs | |
| |
| |
| Highlighting Photographic Objects | |
| |
| |
| Using Color | |
| |
| |
| Using Graphics to Communicate Internationally | |
| |
| |
| Colors | |
| |
| |
| People, Parts of the Body, and Gestures | |
| |
| |
| Cultural Symbols | |
| |
| |
| Reading Practices | |
| |
| |
| Directional Signs | |
| |
| |
| Chapter Summary | |
| |
| |
| Exercises | |
| |
| |
| Collaborative Classroom Projects | |
| |
| |
| Research Projects | |
| |
| |
| |
| Writing at Work: From Principle to Practice | |
| |
| |
| |
| Understanding the Principles of Business Communication | |
| |
| |
| Selecting the Appropriate Medium | |
| |
| |
| E-mail | |
| |
| |
| Instant Messages | |
| |
| |
| Memos | |
| |
| |
| Letters | |
| |
| |
| Faxes | |
| |
| |
| Telephone and Conference Calls | |
| |
| |
| Voice-Mail Messages | |
| |
| |
| Face-to-Face Meetings | |
| |
| |
| Videoconferences | |
| |
| |
| Web Communication | |
| |
| |
| Developing Style and Tone | |
| |
| |
| Audience and Writing Style | |
| |
| |
| Goodwill and the "You" Viewpoint | |
| |
| |
| Structuring Effective Correspondence | |
| |
| |
| Direct and Indirect Patterns | |
| |
| |
| Openings | |
| |
| |
| Closings | |
| |
| |
| Clarity and Emphasis | |
| |
| |
| Lists | |
| |
| |
| Headings | |
| |
| |
| Subject Lines | |
| |
| |
| Observing Protocol | |
| |
| |
| Organizational Rank | |
| |
| |
| Copy Protocol | |
| |
| |
| Meeting the Deadline: The Time-Sensitive Message | |
| |
| |
| Writing E-mail and Instant Messages | |
| |
| |
| Review and Confidentiality Implications | |
| |
| |
| Observing Netiquette | |
| |
| |
| Design Considerations | |
| |
| |
| Salutations, Closings, and Signature Blocks | |
| |
| |
| Writing and Managing Instant Messages | |
| |
| |
| Designing Memos | |
| |
| |
| Memo Format and Parts | |
| |
| |
| Additional Pages | |
| |
| |
| Designing Letters | |
| |
| |
| Heading | |
| |
| |
| Inside Address | |
| |
| |
| Salutation | |
| |
| |
| Body | |
| |
| |
| Complimentary Close | |
| |
| |
| Writer's Signature Block | |
| |
| |
| Continuing Pages | |
| |
| |
| End Notations | |
| |
| |
| Chapter Summary | |
| |
| |
| Exercises | |
| |
| |
| Collaborative Classroom Projects | |
| |
| |
| Research Projects | |
| |
| |
| |
| Writing Business Correspondence | |
| |
| |
| Routine and Positive Messages | |
| |
| |
| Covers (or Transmittals) | |
| |
| |
| Acknowledgments | |
| |
| |
| Inquiries | |
| |
| |
| Responses to Inquiries | |
| |
| |
| Sales and Promotions | |
| |
| |
| Sensitive and Negative Messages | |
| |
| |
| Refusals | |
| |
| |
| Complaints | |
| |
| |
| Adjustments | |
| |
| |
| Collections | |
| |
| |
| Writing International Correspondence | |
| |
| |
| Culture and Business Writing Style | |
| |
| |
| Language and Usage | |
| |
| |
| Dates, Time, and Measurement | |
| |
| |
| Cross-Cultural Examples | |
| |
| |
| Chapter Summary | |
| |
| |
| Exercises | |
| |
| |
| Collaborative Classroom Projects | |
| |
| |
| Research Projects | |
| |
| |
| |
| Writing Informal Reports | |
| |
| |
| Planning and Writing Informal Reports | |
| |
| |
| Considering Audience | |
| |
| |
| Collecting Information | |
| |
| |
| Parts of the Informal Report | |
| |
| |
| Introduction | |
| |
| |
| Body | |
| |
| |
| Conclusions and Recommendations | |
| |
| |
| Types of Informal Reports | |
| |
| |
| Trouble Reports | |
| |
| |
| Investigative Reports | |
| |
| |
| Progress and Periodic Reports | |
| |
| |
| Progress Reports | |
| |
| |
| Periodic Reports | |
| |
| |
| Trip Reports | |
| |
| |
| Test Reports | |
| |
| |
| Chapter Summary | |
| |
| |
| Exercises x | |
| |
| |
| Collaborative Classroom Projects | |
| |
| |
| Research Projects | |
| |
| |
| |
| Writing Formal Reports | |
| |
| |
| Transmittal Letter or Memo | |
| |
| |
| Front Matter | |
| |
| |
| Title Page | |
| |
| |
| Abstracts | |
| |
| |
| Table of Contents | |
| |
| |
| List of Figures | |
| |
| |
| List of Tables | |
| |
| |
| Foreword | |
| |
| |
| Preface | |
| |
| |
| List of Abbreviations and Symbols | |
| |
| |
| Body | |
| |
| |
| Executive Summary | |
| |
| |
| Introduction | |
| |
| |
| Introducing the Subject | |
| |
| |
| Stating the Purpose | |
| |
| |
| Stating the Scope | |
| |
| |
| Previewing How the Topic Will Be Developed | |
| |
| |
| Text (Body) | |
| |
| |
| Headings | |
| |
| |
| Explanatory Notes | |
| |
| |
| Graphic and Tabular Matter | |
| |
| |
| Conclusions | |
| |
| |
| Recommendations | |
| |
| |
| Works Cited (or References) | |
| |
| |
| Back Matter | |
| |
| |
| Bibliography | |
| |
| |
| Appendixes | |
| |
| |
| Glossary | |
| |
| |
| Index | |
| |
| |
| Chapter Summary | |
| |
| |
| Exercises | |
| |
| |
| Collaborative Classroom Projects | |
| |
| |
| Research Projects | |
| |
| |
| |
| Writing Instructions | |
| |
| |
| Planning Instructions | |
| |
| |
| Learn to Perform the Operation Yourself | |
| |
| |
| Assess Your Audience and Purpose | |
| |
| |
| Coworkers | |
| |
| |
| Consumers | |
| |
| |
| International Readers | |
| |
| |
| Organize the Instructions | |
| |
| |
| Writing Instructions | |
| |
| |
| Write Directly to Your Reader | |
| |
| |
| Include Warnings and Cautions | |
| |
| |
| Language of Warnings | |
| |
| |
| Visual Symbols and Signal Words | |
| |
| |
| Using Illustrations and Design Principles | |
| |
| |
| Illustrate for Clarity | |
| |
| |
| Design for Ease of Use | |
| |
| |
| Testing for Usability | |
| |
| |
| Chapter Summary | |
| |
| |
| Exercises | |
| |
| |
| Collaborative Classroom Projects | |
| |
| |
| Research Projects | |
| |
| |
| |
| Writing Proposals | |
| |
| |
| Planning and Writing Proposals | |
| |
| |
| Audience and Purpose | |
| |
| |
| Project Management | |
| |
| |
| Repurposing Content (Boilerplate) | |
| |
| |
| Organization | |
| |
| |
| Persuasive Writing | |
| |
| |
| Internal Proposals | |
| |
| |
| Routine Internal Proposals | |
| |
| |
| Formal Internal Proposals | |
| |
| |
| External Proposals | |
| |
| |
| Solicited Proposals | |
| |
| |
| Unsolicited Proposals | |
| |
| |
| Grant and Research Proposals | |
| |
| |
| Cover Letter | |
| |
| |
| Title Page | |
| |
| |
| Introduction | |
| |
| |
| Project Abstract | |
| |
| |
| Literature Review | |
| |
| |
| References | |
| |
| |
| Project Narrative | |
| |
| |
| Program Description | |
| |
| |
| Project Outcomes | |
| |
| |
| Budget | |
| |
| |
| Project Schedule | |
| |
| |
| Project Conclusion | |
| |
| |
| Sales Proposals | |
| |
| |
| Meeting the Deadline: The Time-Sensitive Proposal | |
| |
| |
| Requests for Proposals | |
| |
| |
| RFP Structure | |
| |
| |
| Information about Your Company | |
| |
| |
| Project Description | |
| |
| |
| Delivery Schedule | |
| |
| |
| Proposal Description | |
| |
| |
| Vendor Qualifications | |
| |
| |
| Proposal-Evaluation Criteria | |
| |
| |
| Appendixes | |
| |
| |
| Chapter Summary | |
| |
| |
| Exercises | |
| |
| |
| Collaborative Classroom Projects | |
| |
| |
| Research Projects | |
| |
| |
| |
| Giving Presentations and Conducting Meetings | |
| |
| |
| Preparing and Delivering Presentations | |
| |
| |
| Determining Your Purpose | |
| |
| |
| Analyzing Your Audience | |
| |
| |
| Gathering Information | |
| |
| |
| Structuring Your Presentation | |
| |
| |
| Introduction | |
| |
| |
| Body | |
| |
| |
| Closing | |
| |
| |
| Transitions | |
| |
| |
| Using Visual Aids | |
| |
| |
| Using Presentation Software | |
| |
| |
| Using Flip Charts, Whiteboards, and Chalkboards | |
| |
| |
| Using Overhead Transparencies and Slides | |
| |
| |
| Using Handouts | |
| |
| |
| Delivering Your Presentation | |
| |
| |
| Practicing Your Presentation | |
| |
| |
| Using Delivery Techniques That Work | |
| |
| |
| Dealing with Presentation Anxiety | |
| |
| |
| Reaching Global Audiences | |
| |
| |
| Listening | |
| |
| |
| Fallacies about Listening | |
| |
| |
| Steps to More-Effective Listening | |
| |
| |
| Make a Conscious Decision | |
| |
| |
| Define Your Purpose | |
| |
| |
| Take Specific Actions | |
| |
| |
| Adapt to the Situation | |
| |
| |
| Meeting the Deadline: The Time-Sensitive Presentation | |
| |
| |
| Conducting Productive Meetings | |
| |
| |
| Planning a Meeting | |
| |
| |
| What Is the Purpose of the Meeting? | |
| |
| |
| Who Should Attend? | |
| |
| |
| When Should the Meeting Be Held? | |
| |
| |
| Where Should the Meeting Be Held? | |
| |
| |
| What's on the Agenda? | |
| |
| |
| Running a Meeting | |
| |
| |
| Dealing with Conflict | |
| |
| |
| Making a Record of Decisions and Assignments | |
| |
| |
| Closing the Meeting | |
| |
| |
| Taking Minutes | |
| |
| |
| Chapter Summary | |
| |
| |
| Exercises | |
| |
| |
| Collaborative Classroom Projects | |
| |
| |
| Research Projects | |
| |
| |
| |
| Writing for the Web: Rhetorical Principles | |
| |
| |
| Writing for Rapid Consumption | |
| |
| |
| Crafting Content for the Web | |
| |
| |
| Using the Inverted Pyramid | |
| |
| |
| Using a Simple Style and an Appropriate Tone | |
| |
| |
| Writing Concisely | |
| |
| |
| Chunking Content | |
| |
| |
| Linking to Internal Content | |
| |
| |
| Linking to External Content | |
| |
| |
| Highlighting Information | |
| |
| |
| Using Headings and Subheadings | |
| |
| |
| Using Bulleted and Numbered Lists | |
| |
| |
| Giving Directional Cues | |
| |
| |
| Providing Keywords for Content Retrieval | |
| |
| |
| Using Graphics and Typography | |
| |
| |
| Graphics | |
| |
| |
| Font Size and Style | |
| |
| |
| Line Length | |
| |
| |
| Special Font Characters | |
| |
| |
| Enhancing Access to Content | |
| |
| |
| Ensuring Access for People with Disabilities | |
| |
| |
| Considering International Users | |
| |
| |
| Repurposing Existing Content | |
| |
| |
| Protecting the Privacy of Your Users | |
| |
| |
| Documenting Sources of Information | |
| |
| |
| Contributing to Collaborative and Multimedia Content | |
| |
| |
| Blogs | |
| |
| |
| Writing for Organizational Blogs | |
| |
| |
| Tagging Blog Postings | |
| |
| |
| Wikis | |
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| Podcasts | |
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| FAQs | |
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| Questions to Include | |
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| Placement | |
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| Chapter Summary | |
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| Exercises | |
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| Collaborative Classroom Projects | |
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| Research Projects | |
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| Finding the Right Job | |
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| Determining the Best Job for You | |
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| Networking | |
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| Campus Career Services | |
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| Web Resources | |
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| Advertisements | |
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| Trade and Professional Journal Listings | |
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| Private and Temporary Employment Agencies | |
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| Internships | |
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| Government Employment Services | |
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| Letters of Inquiry and Informational Interviews | |
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| Job Search Recordkeeping | |
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| Preparing an Effective R�sum� | |
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| Analyzing Your Background | |
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| Organizing Your R�sum� | |
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| The Heading | |
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| Job Objective | |
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| Qualifications Summary | |
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| Education | |
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| Employment Experience | |
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| Related Skills and Abilities | |
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| Honors and Activities | |
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| References | |
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| Portfolios | |
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| Salary | |
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| Electronic R�sum�s | |
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| Scannable and Plain-Text R�sum�s | |
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| E-mail-Attached R�sum�s | |
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| Web R�sum�s | |
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| Sample R�sum�s | |
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| Writing an Effective Letter of Application | |
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| Opening Paragraph | |
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| Body Paragraphs | |
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| Closing Paragraph | |
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| Sample Letters | |
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| Doing Well in the Interview | |
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| Before the Interview | |
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| During the Interview | |
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| Behavior | |
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| Responses | |
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| Salary Negotiations | |
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| Conclusion | |
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| Sending Follow-up Correspondence | |
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| Sending a Resignation Letter or Memo | |
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| Chapter Summary | |
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| Exercises | |
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| Collaborative Classroom Projects | |
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| Research Projects | |
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| Revision Guide: Sentences, Punctuation, and Mechanics | |
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| Proofreaders' Marks | |
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| Sentences | |
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| Sentence Faults | |
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| Run-on Sentences and Comma Splices | |
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| Sentence Fragments | |
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| Dangling and Misplaced Modifiers | |
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| Pronouns | |
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| Pronoun Case | |
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| Determining Case | |
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| Using Who or Whom | |
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| Pronoun Reference | |
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| Pronoun-Antecedent Agreement | |
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| Person | |
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| Gender | |
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| Number | |
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| Adjectives and Adverbs | |
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| Comparatives and Superlatives | |
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| Placement | |
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| Verbs | |
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| Subject-Verb Agreement | |
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| Intervening Words | |
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| Inverted Word Order | |
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| Collective Subjects | |
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| Compound Subjects | |
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| Indefinite Pronouns | |
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| Relative Pronouns | |
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| Singular Nouns Ending in -s * Book Titles | |
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| Subject Complements | |
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| Voice | |
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| Mood | |
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| Tense | |
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| Punctuation | |
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| Commas | |
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| Linking Independent Clauses | |
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| Introducing Elements | |
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| Clauses and Phrases | |
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| Words | |
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| Quotations | |
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| Enclosing Elements | |
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| Separating Elements | |
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| Items in a Series | |
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| Adjectives | |
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| Dates | |
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| Numbers | |
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| Addresses | |
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| Names | |
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| Using Commas with Other Punctuation | |
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| Avoiding Unnecessary Commas | |
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| Semicolons | |
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| Colons | |
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| Apostrophes | |
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| Showing Possession | |
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| Singular Nouns | |
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| Plural Nouns | |
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| Compound Nouns | |
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| Coordinate Nouns | |
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| Possessive Pronouns | |
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| Indicating Omission | |
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| Forming Plurals | |
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| Quotation Marks | |
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| Identifying Quotations | |
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| Setting Off Words, Phrases, and Titles | |
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| Words and Phrases | |
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| Titles of Works | |
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| Using Quotation Marks with Other Punctuation | |
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| Periods | |
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| Question Marks | |
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| Exclamation Marks | |
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| Parentheses and Brackets | |
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| Hyphens | |
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| Linking Modifiers | |
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| Separating Prefixes and Suffixes | |
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| Other Uses | |
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| Dashes | |
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| Ellipses | |
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| Slashes | |
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| Mechanics | |
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| Capitalization | |
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| Proper Nouns | |
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| Common Nouns | |
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| First Words | |
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| Specific Groups | |
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| Specific Places | |
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| Specific Institutions, Events, Concepts | |
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| Titles of Works | |
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| Professional and Personal Titles | |
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| Abbreviations, Letters, and Units | |
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| Numbers | |
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| Words or Figures | |
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| Plurals | |
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| Measurements | |
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| Time and Dates | |
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| Addresses | |
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| Documents | |
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| Abbreviations | |
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| Names of Organizations | |
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| Measurements | |
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| Personal Names and Titles | |
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| Italics | |
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| Foreign Words and Phrases | |
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| Titles | |
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| Proper Names | |
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| Words, Letters, and Figures | |
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| Subheads | |
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| English as a Second Language (ESL) | |
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| Count and Mass Nouns | |
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| Articles | |
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| Prepositions | |
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| Gerunds and Infinitives | |
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| Adjective Clauses | |
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| Verb Tenses | |
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| Present Perfect | |
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| Present Progressive | |
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| Helping Verbs | |
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| Conditional Sentences | |
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| Index | |