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| Critical Thinking and Reading | |
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| Active, Critical Habits of Mind | |
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| Components of a Close, Critical Reading | |
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| Critical Thinking and Writing | |
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| Writing a summary | |
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| Writing an evaluation | |
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| Writing an analysis (an application paper) | |
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| Writing a synthesis | |
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| Planning, Developing, and Writing a Draft | |
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| Discovering your topic, purpose, and audience | |
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| Generating ideas and information | |
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| Reviewing and categorizing ideas and information | |
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| Writing a thesis and sketching your paper | |
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| Writing a draft | |
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| Student paper: Rough draft | |
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| The Process of Revision | |
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| Early revision: Rediscovering your main idea | |
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| Later revision: Bringing your main idea into focus | |
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| Final revision | |
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| Responding to editorial advice from peers or professors | |
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| Sample paper: Final draft | |
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| The Paragraph and the Paper | |
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| The relationship of paragraphs to sections | |
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| The paragraph: Essential features | |
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| Writing and revising to achieve paragraph unity | |
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| Writing and revising to achieve paragraph coherence | |
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| Writing and revising to achieve well-developed paragraphs | |
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| Writing and revising paragraphs of introduction and conclusion | |
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| Writing and Evaluating Arguments | |
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| An overview of argument | |
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| Making a claim (an argumentative thesis) | |
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| Gathering evidence | |
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| Linking evidence to your claim | |
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| Making rebuttals | |
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| Preparing to write an argument | |
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| Evaluating arguments and avoiding common errors | |
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| Constructing Sentences | |
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| Understanding sentence parts | |
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| Understanding basic sentence patterns | |
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| Expanding sentences with single-word modifiers | |
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| Modifying and expanding sentences with phrases | |
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| Modifying and expanding sentences with dependent clauses | |
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| Classifying sentences | |
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| Case in Nouns and Pronouns | |
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| Using pronouns as subjects | |
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| Using pronouns as objects | |
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| Using nouns and pronouns in the possessive case | |
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| In compound construction, use pronouns in the objective or subjective form according to their function in the sentence | |
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| Pronouns paired with a noun take the same case as the noun | |
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| Choose the appropriate form of the pronouns whose, who, whom, whoever, and whomever depending on the pronoun's function | |
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| Choose the case of a pronoun in the second part of a comparison depending on the meaning intended | |
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| Verbs | |
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| Verb Forms | |
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| Tense | |
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| Voice | |
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| Mood | |
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| Agreement | |
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| Subject-Verb Agreement | |
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| Pronoun-Antecedent Agreement | |
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| Adjectives and Adverbs | |
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| Distinguishing between adjectives and adverbs | |
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| Use an adverb (not an adjective) to modify verbs as well as verbals | |
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| Use an adverb (not an adjective) to modify another adverb or an adjective | |
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| Use an adjective (not an adverb) after a linking verb to describe a subject | |
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| Use comparative and superlative forms of adjectives and adverbs | |
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| Avoid double comparisons, double superlatives, and double negatives | |
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| Avoid overusing nouns as modifiers | |
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| Sentence Fragments | |
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| Check for completeness of sentences | |
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| Eliminate fragments: Revise dependent clauses set off as sentences | |
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| Eliminate fragments: Revise phrases set off as sentences | |
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| Eliminate fragments: Revise repeating structures or compound predicates set off as sentences | |