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Foreword | |
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Foreword | |
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Acknowledgments | |
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Introduction | |
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Building Blocks of the Report: Attitude, Tone, Style, and Voice | |
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Attitude: The Writer's View | |
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What Is Attitude in Writing? | |
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Attitude Toward Your Own Writing | |
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Attitude Toward Your Subject and Audience | |
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What Influences Attitude? | |
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Attitude and Your Reader | |
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Tone: Words and More | |
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Formality in Tone | |
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Formality and Contractions | |
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Word Choice | |
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Accuracy and Clarity | |
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Clarity Versus Variety | |
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Denotation and Connotation | |
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Selecting Material and Subtext | |
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Juxtaposition and Finn's Levels 1, 2, 3 | |
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Style: Content Plus Structure | |
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Beginning, Middle, and End | |
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Communication Qualities: Clarity and Accuracy | |
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Communication Qualities: Specificity | |
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Concrete Versus Abstract Terms | |
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Abstraction and Hayakawa's Ladder | |
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Communication Qualities: Sensitivity, Compassion, Respect for Your Subject and Reader | |
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Jettison Unnecessary Jargon | |
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Clear Away Clutter | |
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Energize Text | |
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Dynamic Versus Linking Verbs | |
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"Smothered" Verbs | |
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Active Versus Passive Structure | |
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Voice: What Is It and How Do I Find It? | |
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Active Versus Passive Voice in Sentence Structure | |
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Using Active and Passive Voice | |
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Narrative Voice/Point of View | |
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Third Person | |
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First Person and Second Person | |
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Stylistic Voice | |
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Narrative Stance | |
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Neutral Voice and Objectivity in Writing | |
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Mortar to Fortify the Building Blocks: Grammar and Editing | |
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Big Picture, Small Details: Format, Write, Edit, Proof | |
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Formatting | |
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Choosing Font: Style and Size | |
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Ordering Sections and Content | |
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Possible Formats | |
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Using an Outline | |
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An Alternative Approach to Outlining | |
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Writing | |
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Evaluating and Editing | |
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Proofing | |
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Content that Communicates: Sentences and Paragraphs | |
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Sentence: What Is It and How Is It Structured? | |
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Initial Decisions | |
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Sentence Structure | |
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Basic Sentence | |
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Sentence Order | |
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Varying Your Sentences | |
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Paragraph: How Do Sentences Build Into Paragraphs? | |
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Building the Paragraph | |
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Standard Phrases for Reports | |
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Parallel Structure | |
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Fillers, Redundancies, and Unnecessary Phrases | |
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Assessing Readability | |
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Readability Tools: Various Formulas | |
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Reaching Agreement: Subject-Verb, Pronoun, and Gender | |
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Verb Tenses | |
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"Mood" in Grammar | |
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Verb Pairs: Which to Use? | |
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Used To Versus Use To | |
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Can Versus May | |
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Fewer Versus Less | |
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Lay Versus Lie | |
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Raise Versus Rise | |
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Set Versus Sit | |
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Subject-Verb Agreement | |
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Intervening Words | |
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Compound Subjects | |
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Collective Nouns | |
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Additional Subject-Verb Agreement Challenges | |
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Pronouns | |
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Selecting Pronouns | |
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Indefinite Pronouns | |
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Gender Neutrality in Pronouns | |
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Pronoun as Subject or Object | |
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Prepositions | |
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Modifying the Main Idea: Adjectives and Adverbs | |
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Adjectives | |
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Articles = Adjectives | |
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Using Adjectives of Quantity | |
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Compound Adjectives | |
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Placing Adjectives | |
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Adverbs | |
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Splitting Verbs With Adverbs | |
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Adjectives, Adverbs, and Linking Verbs | |
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Degrees of Comparison in Adjectives and Adverbs | |
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Avoiding Ambiguity and Awkwardness | |
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Separating Related Words | |
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Misplacing Modifiers | |
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Constructing Awkward Adverbs | |
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Adding Too Many Adjectives or Adverbs | |
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Modifying Absolutes | |
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Using Hopefully and However | |
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To + Base Verb: To Split or Not to Split | |
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Precision: Right Word, Right Spelling | |
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Spelling in the Body of a Word | |
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Prefixes and Suffixes | |
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Spelling Plural Nouns | |
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Numbers: Digits or Words? | |
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Spelling Words That Sound Alike | |
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Effect Versus Affect | |
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Other Words Easily Confused | |
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Abbreviations and Acronyms | |
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Capital Letters | |
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When Not to Capitalize | |
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Spelling Variations and Modern Usage | |
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Guiding the Reader: Punctuate and Connect for Clarity | |
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Independent and Dependent Clauses | |
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Connecting for Clarity | |
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Punctuation Marks: How and Why We Use Them | |
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Periods and Semicolons | |
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Commas | |
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Recognizing Fragments and Run-on Sentences | |
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Colons | |
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Hyphens and Dashes | |
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Apostrophes | |
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Quotation Marks | |
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Ellipsis | |
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Connecting Words Revisited: Special Challenges | |
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Although, Though, While | |
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Since | |
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Like Versus Such as | |
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That Versus Which | |
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Beginning a Sentence With a Conjunction | |
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Beyond the Report: Extending Clear and Effective Communication | |
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Continuing the Therapeutic Goals: Writing Letters and Stories | |
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Letter to the Individual Assessed: An Overview | |
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Tone in Letters Written as Feedback | |
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Can a Letter of Written Feedback Be "Therapeutic"? | |
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A Clinician's Approach: Assessing Personal Warmth in Letters to the Person Assessed | |
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Metaphor: A Bridge Between Fact and Truth | |
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Conceptual Metaphor: Everyday Life | |
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Metaphor and the Brain | |
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Therapeutic Stories | |
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Children's Stories: Fables | |
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Adult and Adolescent Stories: Allegories | |
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Narrative and Dialogue | |
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Richness, Texture, Safety, and Risk: Communicating Verbally | |
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Written Versus Spoken Communication | |
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Richness and Texture in Communication | |
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"Voice" in Speech | |
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Pacing and Pauses | |
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Loudness and Pitch | |
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Interruptions and Overlap | |
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Report-Talk Versus Rapport-Talk | |
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Nonverbal Cues | |
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Active Listening | |
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Communicating When Fear Equals Risk | |
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Glossary of Terms: Grammar, Style, and Communication | |
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References | |
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Index | |