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| The Writing Process | |
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| Define the Writing Task | |
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| Purpose | |
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| Audience | |
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| Requirements, assignments, and schedules | |
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| Tone | |
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| Standard English and other Englishes | |
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| In your own words: Resisting the lure of copy and paste | |
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| Think Critically about Reading and Writing | |
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| How to read critically | |
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| Annotating a reading | |
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| Critical reading of your own writing | |
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| Generate Ideas | |
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| Finding a topic | |
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| Journals, blogs, and online conversations | |
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| Freewriting | |
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| Brainstorming, listing, and mapping | |
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| Journalists' questions | |
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| Find a Focus and a Structure | |
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| From topic to thesis | |
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| Formulating a working thesis--and why you need one | |
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| Developing support | |
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| Planning and structuring your essay: Road maps, purpose statements, and outlines | |
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| The power of a title | |
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| Develop Paragraphs | |
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| Paragraph basics | |
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| Focus and topic sentence | |
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| Unity | |
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| Strategies for developing paragraphs | |
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| Coherence with links, parallel structures, and transitions | |
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| Construct an Argument | |
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| What makes a good argument? | |
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| Topic | |
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| An arguable claim (thesis), reasons, and evidence | |
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| Argument structures | |
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| Appeals, common ground, and opposing views | |
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| Logic and flaws in logic | |
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| A student's argument essay | |
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| Draft, Revise, and Edit | |
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| Tips for writing and managing drafts | |
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| Writing collaboratively | |
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| Giving and getting feedback | |
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| Beginning and ending well | |
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| Tools for content revision | |
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| Tools for editing and proofreading | |
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| A student's drafts | |
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| Pay attention to the 5 C's of Style | |
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| The first C: Cut | |
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| The second C: Check for action | |
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| The third C: Connect | |
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| The fourth C: Commit | |
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| The fifth C: Choose the right words | |
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| Put it all together: Delight your readers | |
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| Document Design, Visual Power | |
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| Academic Documents: Page and Screen | |
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| Formats for academic essays | |
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| Title and identification | |
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| Title page | |
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| Formatting with MS Word | |
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| Academic writing online | |
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| Visual Presentation of Text and Data | |
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| Typefaces | |
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| Color | |
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| Headings, columns | |
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| Lists | |
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| Tables, charts | |
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| Visuals: Analysis and Preparation | |
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| How to read images critically | |
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| Visuals and argument | |
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| Multimedia presentations | |
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| PowerPoint | |
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| Sample PowerPoint slides | |
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| Editing for Common Sentence Problems | |
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| How a Sentence Works (Review) | |
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| What a sentence is | |
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| Subject and verb | |
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| Parts of speech | |
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| Phrases | |
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| Clauses | |
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| Top Sentence Troublespots | |
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| Students' FAQs | |
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| Top sentence troublespots | |
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| The Boundaries of a Sentence: Fragments, Run-ons, and Comma Splices | |
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| What is a fragment? | |
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| Dependent clause fragments | |
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| Phrase fragments | |
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| Missing subject, verb | |
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| Fragments missing subject after and, but, or | |
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| Intentionally use/frag | |
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| Run-on, comma splice | |
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| Correcting run-on, splices | |
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| Sentence Snarls | |
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| Tangles: Mixed constructions, faulty comparisons, convoluted syntax | |
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| Misplaced modifiers | |
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| Dangling modifiers | |
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| Shifts | |
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| Logical sequence | |
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| Necessary / unnecessary words | |
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| Faulty parallelism | |
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| Verbs | |
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| Verb forms | |
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| Verbs commonly confused | |
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| Verb Tenses | |
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| -ed endings | |
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| Indirect quotations | |
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| Conditional sentences | |
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| Active / passive voice | |
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| Subject-Verb Agreement | |
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| The -s ending | |
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| Subject separated from verb | |
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| Subject after verb | |
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| After linking verb | |
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| Tricky subjects | |
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| Collective nouns | |
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| Subects with and, or, nor | |
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| Indefinite pronouns | |
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| Quantity words | |
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| Pronouns | |
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| Personal pronouns | |
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| Possessive forms | |
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| Clear reference | |
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| Agreement with antecedent | |
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| Gender bias | |
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| Consistent point of view | |
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| You | |
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| Intensive, reflexive pronouns | |
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| Who/whom, whoever/whomever | |
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| Adjectives and Adverbs | |
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| Correct Forms | |
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| After linking verbs | |
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| Compound adjectives 19d. | |
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| Position of adverbs | |
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| Double negatives | |
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| Comparative and superlative forms | |
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| Faulty comparisons | |
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| Relative Clauses and Relative Pronouns | |
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| Who, whom, whose, which, or that | |
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| Agreement of verbs | |
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| Restrictive, nonrestrictive clauses | |
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| With prepositions | |
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| Editing for Punctuation, Mechanics, and Spelling | |
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| Punctuation and Meaning | |
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| End Punctuation | |
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| Period | |
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| Question mark | |
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| Exclamation point | |
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| Commas | |
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| Two checklists--comma: yes, comma: no | |
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| Comma before and, but, etc., between independent clauses | |
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| Comma after an introductory word, phrase, or dependent clause | |
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| Commas to set off an extra (nonrestrictive) phrase or clause | |
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| Commas with transitional expressions and explanatory insertions | |
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| Commas separating three or more items in a series | |
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| Commas between coordinate adjectives | |
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| Comma with a direct quotation | |
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| Special uses of commas | |
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| When not to use commas: Nine rules of thumb | |
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| Semicolons and Colons | |
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| Two checklists--semicolon: yes, semicolon: no | |
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| Two checklists--colon: yes, colon: no | |
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| Apostrophes | |
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| Two checklists--apostrophe: yes, apostrophe: no | |
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| Apostrophe to signal possession | |
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| Apostrophe in contractions | |
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| Apostrophes with plurals: Special cases | |
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| It's versus its | |
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| Quotation Marks | |
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| Guidelines for using quotation marks | |
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| Punctuation introducing and ending a quotation | |
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| Quotation marks in dialogue | |
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| Double and single quotation marks | |
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| Quotation marks with titles, definitions, and translations | |
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| When not to use quotation marks | |
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| Other Punctuation Marks | |
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| Dashes | |
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| Parentheses | |
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| Brackets | |
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| Slashes | |
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| Ellipsis dots | |
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| Italics and Underlining | |
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| Titles of long works | |
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| Transportation | |
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| Letters, numerals, and words referring to the words themselves | |
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| Words from other languages | |
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| When not to use italics | |
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| Capital Letters, Abbreviations, and Numbers | |
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| Capital letters | |
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| Abbreviations and acronyms | |
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| Numbers | |
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| Spelling and Hyphenation | |
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| Checking spelling | |
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| Plurals of nouns | |
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| Doubling consonants | |
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| Spelling with -y or -i | |
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| Internal ie or ei | |
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| Adding a suffix | |
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| Accents, umlauts, tildes, cedillas | |
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| Hyphens | |
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| Online Punctuation | |
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| Editingfor Writers with Other Languages (ESL), Other Englishes | |
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| Culture, Language, and Writing | |
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| Englishes around the world | |
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| Difference, not deficit | |
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| Learning from errors | |
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| Editing guide to vernacular Englishes | |
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| Editing guide to multilingual transfer errors | |
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| Nouns and Articles | |
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| Categories of nouns | |
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| Uncountable nouns | |
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| Rules for articles (a, an, the) | |
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| The for specific reference | |
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| Which article? | |
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| Four basic questions | |
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| Proper nouns and articles | |
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| Verbs and Verb Forms | |
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| Forms that cannot function as a main verb | |
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| Do, have, and be | |
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| Modal auxiliary verbs | |
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| Infinitive after verbs and adjectives | |
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| Verbs followed by -ing form used as a noun | |
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| Verbs followed by an infinitive or -ing form | |
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| -ing and -ed verb forms used as adjectives | |
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| Word Order and Sentence Structure | |
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| Inclusion of a subject | |
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| Order of sentence elements | |
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| Direct and indirect objects | |
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| Direct and indirect quotations and questions | |
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| Dependent clauses with although, because | |
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| Unnecessary pronouns | |
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| Order of adjectives | |
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| Prepositions and Idioms | |
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| Idioms with prepositions | |
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| Adjective + preposition | |
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| Verb + preposition | |
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| Phrasal verbs | |
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| Preposition + -ing verb form | |
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| Get used to and used to VI | |
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| Writing a Documented Research Paper | |
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| Research and the Dangers of Plagiarism | |
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| Research today: The plusses | |
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| Research today: The minuses | |
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| Consequences of Plagiarism | |
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| Avoid plagiarism | |
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| Planning the Project | |
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| Organizing research | |
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| Schedule | |
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| Primary, secondary sources | |
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| Topic, question, thesis | |
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| Research proposal | |
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| Finding and Evaluating Sources | |
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| Searching online for print and online sources | |
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| Basic reference works | |