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| Rhetorical ContentsPrefaceTo the Student | |
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| Getting Started | |
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| The Power of Language | |
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| Why Write? | |
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| Spotlight on People | |
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| Make Yourself Heard | |
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| What Is Voice? | |
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| Developing Your Voice | |
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| Meet the Peers | |
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| Writing Assignment | |
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| The Challenge Ahead | |
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| Reaching for the Highest Star | |
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| Estanley Baptiste works hard to support himself and succeed in school while helping others | |
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| Succeeding in College | |
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| Develop the Right Attitude | |
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| Get Organized | |
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| Practice Your Writing Skills | |
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| Use Your Resources | |
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| Writing Assignment | |
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| Writing Paragraphs and Essays | |
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| College Writing | |
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| The Formats for College Writing: The Paragraph and the Essay | |
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| The Writing Process for Paragraphs and Essays | |
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| Writing a Paragraph | |
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| The Structure of the Paragraph | |
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| The Writing Process | |
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| Narrowing the Topic to a Tentative Topic Sentence | |
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| The Topic | |
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| The Topic Sentence | |
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| Generating Ideas to Support the Topic Sentence | |
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| Free Writing | |
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| Brainstorming or Listing | |
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| Clustering | |
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| Dividing | |
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| Developing and Organizing the Supporting Sentences | |
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| Supporting Sentences | |
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| Using a Map or Outline to Build Strong Supporting Sentences | |
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| Developing Supporting Sentences with Specific Detail | |
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| Organizing Sentences in the Paragrap | |
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| Drafting the Paragraph | |
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| Using a Map or Outline to Write a Draft | |
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| Coherence | |
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| The Conclusion and the Title | |
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| Revising the Content | |
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| Self Evaluation | |
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| Checking Supporting Sentences for Unity | |
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| Peer Feedback | |
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| Instructor Feedback | |
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| Editing the Paragraph for Grammar and Punctuation | |
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| Getting the Paragraph Back | |
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| Exploring the Paragraph | |
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| Four Student Models of the Writing Process with Activities | |
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| "Read All About It". Using Brainstorming and an Outline to Write a Paragraph | |
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| "A Luxury Ride". Using Dividing and a Map to Write a Paragraph | |
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| "O, The Boss". Using Clustering and an Outline to Write a Paragraph | |
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| "Save the Pond". Using Free Writing and a Map to Write a Paragraph | |
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| Six Student Paragraphs with Activities | |
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| "The City of Song". Using an Outline to Identify Specific Details and their Relation to the Topic Sentence | |
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| "My Sanctuary". Placing the Topic Sentence in the Middle of the Paragraph and Organizing the Supporting Sentences from Strongest to Weakest | |
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| "A Difficult Destination". Placing the Topic Sentence at the End of the Paragraph and Organizing the Supporting Sentences with the Strongest Last | |
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| "A Great Doctor". Using a Variety of Sentence Types | |
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| "Help for Veterans". Using Appropriate Vocabulary and Strong Verbs | |
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| "My Awesome Job at the Pharmacy". Choosing and Appropriate Conclusion and Title | |
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| Exploring the Paragraph.Four Student Models of the Writing Process with Activities | |
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| "Read All About It". Using Brainstorming and an Outline to Write a Paragraph | |
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| "A Luxury Ride". Using Dividing and a Map to Write a Paragraph | |
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| "O, The Boss". Using Clustering and an Outline to Write a Paragraph | |
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| "Save the Pond". Using Free Writing and a Map to Write a Paragraph | |
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| Six Student Paragraphs with Activities | |
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| "The City of Song". Using an Outline to Identify Specific Details and their Relation to the Topic Sentence | |
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| "My Sanctuary". Placing the Topic Sentence in the Middle of the Paragraph and Organizing the Supporting Sentences from Strongest to Weakest | |
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| "A Difficult Destination". Placing the Topic Sentence at the End of the Paragraph and Organizing the Supporting Sentences with the Strongest Last | |
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| "A Great Doctor". Using a Variety of Sentence Types | |
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| "Help for Veterans". Using Appropriate Vocabulary and Strong Verbs | |
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| "My Awesome Job at the Pharmacy". Choosing and Appropriate Conclusion and Title | |
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| Writing an Essay | |
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| From Paragraph to Essay | |
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| The Parts of the Essay | |
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| Narrowing the Topic to a Tentative Thesis Statement | |
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| Thesis or Thesis Statement Focus | |
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| Turning a Discussion Question into a | |