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| WritingForceful Paragraphs | |
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| Exploring the Writing Process | |
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| The Writing Process | |
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| Subject, Audience, Purpose | |
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| Guidelines for Submitting Written Work | |
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| Prewriting to Generate Ideas | |
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| Freewriting | |
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| Brainstorming | |
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| Clustering | |
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| Keeping a Journal | |
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| Developing Effective Paragraphs | |
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| Defining the Paragraph and the Topic Sentence | |
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| Narrowing the Topic and Writing the Topic Sentence | |
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| Generating Ideas for the Body of the Paragraph | |
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| Selecting and Dropping Ideas | |
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| Arranging Ideas in a Plan or an Outline | |
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| Writing and Revising the Paragraph | |
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| Writing the Final Paragraph | |
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| Improving Your Paragraphs | |
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| More Work on Support: Examples | |
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| More Work on Arranging Ideas: Coherence | |
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| More Work on Revising: Exact and Concise Language | |
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| Turning Assignments into Paragraphs | |
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| Moving from Paragraph to Essay | |
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| Defining the Essay and the Thesis Statement | |
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| The Process of Writing an Essay | |
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| Unit 1 Writing Assignments | |
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| Unit 1 Review | |
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| Unit 1 Writer's Workshop--Discuss Your Name | |
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| Writing Complete Sentences | |
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| Subjects and Verbs | |
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| Defining and Spotting Subjects | |
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| Spotting Singular and Plural Subjects | |
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| Spotting Prepositional Phrases | |
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| Defining and Spotting Action Verbs | |
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| Defining and Spotting Linking Verbs | |
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| Spotting Verbs of More Than One Word | |
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| Avoiding Sentence Fragments | |
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| Writing Sentences with Subjects and Verbs | |
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| Writing Sentences with Complete Verbs | |
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| Completing the Thought | |
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| Unit 2 Writing Assignments | |
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| Unit 2 Review | |
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| Unit 2 Writers' Workshop--Discuss an Event That Influenced You | |
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| Using Verbs Effectively | |
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| Present Tense (Agreement) | |
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| Defining Agreement | |
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| Troublesome Verb in the Present Tense: TO BE | |
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| Troublesome Verb in the Present Tense: TO HAVE | |
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| Troublesome Verb in the Present Tense: TO DO (+ NOT) | |
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| Changing Subjects to Pronouns | |
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| Practice in Agreement | |
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| Special Problems in Agreement | |
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| Past Tense | |
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| Regular Verbs in the Past Tense | |
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| Irregular Verbs in the Past Tense | |
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| Troublesome Verb in the Past Tense: TO BE | |
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| Review | |
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| The Past Participle in Action | |
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| Defining the Past Participle | |
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| Past Participles of Regular Verbs | |
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| Past Participles of Irregular Verbs | |
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| Using the Present Perfect Tense | |
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| Using the Past Perfect Tense | |
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| Using the Passive Voice | |
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| Using Past Participles as Adjectives | |
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| Progressive Tenses (TO BE + -ING Verb Form) | |
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| Defining and Writing the Present Progressive Tense | |
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| Defining and Writing the Past Progressive Tense | |
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| Using the Progressive Tenses | |
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| Avoiding Incomplete Progressives | |
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| Fixed-Form Helping Verbs and Verb Problems | |
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| Defining and Spotting the Fixed-Form Helping Verbs | |
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| Using the Fixed-Form Helping Verbs | |
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| Using CAN and COULD | |
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| Using WILL and WOULD | |
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| Writing Infinitives | |
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| Revising Double Negatives | |
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| Unit 3 Writing Assignments | |
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| Unit 3 Review | |
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| Unit 3 Writers' Workshop--Tell a Family Story | |
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| Joining Ideas Together | |
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| Coordination | |
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| Subordination | |
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| Defining and Using Subordinating Conjunctions | |
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| Punctuating Subordinating Conjunctions | |
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| Avoiding Run-Ons and Comma Splices | |
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| Semicolons and Conjunctive Adverbs | |
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| Defining and Using Semicolons | |
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| Defining and Using Conjunctive Adverbs | |
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| Punctuating Conjunctive Adverbs | |
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| Relative Pronouns | |
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| Defining and Using Relative Pronouns | |
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| Punctuating Ideas Introduced by WHO, WHICH, or THAT | |
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| -ING Modifiers | |
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| Using -ING Modifiers | |
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| Avoiding Confusing Modifiers | |
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| Unit 4 Writing Assignments | |
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| Unit 4 Review | |
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| Unit 4 Writers' Workshop--Describe a Detour off the Main Highway | |
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| Choosingthe Right Noun, Pronoun, Adjective, Adverb, or Preposition | |
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| Nouns | |
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| Defining Singular and Plural | |
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| Signal Words: Singular and Plural | |
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| Signal Words with OF | |
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| Pronouns | |
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| Defining Pronouns and Antecedents | |
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| Referring to Indefinite Pronouns | |
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| Referring to Collective Nouns | |
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| Referring to Special Singular Constructions | |
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| Avoiding Vague and Repetitious Pronouns | |
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| Using Pronouns as Subjects, Objects, and Possessives | |
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| Choosing the Correct Case after AND or OR | |
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| Choosing the Correct Case in Comparisons | |
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| UsingPronouns with -SELF and -SELVES | |
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| Adjectives and Adverbs | |
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| Defining and Writing Adjectives and Adverbs | |
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| A Troublesome Pair: GOOD/WELL | |
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| Writing Comparatives | |
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| Writing Superlatives | |
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| Troublesome Comparatives and Superlatives | |
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| Demonstrative Adjectives: THIS/THAT and THESE/THOSE | |
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| Prepositions | |
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| Defining and Working with Prepositional Phrases | |
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| Troublesome Prepositions: IN, ON, and LIKE | |
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| Prepositions in Common Expressions | |
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| Unit 5 Writing Assignments | |
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| Unit 5 Review | |
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| Unit 5 Writers' Workshop--Tell How Someone Changed Your Life | |
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| Revising for Consistency and Parallelism | |
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| Consistent Tense | |
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| Consistent Person | |
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| Parallelism | |
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| Writing Parallel Constructions | |
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| Using Parallelism for Special Effects | |
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| Unit 6 Writing Assignments | |
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| Unit 6 Review | |
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| Unit 6 Writers' Workshop--Shift Your Audience and Purpose | |
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| Mastering Mechanics | |
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| Capitalization | |
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| Commas | |
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| Commas after Items in a Series | |
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| Commas after Introductory Phrases | |
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| Commas for Direct Address | |
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| Commas to Set Off Appositives | |
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| Commas for Parenthetical Expressions | |
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| Commas for Dates | |
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| Commas for Addresses | |
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| Commas for Coordination and Subordination | |
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| Apostrophes | |
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| Using the Apostrophe for Contractions | |
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| Defining the Possessive | |
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| Using the Apostrophe to Show Possession (in Words That Do Not AlreadyEnd in -S) | |
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| Using the Apostrophe to Show Possession (in Words That Already End in-S) | |
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| Direct and Indirect Quotations | |
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| Defining Direct and Indirect Quotations | |
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| Punctuating Simple Direct Quotations | |
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| Punctuation Split Quotations | |
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| Ending Direct Quotations | |
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| Putting Your Proofreading Skills to Work | |
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| Unit 7 Writing Assignments | |
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| Unit 7 Review | |
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| Unit 7 Writers' Workshop--Explain a Cause or an Effect | |
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| Improving Your Spelling | |
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| Spelling | |
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| Suggestions for Improving Your Spelling | |
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| Computer Spell Checkers | |
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| Spotting Vowels and Consonants | |
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| Doubling the Final Consonant (in Words of One Syllable) | |
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| Doubling the Final Consonant (in Words of More Than One Syllable) | |
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| Dropping or Keeping the Final E | |
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| Changing or Keeping the Final Y | |
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| Choosing IE or EI | |
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| CommonlyMisspelled Words | |
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| Look-Alikes/Sound-Alikes | |
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| Unit 8 Writing Assignments | |
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| Unit 8 Review | |
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| Unit 8 Writers' Workshop--Examine Positive (or Negative) Values | |
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| Reading Selections and Quotation Bank | |
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| Reading Selections | |
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| Effective Reading Strategies for the Writer | |
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| Daring to Dream | |
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| A Homemade Education | |
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| Don't Share Your Life with Me | |
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| Mrs. Flowers Leonard Pitts Jr., Beauty Is Not Just Smaller Than Life | |
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| Hot Dogs and Wild Geese | |
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| My English Courtland | |
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| The Gift | |
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| Montgomery, Alabama, 1955 | |
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| Quitting Hip-Hop | |
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| You Can Take This Job and... Well, It Might Surprise You | |
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| Papa, the Teacher | |
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| Another Road Hog with Too Much Oink | |
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| Stuff | |
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| In This Arranged Marriage, Love Came Later | |
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| Playing a Violin with Three Strings | |
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| One Man's Kids | |
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| The Hidden Life of Bottled Water | |
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| Four Directions | |
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| Emotional Intelligence | |
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| Quotation Bank | |
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| Parts of Speech Review | |
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| Some Guidelines for Students of English as a Second Language | |
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| Acknowledgments | |
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| Index | |
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| Index of Rhetorical | |
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| Modes Index to the Readings | |
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| Rhetorical Index to the Readings | |