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| W Writing | |
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| Writing and Reading Rhetorically | |
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| Understanding the rhetorical situation | |
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| Applying rhetorical knowledge | |
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| Academic writing | |
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| Genres and formats of academic writing | |
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| Planning and Drafting Essays | |
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| Stages of the writing process | |
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| Focusing a topic into a clearly stated thesis | |
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| Creating an outline | |
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| Developing Paragraphs | |
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| Stating the main idea | |
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| Developing the main point | |
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| Employing methods for developing paragraphs | |
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| Making paragraphs coherent | |
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| Revising and Editing Essays | |
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| Revising for unity and coherence | |
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| Editing and proofreading | |
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| Sample final draft | |
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| Critical Reading and Analysis | |
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| Critical reading | |
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| Critical analysis | |
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| Writing Arguments | |
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| Determining the purpose of your argument | |
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| Considering differing viewpoints | |
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| Distinguishing between fact and opinion | |
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| Taking a position or making a claim | |
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| Providing evidence for an effective argument | |
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| Using the rhetorical appeals to ground your argument | |
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| Arranging an effective argument | |
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| Sample argument | |
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| Designing Documents | |
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| Elements of design | |
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| Using graphics | |
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| Using pictures | |
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| Using maps | |
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| Using cartoons | |
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| R Research | |
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| Planning Research | |
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| Research as inquiry | |
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| Finding your own research question | |
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| Testing your research question | |
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| Creating a research plan | |
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| Finding Sources in Print, Online, and in the Field | |
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| Deciding which sources to use | |
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| Searching electronically for print and online sources | |
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| Keeping track of your sources | |
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| Doing field research | |
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| Evaluating Print and Online Sources | |
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| Credibility of authors | |
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| Credibility of publishers | |
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| Online sources | |
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| Reading closely and critically | |
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| Using Sources Critically and Responsibly | |
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| Taking and organizing notes | |
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| Creating a working annotated bibliography | |
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| Acknowledging your sources | |
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| Using direct quotations | |
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| Paraphrasing another person's ideas | |
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| Summarizing an idea | |
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| Analyzing and responding to sources | |
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| Synthesizing sources | |
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| Critical thinking | |
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| Avoiding Plagiarism | |
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| Knowing which sources require acknowledgment | |
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| Citing quotations and ideas from sources | |
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| D Documentation | |
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| MLA Documentation | |
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| MLA-style in-text citations | |
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| MLA list of works cited | |
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| Sample MLA-style paper | |
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| APA Documentation | |
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| APA-style in-text citations | |
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| APA-style reference list | |
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| Sample APA-style paper | |
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| CMS Documentation | |
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| CMS note and bibliographic forms | |
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| Sample CMS-style paper | |
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| CSE Documentation | |
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| CSE citation-sequence, name-year, and citation-name systems | |
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| Sample CSE-style paper | |
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| G Grammar | |
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| Sentence Essentials | |
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| Parts of speech | |
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| Subjects and predicates | |
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| Complements | |
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| Phrases | |
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| Clauses | |
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| Sentence Fragments | |
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| Recognizing sentence fragments | |
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| Phrases as sentence fragments | |
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| Dependent clauses as sentence fragments | |
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| Comma Splices and Fused Sentences | |
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| Locating comma splices and fused sentences | |
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| Revising comma splices and fused sentences | |
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| Divided quotations | |
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| Verbs | |
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| Verb forms | |
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| Verb tenses | |
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| Verb tense consistency | |
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| Voice | |
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| Mood | |
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| Subject-verb agreement | |
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| Pronouns | |
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| Recognizing pronouns | |
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| Pronoun case | |
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| Pronoun-antecedent agreement | |
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| Clear pronoun reference | |
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| Pronoun consistency | |
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| Use of first-person and second-person pronouns | |
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| Modifiers | |
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| Recognizing modifiers | |
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| Comparatives and superlatives | |
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| Double negatives | |
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| Placement of modifiers | |
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| Dangling modifiers | |
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| S Effective Sentences | |
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| Sentence Unity | |
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| Choosing and arranging details | |
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| Revising mixed metaphors | |
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| Revising mixed constructions | |
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| Relating sentence parts | |
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| Including necessary words | |
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| Completing comparisons | |
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| Completing intensifiers | |
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| Subordination and Coordination | |
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| Using subordination effectively | |
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| Using coordination effectively | |
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| Avoiding faulty or excessive subordination and coordination | |
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| Parallelism | |
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| Recognizing parallel elements | |
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| Repeating words and grammatical forms | |
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| Linking two or more sentences | |
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| Using correlative conjunctions | |
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| Emphasis | |
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| Placing words for emphasis | |
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| Using cumulative and periodic sentences | |
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| Ordering ideas from least to most important | |
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| Repeating important words | |
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| Inverting word order | |
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| Using an occasional short sentence | |
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| Variety | |
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| Revising sentence length and form | |
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| Varying sentence openings | |
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| Using questions, exclamations, and commands | |
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| L Effective Language | |
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| Good Usage | |
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| Clear style | |
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| Appropriate word choice | |
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| Inclusive language | |
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| Precise Word Choice | |
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| Accurate and precise word choice | |
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| Cliches and euphemisms | |
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| Idioms and collocations | |
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| Clear definitions | |
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| Conciseness | |
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| Eliminating wordiness and other redundancies | |
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| Using elliptical constructions | |
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| P Punctuation | |
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| The Comma | |
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| Before a coordinating conjunction linking | |