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| Preface to the Third Edition | |
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| Introduction | |
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| Foundations of Scientific and Professional Writing | |
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| Basic Rules of Usage | |
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| Ampersand | |
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| Use the Ampersand Correctly | |
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| Apostrophe | |
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| Do Not Turn a Possessive Into a Plural | |
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| Do Not Turn a Plural Into a Possessive | |
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| Use the Correct Forms of Possessive Nouns | |
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| Use the Possessive Forms of Pronouns Correctly | |
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| Distinguish Contractions From Possessives | |
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| Unusual Plurals | |
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| Use Unusual Singulars and Plurals Correctly | |
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| Comma | |
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| Use a Serial Comma | |
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| Do Not Use a Serial Comma When You Write Only Two Parallel Terms and Connect Them With a Conjunction | |
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| Use a Comma to Separate Parenthetic Expressions When You Do Not Use Parentheses | |
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| Place a Comma Before a Conjunction Introducing an Independent Clause | |
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| Do Not Use a Comma Before a Conjunction That Is Followed by a Dependent Clause | |
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| Dash | |
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| Prefer a Dash to a Comma to Set Off an Abrupt Break or Interruption | |
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| Join Independent Clauses With a Semicolon When the Clauses Are Not Joined by a Conjunction | |
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| Agreement | |
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| Follow the Rules of Agreement | |
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| Modifiers | |
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| Use Modifiers Correctly | |
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| Pronouns | |
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| Clarify the Referents of Pronouns | |
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| Let the Pronoun Agree in Number With Its Antecedent | |
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| Use the Proper Case of Pronoun | |
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| Sentence Fragments | |
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| Do Not Break a Sentence Into Two | |
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| Do Not Write Sentence Fragments as a Series of Declarative Statements | |
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| Do Not Punctuate Appositives | |
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| Nouns and Adjectives | |
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| Use Certain Terms Only in Their Adjectival Forms | |
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| Do Not Turn a Noun Into a Verb | |
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| Participal Phrase | |
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| Let a Participial Phrase at the Beginning of a Sentence Refer to the Grammatical Subject | |
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| Basic Rules of Composition | |
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| Structure of Research Papers | |
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| Design a Broad Outline of Your Paper | |
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| Design Headings and Subheadings of Your Paper | |
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| Composing Paragraphs | |
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| Write Paragraphs That Express Related Ideas | |
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| Do Not Write Paragraphs That Are Too Long | |
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| Do Not Write One-Sentence Paragraphs | |
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| Begin and End Most Paragraphs With Transitionary Sentences | |
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| Concise and Direct Writing | |
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| Prefer the Shorter to the Longer Sentences | |
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| Use the Active Voice | |
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| Say What It Is, Instead of What It Is Not | |
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| Avoid Too Many Qualifications | |
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| Use Definite, Specific, and Concrete Language | |
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| Eliminate or Replace Unnecessary Phrases | |
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| Avoid Redundant Phrases | |
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| Avoid Wordiness | |
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| Avoid Jargon | |
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| Avoid Euphemism | |
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| Keep Related Words Together | |
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| Parallelism | |
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| Write in Parallel Terms | |
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| Maintain Parallelism in Numbered or Bulleted Lists | |
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| Misplaced or Dangling Modifiers | |
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| Avoid Dangling Modifiers | |
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| Avoid Misplaced Modifiers | |
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| Shifts Within and Between Sentences | |
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| Avoid Shifts Within and Between Sentences | |
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| Quotations | |
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| Make Quotations Count | |
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| Do Not Overuse Quotations | |
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| Do Not Include Islands of Quotations | |
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| Do Not Begin a Sentence With a Quotation | |
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| Use Quotation and Punctuation Marks Correctly | |
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| Do Not Misuse Quotation Marks | |
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| Give References for All Direct Quotations | |
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| Reproduce Quotations Exactly | |
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| Integrate Quotations of Fewer Than 40 Words With The Text | |
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| Arrange Quotations as a Block When They Have 40 Words or More | |
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| Show Correctly the Changes in Quotations | |
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| Precision in the Use of Scientific Terms | |
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| Use the Terms Ending in -ology Correctly | |
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| Use Certain Terms Ending in -ics Correctly | |
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| Use of Fresh Language | |
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| Avoid Cliches | |
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| Avoid Colloquial or Informal Expressions | |
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| Commonly Misused Words and Phrases | |
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| Accept and Except | |
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| Affect and Effect | |
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| Alternate and Alternative | |
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| Allusion and Illusion | |
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| And/Or | |
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| Baseline and Baserate | |
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| Effect and Impact | |
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| Elicit and Evoke | |
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| Elicit and Illicit | |
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| Farther and Further | |
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| Focus and Analysis (Study) | |
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| Incidence and Prevalence | |
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| Inter- and Intra- | |
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| Latter and Later | |
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| Proof and Support | |
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| Secondly and Thirdly | |
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| Since and Because | |
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| There and Their | |
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| Scientific Writing | |
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| Introduction to Scientific Writing | |
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| Writing Without Bias | |
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| Write Without Gender Bias | |
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| Write Without Prejudicial Reference to Disabilities | |
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| Write Without Prejudicial Reference to Ethnic or Racial Background | |
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| Write Without Prejudicial Reference to People With Varied Sexual Orientation | |
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| Format of Scientific Writing | |
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| Margins | |
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| Leave Correct Margins | |
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| Title Page | |
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| Type Correctly the Title Page of a Paper For Publication | |
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| Type Correctly the Title Page of a Class (Term) Paper | |
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| Type the Manuscript Page Header and the Running Head Correctly | |
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| Abstract Page | |
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| Write an Abstract on the Second Page | |
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| Beginning of Text | |
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| Begin the Text (Untitled Introduction) on Page Three | |
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| Headings and Subheadings | |
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| Use the Headings Within the Text Consistently | |
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| Paper, Printer, and Type Faces | |
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| Use Acceptable Paper | |
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| Use Acceptable Computer Printers | |
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| Use Acceptable Type Faces and Size | |
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| Use Boldface Correctly | |
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| Page Numbers | |
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| Number the Pages Correctly | |
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| Reprint the Corrected Pages | |
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| Line Spacing | |
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| Use Appropriate Line Spacing | |
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| Selected Matters of Scientific Style | |
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| Capitalization | |
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| Capitalize the First Words | |
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| Capitalize the First and the Major Words | |
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| Capitalize the First and the Major Words in Most Headings | |
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| Capitalize Proper Nouns and Trade Names | |
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| Capitalize the Chapters and Sections the Reader is Referred to | |
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| Capitalize Nouns That Are Followed by a Number or Letter | |
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| Capitalize Both Words in Otherwise Capitalized Hyphenated Compound | |
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| Do Not Capitalize the Second Word of a Hyphenated Compound in Reference Lists | |
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| Italicization | |
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| Use Italics Correctly Within the Body of Text | |
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| Use Italics Correctly in the Reference List | |
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| Hyphenation | |
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| Use the Hyphen Correctly | |
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| Do Not Overuse the Hyphen | |
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| Do Not Misuse the Hyphen | |
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| Indentation | |
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| Use Correct Indentation | |
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| Space After Punctuation | |
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| Give Correct Space or No Space After Punctuation | |
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| Abbreviations | |
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| Write Out Abbreviations the First Time You Use the Term and Enclose the Abbreviations in Parentheses | |
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| Do Not Start a Sentence With a Lowercase Abbreviation | |
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| Use Latin Abbreviations Only in Parenthetical Constructions | |
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| Add the Lowercase Plural Morpheme s to Plural Abbreviations Without an Apostrophe | |
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| With Abbreviations, Use the Period Correctly | |
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| Abbreviate Units of Measurement When a Number Is Specified | |
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| Numbers in Words or Numerals | |
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| Write Out Units of Measurement When a Number Is Not Specified | |
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| Use Roman Numerals Only When It Is an Established Practice | |
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| Use Arabic Numerals For Numbers 10 and Above | |
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| Use Numerals for Numbers Below 10 in Specified Contexts | |
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| Write Out in Words Numbers Below 10 in Specified Contexts | |
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| Write Out in Words Any Number That Begins a Sentence | |
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| Combine Words and Numerals in Specified Contexts | |
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| Reference Citations Within the Text | |
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| Cite the Author's Last Name and Year of Publication in the Text | |
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| Cite Both Names in the Text When a Work Has Two Authors | |
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| Cite Works With Three to Five Authors Using All the Authors' Names Only the First Time | |
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| Cite Works of Six or More Authors by Only the First Author | |
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| Distinguish Works of Multiple Authors Published in the Same Year | |
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| Join Multiple Names With and or & | |
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| Cite Multiple Authors With the Same Last Name With Their Initials Every Time They Are Cited | |
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| Cite Multiple Works of the Same Author in a Temporally Ascending Order | |
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| Attach Alphabetical Suffixes to the Same Author's Multiple Publications in the Same Year | |
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| Within Parentheses, Arrange the Last Names of Multiple Authors in Alphabetical Order | |
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| Cite Secondary Sources Sparingly and Correctly | |
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| Reference List | |
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| Distinguish Between a Reference List and a Bibliography | |
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| Begin the Reference List on a New Page With a Centered, Uppercase, and Lowercase Heading | |
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| In the Reference List, Arrange References in Alphabetical Order | |
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| Arrange Multiple Works of the Same Single Author From the Earliest to the Latest Year | |
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| Alphabetize the Titles of Several Works of the Same Author, Each Published in the Same Year | |
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| Arrange the Multiple Works of the Same Author Published in a Different Year, in a Temporally Ascending Order | |
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| Alphabetize the Different Authors With the Same Last Name According to Their Initials | |
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| Format Each Entry in the Reference List With a Hanging Indent of 5 Spaces | |
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| Use the Specified Abbreviations in Reference Lists | |
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| Selected Examples of References | |
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| Journal Articles | |
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| Journal Articles in Reference Lists | |
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| Arrange Correctly the Articles With Multiple Authors | |
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| Reference Correctly the Different Forms of Journal Publications | |
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| Magazines and Newspaper Articles | |
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| Reference Correctly the Publications From Magazines and Newspapers | |
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| Abstracts | |
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| Reference Correctly the Article Abstracts Used as the Primary Source | |
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| Books and Book Chapters | |
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| Books in Reference Lists | |
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| Edited Books and Chapters in Edited Books | |
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| Proceedings, Presentations, and Reports | |
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| Proceedings of Conferences and Symposia Published as a Book | |
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| Unpublished Convention Presentations | |
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| Unpublished Poster Session Presentations | |
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| Reports From Organizations and Government Agencies | |
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| Dissertations and Theses | |
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| Unpublished Articles, Theses, or Dissertations | |
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| Theses and Dissertations in Abstracts International | |
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| Electronic Sources in the Reference List | |
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| Reference the Electronic Sources Correctly | |
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| Reference Correctly an Article From a Journal Available on the Internet | |
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| Reference Correctly an Article or an Abstract Retrieved From an Aggregated Database | |
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| Reference Correctly an Electronic Version of a Daily Newspaper Article | |
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| Reference Correctly a Document or Report Available on a U.S. Government Web Site | |
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| Reference Correctly a Document or Report From a Private Organization Available on its Web Site | |
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| Reference Correctly Computer Software Programs | |
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| Writing Sections of Research Papers and Proposals | |
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| Completed Empirical Studies | |
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| Sections of a Research Paper | |
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| Writing the Different Sections of a Reearch Paper | |
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| Write the Review, the Methods, and the Results Sections of a Completed Study in the Past Tense | |
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| Write the Discussion Section of a Completed Study in the Present Tense | |
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| Writing a Research Proposal | |
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| Write the Review Section of a Research Proposal in the Past Tense | |
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| Write the Methods and Expected Results Sections of a Research Proposal in the Future Tense | |
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| Professional Writing | |
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| Introduction to Professional Writing | |
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| Formats of Diagnostic Reports | |
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| Outline of a Typical Diagnostic Report on a Child Client | |
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| Outline of a Typical Diagnostic Report on an Adult Client | |
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| Anatomy of an Assessment Report | |
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| Sample Diagnostic Reports | |
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| Sample Diagnostic Report: Articulation Disorder | |
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| Sample Diagnostic Report: Voice Disorder | |
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| Sample Diagnostic Report: Aphasia and Apraxia | |
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| Sample Diagnostic Report: Stuttering | |
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| Practice in Clinical Report Writing | |
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| Assessment Report: Articulation Disorder | |
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| Assessment Report: Child Language Disorder | |
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| Assessment Report: Stuttering | |
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| Assessment Report: Voice Disorder | |
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| Reports Written as Letters | |
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| Letter 1: Laryngectomy Speech-Language Evaluation | |
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| Letter 2: Adult Voice Evaluation | |
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| Practice in Writing Reports as Letters | |
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| Assessment Report as a Letter: Articulation Disorder | |
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| Comprehensive Treatment Plans | |
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| Comprehensive Treatment Plan: Articulation Disorder | |
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| Brief Treatment Plans | |
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| Brief Treatment Plan: Fluency Disorder | |
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| Brief Treatment Plan: Articulation Disorder | |
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| Brief Treatment Plan: Child Language Disorder | |
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| Brief Treatment Plan: Voice Disorder | |
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| Individualized Educational Programs | |
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| IEP: Treatment of Child Language Disorder | |
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| IEP: Treatment of Articulation Disorder | |
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| IEP: Treatment of Voice Disorder | |
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| IEP: Treatment of Fluency Disorder | |
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| Practice in Writing Treatment Plans | |
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| Comprehensive Treatment Plan: Child Language Disorder | |
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| Brief Treatment Plan: Fluency Disorder | |
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| Brief Treatment Plan: Articulation Disorder | |
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| Brief Treatment Plan: Child Language Disorder | |
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| Brief Treatment Plan: Voice Disorder | |
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| Progress Reports | |
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| Progress Report: Treatment of Stuttering | |
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| Progress Report: Treatment of Articulation Disorder | |
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| Progress Report: Treatment of Child Language Disorder | |
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| Progress Report: Treatment of Voice Disorder | |
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| Progress Report: Written as a Letter | |
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| Practice in Writing Progress Reports | |
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| Progress Report: Treatment of Stuttering | |
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| Progress Report: Treatment of Articulation Disorder | |
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| Progress Report: Treatment of Child Language Disorder | |
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| Progress Report: Treatment of Voice Disorder | |
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| Progress Report: Written as a Letter | |
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| Professional Letters | |
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| A Thank You Letter | |
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| A Referral Letter | |
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| Practice in Writing Professional Letters | |
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| A Thank You Letter | |
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| A Referral Letter | |
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| Selected References | |
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| Glossary | |
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| Index | |