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| Readingand Writing in College | |
| Why Write? | |
| Reading Texts Critically | |
| Reading Images Critically | |
| The Writing Process | |
| Describing writing as a process | |
| Planning | |
| Composing | |
| Revising | |
| Researching | |
| Editing | |
| English as a second language | |
| Planning a Writing Project | |
| Analyzing the Rhetorical Situation | |
| Knowing the purpose | |
| Reading the audience | |
| Understanding the situation | |
| Adopting a voice | |
| The Role of Journals | |
| Understanding journals | |
| Keeping a college journal | |
| Suggestions for using journals | |
| Inventing and Discovering | |
| Brainstorming | |
| Free writing | |
| Looping | |
| Asking questions | |
| Outlining | |
| Clustering | |
| Talking | |
| Composing Writing Assignments | |
| Writing from Experience | |
| Character | |
| Subject | |
| Perspective | |
| Setting | |
| Sequence of events | |
| Theme | |
| Sample student essay | |
| Writing to Explain | |
| Topic | |
| Thesis | |
| Strategies | |
| Organization | |
| Neutral perspective | |
| Sample student essay | |
| Arguing and Persuading | |
| Elements of argument | |
| Issue | |
| Analysis | |
| Position | |
| Argument (Argument strategies?) | |
| Organization | |
| Sample student essay | |
| Writing about Literature | |
| Interpretive essays | |
| Exploring texts | |
| Interpretive communities | |
| Interpretations | |
| Different literary genres | |
| Sample student essay | |
| Writing Creative Nonfiction | |
| Lists | |
| Snapshots | |
| Playful sentences | |
| Repetition/refrain | |
| Double voice | |
| Writing Essay Examinations | |
| Understanding questions | |
| Writing good answers | |
| Revising | |
| [Renumber] | |
| The Revising Process | |
| Understanding revising | |
| Planning | |
| Asking questions | |
| Revising strategies | |
| Focused Revising | |
| Limiting | |
| Adding | |
| Switching | |
| Transforming | |
| Experimenting | |
| Responding to Writing & Peer Review | |
| Asking for help | |
| Giving responses | |
| Writing responses | |
| Through conferences | |
| In writing groups | |
| Presenting & Publishing | |
| Designing Documents | |
| Objectives of design | |
| Layout | |
| Typography | |
| Graphics | |
| Illustrations | |
| Writing for the Internet | |
| Writing for the Web | |
| E-mail, newsgroups, instant messages | |
| Weblogs | |
| Writing for the World | |
| Reports | |
| Pamphlets & brochures | |
| Newsletters | |
| Press releases | |
| Advocacy | |
| Portfolios and Publishing Class Books | |
| Writing portfolio | |
| Course portfolio | |
| Story portfolio | |
| Class books | |
| Making Oral Presentations | |
| The assignment | |
| Speaking texts | |
| Speaking in public | |
| Creative options | |
| Writing With Research | |
| Writing Research Projects | |
| Understanding research | |
| Managing the process | |
| Working thesis | |
| Research log | |
| Using the writing process | |
| Conducting Library Research | |
| Planning library research | |
| Finding sources of information | |
| Using electronic resources | |
| Reading sources critically | |
| Taking notes | |
| Conducting Internet Research | |
| Search engines | |
| Limiting your search | |
| Search strategies | |
| E-mail, lists, and newsgroups | |
| Conducting Field Research | |
| Planning | |
| Interviewing | |
| Surveying | |
| Observing | |
| Evaluating Research Sources | |
| Reading sources critically | |
| Evaluating online sources | |
| Working with Sources | |
| Taking notes | |
| Controlling sources | |
| Organizing sources | |
| Synthesizing information | |
| Integrating information | |
| Avoiding Plagiarism | |
| What plagiarism is | |
| What plagiarism is not | |
| Recognizing and avoiding plagiarism | |
| Documentation Across the Curriculum | |
| Understanding the College Curriculum | |
| Differences among disciplines | |
| Similarities among disciplines | |
| MLA: Writing in the Literature and Languages | |
| Aims | |
| Style | |
| Writing about texts | |
| Research papers | |
| MLA Style: Documenting sources | |
| MLA directory for in-text citations | |
| MLA directory of works cited | |
| MLA conventions for in-text citations | |
| MLA conventions for endnotes and footnotes | |
| MLA conventions for works cited | |
| Sample MLA research paper | |
| APA: Writing in the Social Sciences | |
| Aims | |
| Style | |
| Research reports | |
| Reviews | |
| APA style: Documenting sources | |
| APA directory for in-text citations | |
| APA directory for the reference list | |
| APA conventions for in-text citations | |
| APA conventions for footnotes | |
| APA conventions for the reference list | |
| Sample APA research paper | |
| CMS: Writing in the Humanities | |
| Aims | |
| Style | |
| CM Style: Documenting sources | |
| CMS conventions for in-text citations | |
| CMS conventions for positioning notes and bibliography | |
| CMS conventions for endnote and footnote format | |
| CMS directory for documentation guidelines | |
| Sample CMS page with endnotes | |
| Sample CMS page with footnotes | |
| CSE: Writing in the Physical Sciences | |
| Aims | |
| Style | |
| Lab Reports | |
| CSE Style: Documenting sources | |
| CSE name-year style | |
| Conventions for in-text citations | |
| Conventions for reference lists | |
| CSE number style | |
| Conventions for in-text citations?? | |
| Conventions for reference lists | |
| Writing in Business | |
| Aims | |
| Style | |
| Memos | |
| Letters | |
| Resumes | |
| The Editing Process | |
| The Editing Process | |
| Editing techniques | |
| The meaning of "error" | |
| Working with others | |
| Editing on a computer | |
| When English is your second language | |
| Using Part 8 | |
| Shaping Paragraphs | |
| Unity | |
| Organization | |
| Coherence | |
| Improving Openings and Conclusions | |
| Engaging openings | |
| Strong openings | |
| Satisfying conclusions | |
| Strong conclusions | |
| Strengthening Sentence Structure | |
| Coordination | |
| Subordination | |
| Effective coordination, subordination | |
| Eliminating choppiness | |
| Using parallelism | |
| Effective parallelism | |
| Creating Emphasis and Variety | |
| First and final positions | |
| Sentence length | |
| Sentence types | |
| Sentence openings | |
| Deliberate repetition | |
| Elliptical constructions | |
| Building vital sentences | |
| Concrete, specific nouns | |
| Strong verbs | |
| Active or passive voice | |
| Vital modifiers | |
| Being Concise | |
| Vague generalities | |
| Idle words | |
| Grammatical constructions | |
| Redundancy | |
| Pretentious language | |
| Euphemism | |
| Adjusting Tone | |
| Appropriate tone | |
| Point of view | |
| Level of formality | |
| Consistent tone | |
| Choosing the Right Word | |
| The history of English | |
| Dictionary, thesaurus | |
| Your vocabulary | |
| Connotations | |
| Confusing words | |
| Prepositions, particles | |
| Slang, regionalisms, jargon | |
| Figurative language | |
| Clichés | |
| Eliminating Biased Language | |
| Stereotypes | |
| Labels | |
| Nonsexist language | |
| Editing for Grammar | |
| Eliminating Sentence Fragments | |
| Lacking subjects, verbs | |
| Dependent clause fragments | |
| For special effects | |
| Fixing Fused Sentences and Comma Splices | |
| Comma and coordinating conjunction | |
| Semicolon | |
| Colon | |
| Separate sentences | |
| Subordinating one clause | |
| Creating independent clauses | |
| Using Verbs Correctly | |
| Verb Forms: | |
| Understanding forms | |
| Standard verb forms | |
| Auxiliary verbs | |
| Verb Tense: | |
| Understanding tense | |
| Appropriate sequence | |
| Verb Mood: | |
| Understanding mood | |
| Subjunctive mood | |
| Subject-Verb Agreement: | |
| Agreement | |
| Intervening words | |
| Subject following verb | |
| Linking verbs | |
| And | |
| Or, nor | |
| Collective nouns | |
| Indefinite pronouns | |
| Who, which, that | |
| Amounts | |
| Noun phrases and clauses | |
| Titles, words used as words | |
| Subjects ending in s | |
| Troublesome plurals | |
| Using Modifiers Correctly | |
| Adjectives or adverbs | |
| After linking verbs | |
| Confusing modifiers | |
| Double negatives | |
| With comparatives, superlatives | |
| Placing modifiers | |
| Dangling modifiers | |
| Disruptive modifiers | |
| Using Pronouns Correctly | |
| Pronoun Reference | |
| Clear antecedents | |
| Explicit antecedents | |
| It, they, you | |
| Who, which, that | |
| Unneeded pronouns | |
| Pronoun-Antecedent Agreement | |
| Agreement | |
| Joined by and | |
| Joined by or, nor | |
| Collective nouns | |
| Indefinite antecedents | |
| Pronoun Case | |
| Choosing case | |
| And, or, nor | |
| Appositive pronouns | |
| Us, we | |
| Verbals | |
| Than, as | |
| Who, whom | |
| Reflexive pronouns | |
| Consistent and Complete Sentences | |
| Unnecessary shifts | |
| Mixed constructions | |
| Missing words | |
| Editing Punctuation | |
| End Punctuation | |
| Periods | |
| Question marks | |
| Exclamation points | |
| Commas | |
| Coordinating conjunctions | |
| Introductory elements | |
| Nonrestrictive elements | |
| Parenthetical expressions, elements of contrast | |
| Tag sentences, direct address, interjections | |
| Items in a series, coordinate adjectives | |
| Quotations | |
| Numbers, dates, names, places, addresses | |
| To prevent misreading | |
| Misuse | |
| Semicolons | |
| Independent clauses | |
| In a series | |
| Colons | |
| Marks of introduction | |
| Marks of separation | |
| Apostrophes | |
| Possessive nouns, indefinite pronouns | |
| Plurals of words as words, letters, numbers, symbols | |
| Omission of letters | |
| Quotation Marks | |
| Direct quotations | |
| Dialogue | |
| Titles | |
| Translations, special terms, irony, nicknames | |
| With other punctuation | |
| Other Punctuation | |
| Parentheses | |
| Dashes | |
| Ellipsis points | |
| Brackets | |
| Slashes | |
| Editing Mechanics | |
| Spelling | |
| Confusing words | |
| Spelling rules | |
| Capitalization | |
| First word of sentence | |
| Quotations, lines of poetry | |
| Proper nouns | |
| Titles | |
| Hyphenation | |
| Ends of lines | |
| Prefixes | |
| Compound words | |
| Numbers, fractions, units of measure | |
| Italics | |
| Titles | |
| Individual trains, ships, airplanes, spacecraft | |
| For emphasis | |
| Words, numerals, letters used as words | |
| Foreign words | |
| Numbers and Abbreviations | |
| Figures, words | |
| Conventional uses | |
| In nontechnical texts | |
| Titles, degrees | |
| Time, dates, amounts, symbols | |
| Geographic names | |
| Latin terms | |
| Initials, acronyms | |
| Glossaries | |
| Glossary of Terms | |
| Glossary of Usage | |
| ESL Index | |
| Index | |
| Table of Contents provided by Publisher. All Rights Reserved. |
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