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The Brief McGraw-Hill Handbook
by Maimon, Elaine P.; Peritz, Janice H.; Yancey, Kathleen Blake; Wcb; Mcgraw-hillEdition:
1st
ISBN13:
9780073383750
ISBN10:
0073383759
Format:
Paperback
Pub. Date:
11/28/2007
Publisher(s):
McGraw-Hill Humanities/Social Sciences/Languages
List Price: $42.60
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Summary
Drawing on its authors' more than twenty years of research into writing in college, this economy handbook offers extensive technological support and an indispensable resource for learning, writing, researching, and editing.The Brief McGraw-Hill Handbookfeatures practice exercises throughout, a focus on visual rhetoric, content tied to outcomes, grammar diagnostic quizzes, strong coverage of research and plagiarism, extensive support for multilingual writers, a fully integrated online component, and much more.
Table of Contents
| The Brief McGraw-Hill Handbook | |
| Preface for Students and Tutorials | |
| Preface for Instructors | |
| Introduction: Writing to Learn | |
| Studying a range of academic disciplines | |
| Using writing as a tool for learning | |
| Taking responsibility for reading, writing, and research | |
| Recognizing that writing improves with practice | |
| Writing and Designing Papers | |
| Reading, Thinking, Writing: The Critical Connection | |
| Reading critically | |
| Thinking critically | |
| Writing critically | |
| Planning and Shaping | |
| Learning how to approach assignments | |
| Exploring your ideas | |
| Developing a working thesis | |
| Planning structure | |
| Considering visuals | |
| Drafting | |
| Using online tools for drafting | |
| Developing ideas and using visuals | |
| Writing focused, clearly organized paragraphs | |
| Integrating visuals effectively | |
| Revising and Editing | |
| Getting comments from readers | |
| Using online tools for revising | |
| Focusing on the purpose of your writing | |
| Testing your thesis | |
| Reviewing structure | |
| Revising paragraphs | |
| Revising visuals | |
| Editing sentences | |
| Proofreading carefully | |
| Using campus, Internet, and community resources | |
| Learning from one student’s revisions | |
| Designing Academic Papers and Portfolios | |
| Considering audience and purpose | |
| Using computer toolbars | |
| Thinking intentionally about design | |
| Compiling a portfolio | |
| Writing in College and beyond College | |
| Informative Reports | |
| Understanding the assignment | |
| Approaching writing an informative report as a process | |
| Student paper: Informative report | |
| Interpretive Analyses and Writing about Literature | |
| Understanding the assignment | |
| Approaching writing an interpretive analysis as a process | |
| Student paper: Interpretive analysis | |
| Arguments | |
| Understanding the assignment | |
| Approaching writing an argument as a process | |
| Student paper: Argument | |
| Other Kinds of Writing Assignments | |
| Personal essays | |
| Essay exams | |
| Oral Presentations | |
| Planning | |
| Drafting | |
| Preparing | |
| Multimedia Writing | |
| Tools for creating multimedia texts | |
| Interpreting images | |
| Hypertext essays | |
| Multimedia presentations | |
| Web sites | |
| Blogs | |
| Writing beyond College | |
| Addressing the community | |
| Designing brochures, posters, and newsletters | |
| Internships | |
| Résumés | |
| Job application letters and interviews | |
| Writing on the job | |
| Researching | |
| Understanding Research | |
| Primary and secondary research | |
| Research and college writing | |
| Choosing a research question | |
| Understanding the research assignment | |
| Creating a research plan | |
| Finding and Managing Print and Online Sources | |
| Using the library in person and online | |
| Kinds of sources | |
| Keyword searches | |
| Printed and online reference works | |
| Print indexes and online databases | |
| Search engines and subject directories | |
| Using the library’s online or card catalog | |
| Government documents | |
| Online communication | |
| Finding and Creating Effective Visuals | |
| Finding and displaying quantitative data | |
| Online and print sources | |
| Evaluating Sources | |
| Print sources | |
| Internet sources | |
| Evaluating a source’s arguments | |
| Doing Research in the Archive, Field, and Lab | |
| Ethics | |
| Archival research | |
| Field research | |
| Lab research | |
| Plagiarism, Copyright Infringement, and Intellectual Property | |
| Definitions | |
| Avoiding plagiarism | |
| Fair use | |
| Working with Sources and Avoiding Plagiarism | |
| Maintaining a working bibliography | |
| Creating an annotated bibliography | |
| Taking notes | |
| Taking stock | |
| Integrating quotations, paraphrases, and summaries | |
| Writing the Paper | |
| Planning and drafting | |
| Revising | |
| Documenting | |
| MLA Documentation Style | |
| MLA Style: In-Text Citations | |
| MLA Style: List of Works Cited | |
| MLA Style: Explanatory Notes | |
| MLA Style: Paper Format | |
| Student Paper in MLA Style | |
| APA Documentation Style | |
| APA Style: In-Text Citations | |
| APA Style: References | |
| APA Style: Paper Format | |
| Student Paper in APA Style | |
| Editing for Clarity | |
| Avoiding Wordiness | |
| Redundancies and unnecessary modifiers | |
| Wordy phrases | |
| Roundabout sentences | |
| Adding Missing Words | |
| Compound structures | |
| The word that | |
| Words in comparisons | |
| The articles a, an, the | |
| Unscrambling Mixed Constructions | |
| Mixed-up sentences | |
| Illogical predicates | |
| Fixing Confusing Shifts | |
| In point of view | |
| In tense | |
| In mood and voice | |
| Between direct and indirect quotations and questions | |
| Using Parallel Constructions | |
| Items in a series | |
| Paired ideas | |
| Function words | |
| Fixing Misplaced and Dangling Modifiers | |
| Misplaced modifiers | |
| Ambiguous modifiers | |
| Disruptive modifiers | |
| Split infinitives | |
| Dangling modifiers | |
| Using Coordination and Subordination Effectively | |
| Coordination for equal ideas | |
| Major ideas in subordinate clauses | |
| Excessive subordination | |
| Varying Your Sentences | |
| Sentence openings | |
| Length and structure | |
| Cumulative and periodic sentences | |
| Inversions, rhetorical questions, and exclamations | |
| Choosing Active Verbs | |
| Alternatives to "be" verbs | |
| Active voice | |
| Using Appropriate Language | |
| Slang, regional expressions, and nonstandard English | |
| Levels of formality | |
| Jargon | |
| Euphemisms and doublespeak | |
| Biased or sexist language | |
| Using Exact Language | |
| Connotations | |
| Specific and concrete words | |
| Standard idioms | |
| Clichés | |
| Figures of speech | |
| Misusing words | |
| Using the dictionary | |
| Glossary of Usage | |
| Editing for Grammar Conventions | |
| Fixing Sentence Fragments | |
| Dependent-clause fragments | |
| Phrase fragments | |
| Other types of fragments | |
| Repairing Comma Splices and Run-on Sentences | |
| Adding a coordinating conjunction | |
| Using a semicolon | |
| Separating into two sentences | |
| Making one clause dependent | |
| Transforming two clauses into one independent clause | |
| Maintaining Subject-Verb Agreement | |
| Subject separated by a word group from the verb | |
| Compound subjects | |
| Collective subjects | |
| Indefinite subjects | |
| When the subject comes after the verb | |
| Subject complement | |
| Relative pronouns | |
| –ing phrases | |
| Titles, company names, or words representing themselves | |
| Recognizing Problems with Verbs | |
| Regular and irregular verbs | |
| "Lay" and "lie," "sit" and "set," "rise" and "raise" | |
| "–s" or "–es" endings | |
| "̵ | |
| Table of Contents provided by Publisher. All Rights Reserved. |
