Preface | |
The Reading Process | |
Becoming a Strong Reader | |
Stage 1: Get an Overview of the Selection | |
Stage 2: Deepen Your Sense of the Selection | |
Stage 3: Evaluate the Selection | |
Ellen Goodman, "Family Counterculture" | |
The Writing Process | |
Getting Started Through Prewriting | |
Observations About the Writing Process | |
Use Prewriting to Get Started | |
Keep a Journal | |
The Pre-Reading Journal Entry | |
Understand the Boundaries of the Assignment | |
Determine Your Purpose, Audience, Tone, and Point of View | |
Discover Your Essay's Limited Subject | |
Generate Raw Material About Your Limited Subject | |
Organize the Raw Material | |
Activities: Getting Started Through Prewriting | |
Identifying a Thesis | |
What Is a Thesis? | |
Finding a Thesis | |
Writing an Effective Thesis | |
Tone and Point of View | |
Implied Pattern of Development | |
Including a Plan of Development | |
Don't Write a Highly Opinionated Statement | |
Don't Make an Announcement | |
Don't Make a Factual Statement | |
Don't Make a Broad Statement | |
Arriving at an Effective Thesis | |
Placing the Thesis in an Essay | |
Activities: Identifying a Thesis | |
Supporting the Thesis with Evidence | |
What Is Evidence? | |
How Do You Find Evidence? | |
How the Patterns of Development Help Generate Evidence | |
Characteristics of Evidence | |
The Evidence Is Relevant and Unified | |
The Evidence Is Specific | |
The Evidence Is Adequate | |
The Evidence Is Dramatic | |
The Evidence Is Accurate | |
The Evidence Is Representative | |
Borrowed Evidence Is Documented | |
Activities: Supporting the Thesis with Evidence | |
Organizing the Evidence | |
Use the Patterns of Development | |
Select an Organizational Approach | |
Chronological Approach | |
Spatial Approach | |
Emphatic Approach | |
Simple-to-Complex Approach | |
Prepare an Outline | |
Activities: Organizing the Evidence | |
Writing the Paragraphs in the First Draft | |
How to Move from Outline to First Draft | |
General Suggestions on How to Proceed | |
If You Get Bogged Down | |
A Suggested Sequence for Writing the First Draft | |
Write the Supporting Paragraphs | |
Write Other Paragraphs in the Essay's Body | |
Write the Introduction | |
Write the Conclusion | |
Write the Title | |
Pulling It All Together | |
Sample First Draft | |
"Challenges for Today's Parents" | |
Commentary | |
Activities: Writing the Paragraphs in the First Draft | |
Revising Overall Meaning, Structure, and Paragraph Development | |
Five Strategies to Make Revision Easier | |
Set Your First Draft Aside for a While | |
Work from Printed Text | |
Read the Draft Aloud | |
View Revision as a Series of Steps | |
Evaluate and Respond to Instructor Feedback | |
Peer Review: An Additional Revision Strategy | |
Evaluate and Respond to Peer Review | |
Revising Overall Meaning and Structure | |
Revising Paragraph Development | |
Sample Student Revision of Overall Meaning, Structure, and Paragraph Development | |
Activities: Revising Overall Meaning, Structure, and Paragraph Development | |
Revising Sentences and Words | |
Revising Sentences | |
Make Sentences Consistent with Your Tone | |
Make Sentences Economical | |
Vary Sentence Type | |
Vary Sentence Length | |
Make Sentences Emphatic | |
Revising Words | |
Make Words Consistent with Your Tone | |
Use an Appropriate Level of Diction | |
Avoid Words That Overstate or Understate | |
Select Words with Appropriate Connotations | |
Use Specific Rather Than General Words | |
Use Strong Verbs | |
Delete Unnecessary Adverbs | |
Use Original Figures of Speech | |
Avoid Sexist Language | |
Sample Student Revision of Sentences and Words | |
Activities: Revising Sentences and Words | |
Editing and Proofreading | |
Edit Carefully | |
Use the Appropriate Manuscript Format | |
Proofread Closely | |
Student Essay: From Prewriting Through Proofreading | |
"Challenges for Today's Parents" | |
Commentary | |
Activities: Editing and Proofreading | |
The Patterns Of Development | |
Description | |
What Is Description? | |
How Description Fits Your Purpose and Audience | |
Prewriting Strategies | |
Strategies for Using Description in an Essay | |
Revision Strategies | |
Student Essay: From Prewriting Through Revision | |
"Salt Marsh" | |
Commentary | |
Activities: Description | |
Prewriting Activities | |
Revising Activities | |
Professional Selections: Description | |
"Sister Flowers" | |
"The Storm this Time" | |
"Flavio's Home" | |
Additional Writing Topics: Description | |
Narration | |
What Is Narration? | |
How Narration Fits Your Purpose and Audience | |
Prewriting Strategies | |
Strategies for Using Narration in an Essay | |
Revision Strategies | |
Student Essay: From Prewriting Through Revision | |
"If Only" | |
Commentary | |
Activities: Narration | |
Prewriting Activities | |
Revising Activities | |
Professional Selections: Narration | |
"The Fourth of July" | |
"Shooting an Elephant" | |
"Charity Display?" | |
Additional Writing Topics: Narration | |
Illustration | |
What Is Illustration? | |
How Illustration Fits Your Purpose and Audience | |
Prewriting Strategies | |
Strategies for Using Illustration in an Essay | |
Revision Strategies | |
Student Essay: From Prewriting Through Revision | |
"Pursuit of Possessions" | |
Commentary | |
Activities: Illustration | |
Prewriting Activities | |
Revising Activities | |
Professional Selections: Illustration | |
"Tweens: Ten Going on Sixteen" | |
"Bombs Bursting in Air" | |
"Black Talk and Pop Culture" | |
Additional Writing Topics: Illustration | |
Division-Classification | |
What Is Division-Classification? | |
How Division-Classification Fits Your Purpose and Audience | |
Prewriting Strategies | |
Strategies for Using Division-Classification in an Essay | |
Revision Strategies | |
Student Essay: From Prewriting Through Revision | |
"The Truth about College Teachers" | |
Commentary | |
Activities: Division-Classification | |
Prewriting Activities | |
Revising Activities | |
Professional Selections: Division-Classification | |
"Double Speak" | |
"The Men We Carry in Our Minds" | |
"Psst! 'Human Capital'" | |
Additional Writing Topics: Division-Classification | |
Process Analysis | |
What Is Process Analysis? | |
How Process Analysis Fits Your Purpose and Audience | |
Prewriting Strategies | |
Strategies for Using Process Analysis in an Essay | |
Revision Strategies | |
Student Essay: From Prewriting Through Revision | |
"Becoming a Recordoholic" | |
Commentary | |
Activities: Process Analysis | |
Prewriting Activities | |
Revising Activities | |
Professional Selections: Process Analysis | |
"Cyberschool" | |
"Don't Just Stand There" | |
"Talk About Editing" | |
Additional Writing Topics: Process Analysis | |
Comparison-Contrast | |
What Is Comparison-Contrast? | |
How Comparison-Contrast Fits Your Purpose and Audience | |
Prewriting Strategies | |
Strategies for Using Comparison-Contrast in an Essay | |
Revision Strategies | |
Student Essay: From Prewriting Through Revision | |
"The Virtues of Growing Older" | |
Commentary | |
Activities: Comparison-Contrast | |
Prewriting Activities | |
Revising Activities | |
Professional Selections: Comparison-Contrast | |
"A Slow Walk of Trees" | |
"Reality TV: Surprising Throwback to the Past?" | |
"Euromail and Amerimail" | |
Additional Writing Topics: Comparison-Contrast | |
Cause-Effect | |
What Is Cause-Effect? | |
How Cause-Effect Fits Your Purpose and Audience | |
Prewriting Strategies | |
Strategies for Using Cause-Effect in an Essay | |
Revision Strategies | |
Student Essay: From Prewriting Through Revision | |
"Americans and Food" | |
Commentary | |
Activities: Cause-Effect | |
Prewriting Activities | |
Revising Activities | |
Professional Selections: Cause-Effect | |
"Why We Crave Horror Movies" | |
"Innocents Afield" | |
"Black Men and Public Space" | |
Additional Writing Topics: Cause-Effect | |
Definition | |
What Is Definition? | |
How Definition Fits Your Purpose and Audience | |
Prewriting Strategies | |
Strategies for Using Definition in an Essay | |
Revision Strategies | |
Student Essay: From Prewriting Through Revision | |
"Physics in Everyday Life" | |
Commentary | |
Activities: Definition | |
Prewriting Activities | |
Revising Activities | |
Professional Selections: Definition | |
"Entropy" | |
"Life as Type A" | |
"The Cute Factor" | |
Additional Writing Topics: Definition | |
Argumentation-Persuasion | |
What Is Argumentation-Persuasion? | |
How Argumentation-Persuasion Fits Your Purpose and Audience | |
Prewriting Strategies | |
Strategies for Using Argumentation-Persuasion in an Essay | |
Revision Strategies | |
Student Essay: From Prewriting Through Revision | |
"Compulsory National Service" | |
Commentary | |
Activities: Argumentation-Persuasion | |
Prewriting Activities | |
Revising Activities | |
Professional Selections: Argumentation-Persuasion | |
"Free Speech Follies" | |
"In Praise of the 'F' Word" | |
Debating the Issues: Date Rape | |
"A Bigger Danger than Feminists Know" | |
"Common Decency" | |
Debating the Issues: Immigration | |
"The Border On Our Backs" | |
"Se Habla Entitlement" | |
Additional Writing Topics: Argumentation-Persuasion | |
The Research Paper | |
Locating, Evaluating, and Integrating Online and Print Sources | |
Plan the Research | |
Understand the Paper's Boundaries | |
Understand Primary versus Secondary Research | |
Choose a General Subject | |
Prewrite to Limit the General Subject | |
Conduct Preliminary Research | |
Identify a Working Thesis | |
Make a Schedule | |
Find Sources in the Library | |
The Computerized Catalog | |
The Reference Section | |
Periodicals | |
Use the Internet | |
The Internet and the World Wide Web | |
What the Web Offers | |
The Advantages and Limitations of the Library and the Web | |
Using Online Time Efficiently | |
Using the Net to Find Materials on Your Topic | |
Using Discussion Groups and Blogs | |
Using Wikis | |
Evaluating Online Materials | |
Using Other Online Tools | |
Prepare a Working Bibliography | |
Take Notes to Support the Thesis with Evidence | |
Before Note-Taking: Evaluate Sources | |
Before Note-Taking: Refine Your Working Bibliography | |
Before Note-Taking: Read Your Sources | |
When Note-Taking: What to Select | |
When Note-Taking: How to Record Statistics | |
When Note-Taking: Recording Information | |
When Note-Taking: Photocopies and Printouts | |
Kinds of Notes | |
Plagiarism | |
Combining Notes | |
Activities: Locating, Evaluating, and Integrating Research Sources | |
Writing the Research Paper | |
Refine Your Working Thesis | |
Sort Your Notes | |
Organize the Evidence by Outlining | |
Write the First Draft | |
Presenting the Results of Primary Research | |
Document Borrowed Material to Avoid Plagiarism: MLA Format | |
Indicate Author and Page | |
Special Cases of Authorship | |
Special Cases of Pagination | |
Blending Quotations into Your Text | |
Presenting Statistics | |
Revise, Edit, and Proofread the First Draft | |
Prepare the Works Cited List: MLA Format | |
Citing Book Sources | |
Citing Periodical Sources | |
Citing Electronic Sources | |
Citing Other Nonprint Sources | |
Document Borrowed Material to Avoid Plagiarism: APA Format | |
Parenthetic Citations | |
References List | |
Citing Book Sources | |
Citing Periodical Sources | |
Citing Electronic Sources | |
Citing Other Nonprint Sources | |
A Note About Other Documentation Systems | |
Student Research Paper: MLA-Style Documentation | |
"America's Homeless: How the Government Can Help" | |
Commentary | |
Activities: Writing the Research Paper | |
The Literary Paper And Exam Essay | |
Writing About Literature | |
Elements of Literary Works | |
Literary Terms | |
How to Read a Literary Work | |
Read to Form a General Impression | |
Ask Questions About the Work | |
Reread and Annotate | |
Modify Your Annotations | |
Write the Literary Analysis | |
Prewrite | |
Identify Your Thesis | |
Support the Thesis with Evidence | |
Organize the Evidence | |
Write the First Draft | |
Revise Overall Meaning, Structure, and Paragraph Development | |
Edit and Proofread | |
Pulling It All Together | |
Read to Form a General Impression | |
"Early Autumn" | |
Ask Questions about the Work | |
Reread and Annotate | |
Student Essay | |
"Stopping to Talk" | |
Commentary | |
Additional Selections and Writing Assignments | |
"Out, Out-" | |
"The Story of an Hour" | |
Writing Exam Essays | |
Three Forms of Written Answers | |
Short Answers | |
Paragraph-Length Answers | |
Essay-Length Answers | |
How to Prepare for Exam Essays | |
At the Examination | |
Survey of the Entire Test | |
Understand the Essay Question | |
Write the Essay | |
Prewrite | |
Identify Your Thesis | |
Support the Thesis with Evidence | |
Organize the Evidence | |
Write the Draft | |
Revise, Edit, and Proofread | |
Sample Essay Answer | |
Commentary | |
Activity: Writing Exam Essays | |
A Concise Handbook | |
Opening Comments | |
Sentence Faults | |
Fragments | |
Phrase Fragments | |
Dependent Clause Fragments | |
Comma Splices and Run-On Sentences | |
Three Comma Pitfalls | |
Faulty Parallelism | |
Verbs | |
Problems with Subject-Verb Agreement | |
How to Correct Faulty Subject-Verb Agreement | |
Problems with Verb Tense | |
How to Correct Inappropriate Shifts in Verb Tense | |
How to Correct Faulty Use of Past Tense | |
Pronouns | |
Problems with Pronoun Use | |
Pronoun Case | |
How to Correct Faulty Pronoun Case | |
Pronoun Agreement | |
Pronoun Reference | |
Modifiers | |
Problems with Modification | |
Misplaced and Ambiguous Modifiers | |
Dangling Modifiers | |
Punctuation | |
Period | |
Question Mark | |
Exclamation Point | |
Comma | |
Semicolon | |
Colon | |
Quotation Marks | |
Ellipsis | |
Apostrophe | |
Parenthesis | |
Brackets | |
Hyphen | |
Dash | |
Mechanics | |
Capitalization | |
Underlining and Italics | |
Numbers | |
Abbreviations | |
Spelling | |
Acknowledgements | |
Index | |
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