Writing | |
Writing and Computers | |
Why Write? | |
Why Write with a Computer? | |
Critical Thinking and Reading | |
Think Critically | |
The Reading Process | |
The Writing Process | |
Preparing | |
Experiment and Explore | |
Invent and Prewrite | |
Gather Preliminary Information from Sources | |
Plan and Organize | |
Composing | |
Review Your Prewriting, Thesis, and Outline Before You Compose | |
Use a Method for Composing | |
Collaborate | |
Strategies for Composing with a Computer | |
A Student Draft | |
Rewriting | |
Shift from Writer to Reader | |
Revise | |
Edit | |
Proofread | |
Responding to the Work of Others | |
A Model Student Paper | |
Structuring Paragraphs | |
Write Unified Paragraphs | |
Write Coherent Paragraphs with Clear Organizational Patterns | |
Write Coherent Paragraphs with Sentence Linking Techniques | |
Be Consistent with Verb Tense, Person, and Number | |
Use Parallelism | |
Decide What Makes a Fully Developed Paragraph | |
Link Paragraphs Together with Key Words | |
Formulating Arguments | |
Formulate an Arguable Thesis | |
Generate Good Supporting Evidence | |
Take Note of Evidence for Alternative Views as Well | |
Develop and Test Your Points | |
Build a Compelling Case | |
Structure the Argument | |
Avoid Logical and Emotional Fallacies | |
Research | |
The Research Project | |
Become a Researcher | |
Schedule a Time Frame | |
Create a Research Notebook | |
Create a Working Bibliography | |
Gather Background Information | |
Conduct Focused Research | |
Using the Internet for Research | |
Internet Sources and the Research Process | |
Information Found On the Internet and Web | |
Example of a Student Internet Search | |
Evaluating Electronic and Print Sources | |
Choosing Legitimate Sources | |
Evaluating a Series of Web Links | |
Using Sources | |
Use Sources Responsibly | |
Quoting Sources | |
Paraphrasing Sources | |
Summarizing Sources | |
Writing the Research Paper | |
Refine Your Rhetorical Stance and Thesis | |
Plan a Structure | |
Write a Draft | |
Review and Revise Your Draft | |
Follow Formatting Conventions | |
Sample Research Paper | |
Documentation Formats | |
Understanding Systems of Documentation | |
Using the MLA System of Documentation | |
Using the APA System of Documentation | |
Using the Chicago Manual of Style (CMS) | |
Using the CBE System of Documentation | |
Using the COS System of Documentation | |
Style Manuals for the Disciplines | |
Writing In The Disciplines | |
Writing in the Humanities and Writing about Literature | |
Types of Writing in the Humanities | |
Writing about Literature | |
An Example of Literary Interpretation | |
An Example of Literary Analysis (in MLA Format) | |
Technology and the Humanities | |
Reference Materials for the Humanities | |
Writing in the Natural Sciences | |
Writing about Science | |
Types of Writing in the Sciences | |
An Example of a Research Report (CBE Format) | |
Technology and the Sciences | |
Reference Materials for the Sciences | |
Writing in the Social Sciences | |
Writing about the Social Sciences | |
Types of Writing in the Social Sciences | |
An Example of a Research Report (APA Format) | |
Technology and the Social Sciences | |
Reference Materials for the Social Sciences | |
Document design | |
Design Principles and Graphics | |
Three Basic Design Principles | |
Formatting Tools | |
Graphics | |
Respecting Different Norms and Preferences | |
Desktop Publishing | |
Produce a Simple Brochure | |
Produce a Simple Newsletter | |
Designing for the Web | |
Designing for the Web | |
Planning Your Web Document | |
Writing for the Web | |
Constructing Your Web Pages | |
Using HTML | |
Refining Your Web Site | |
Special Purpose Writing | |
Using E-Mail & Computer Networks | |
Logging On to Networks | |
Building Community Through Electronic Mail | |
Business Correspondence and Reports | |
Business Letters | |
Letters of Application | |
Résumés | |
Memos | |
Reports | |
Essay Exams | |
Prepare for the Essay Exam | |
Use the Writing Process in Abbreviated Form | |
Sample Student Responses to an Essay Exam Question | |
Sentence Grammar | |
Sentence Structure | |
Identifying Parts of Speech | |
Identifying Basic Sentence Patterns | |
Expanding Sentences | |
Classifying Sentences | |
Pronoun Case | |
Use Subjective Case Forms | |
Use Objective Case for Pronouns Functioning as Objects | |
In Constructions Where the Pronoun Is Paired with a Noun, Test for Pronoun Case by Seeing What It Should Be without the Noun | |
With the Pronouns Who, Whom, Whoever, Whomever, and Whose, Choose the Appropriate Form According to How It Functions in Its Clause | |
Use Possessive Case to Show Ownership | |
If You Use a Pronoun for the Second Part of a Comparison, Choose Its Case According to How the Pronoun Would Function in Its Own Full Clause | |
Verbs | |
Regular Verb Forms | |
Using Irregular Verbs | |
Using Auxiliary Verbs | |
Verb Tenses | |
Sequence of Tenses | |
Transitive versus Intransitive Verbs | |
Voice | |
Mood | |
Agreement | |
Make Your Verbs Agree in Number with Their Grammatical Subjects | |
Make Your Pronouns Agree in Number with Their Antecedents | |
Adjectives and Adverbs | |
Adjectives Modify Nouns | |
Nouns Can Function as Adjectives, Modifying Other Nouns | |
Adverbs Modify Verbs, Adjectives, and Other Adverbs | |
Good versus Well; Bad versus Badly | |
Using Comparative and Superlative Forms of Adjectives and Adverbs | |
Correct Sentences | |
Fragments | |
Make Sure Your Sentences Are Grammatically Complete | |
Make Sure Dependent Clauses Are Not Left Alone as Sentences | |
Make Sure That Phrases Are Not Left Alone as Sentences | |
Use Fragments Only for Rare Special Effect | |
Commas Splices and Run-On Sentences | |
Turn One of the Clauses in a Comma Splice or Run-On Sentence into a Subordinate Clause | |
Separate a Comma Splice or Run-On Sentence with a Comma and a Coordinating Conjunction (And, Or, But, Etc.) | |
Separate a Comma Splice or Run-On Sentence with a Semicolon | |
Separate a Comma Splice or Run-On Sentence with a Period | |
Pronoun Reference | |
Make Pronouns Refer Clearly to a Specific Noun Antecedent | |
Be Especially Careful about This, That, Which, and It | |
Avoid Mixing Uses of It | |
That versus Which | |
Misplaced and Dangling Modifiers | |
Position Modifiers Close to the Words They Modify | |
Avoid Ambiguity | |
In Most Cases, Put Lengthy Modifiers at the Beginning or End of the Sentence | |
Avoid Placing a Modifier Between a Verb and Its Object or Complement | |
Make Sure Introductory Verbal Phrases Modify a Specific Word | |
Maintaining Consistency | |
Avoid Unnecessary Shifts in Person and Number | |
Avoid Unnecessary Shifts in Tense, Mood, and Subject | |
Avoid Unnecessary Shifts in Tone | |
Avoid Mixed Constructions | |
Create Consistency between Subjects and Predicates | |
Effective Sentences | |
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