The Writing Process | |
Writing with a Computer | |
Planning | |
Analyzing the writing task | |
Choosing a subject | |
Focusing on a topic | |
Generating ideas and collecting information | |
Determining your purpose for writing | |
Establishing a thesis statement | |
Analyzing your audience | |
Making an outline | |
Choosing a good title | |
Writing the body of your composition | |
Writing the beginning and ending | |
Revising the largest elements first | |
Revising your sentences and diction | |
Conducting peer conferences | |
Editing for grammar, punctuation, and mechanics | |
Preparing the final copy | |
Proofreading the final copy | |
Student Sample: Annotated Student Essay | |
Designing a document | |
Understanding the principals of design | |
Understanding the elements of design | |
Using visuals | |
Formatting academic manuscrip? | |
Writing in College and Beyond | |
Academic writing | |
Study skills | |
Time management | |
Note-taking in class | |
Reading effectively | |
Essay examinations | |
Critical thinking and active reading | |
Writing arguments | |
Understanding the elements of argument | |
Making appropriate appeals | |
Considering your audience | |
Refuting the oppositions argument | |
Student Sample: An Annotated Argument Essay | |
Online writing | |
E-communications | |
Composing online | |
Oral presentations | |
Outlining | |
Preparing and practicing | |
Using visuals | |
Public writing | |
Business letters | |
Resumes | |
Memos | |
Letters to the editor | |
Paragraphs | |
Unity | |
Writing a topic sentence | |
Relating all sentences to the controlling idea | |
Development | |
Developing paragraphs fully | |
Using the strategy implied in your topic sentence to develop your paragraph | |
Coherence | |
Arranging sentences in the most effective order | |
Using transitional words and phrases | |
Repeating key words and phrases | |
Using parallel structure | |
Using transitions to link paragraphs | |
Beginnings and ending? | |
Clarity and Sentence Style | |
Parallelism | |
Use parallel constructions with coordinating conjunctions (and, but, or, nor, for, yet, so) | |
Use parallel constructions with correlative conjunctions (either/or, neither/nor, not only/but also, both/and, whether/or) | |
Use parallel constructions in comparisons with than or as | |
Misplaced and Dangling Modifiers | |
Place modifiers where they will be most effective | |
Connect a dangling modifier to the main part of the sentence | |
Shifts | |
Use pronouns that are consistent in person and number | |
Maintain the same verb tense | |
Maintain the same mood | |
Keep subject and voice consistent | |
Avoid unnecessary shifts from direct to indirect quotation | |
Keep tone and style consistent | |
Maintain the same point of view | |
Unified and Logical Sentences | |
Use only relevant details | |
Avoid mixed or illogical constructions | |
Subordination and Coordination | |
Use subordination to group short, choppy sentences into larger units of thought | |
Do not subordinate excessively | |
Use coordination to put ideas of equal importance in grammatical structures of equal weight | |
Emphasis | |
Achieve emphasis by placing the mos | |
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