Allyn & Bacon Guide to Writing, The Plus NEW MyCompLab with eText -- Access Card Package

by Ramage, John D.; Bean, John C.; Johnson, June

• ISBN13: 9780321861016
• ISBN10: 0321861019
• Additional ISBN(s): 9780205011667, 9780321975997
• Edition: 6th
• Format: Package
• Copyright: 2012-07-11
• Publisher: Longman
• More Book Details
• Purchase Benefits

Summary

Solidly grounded in current theory and research, yet eminently practical and teachable, The Allyn & Bacon Guide to Writinghas set the standard for first-year composition courses in writing, reading, critical thinking, and inquiry.

Table of Contents

DETAILED CONTENTS

Writing Projects

Thematic Contents

Preface

 

PART 1: A RHETORIC FOR WRITERS

 

1     THINKING RHETORICALLY ABOUT GOOD WRITING

CONCEPT 1 Good writing can vary from closed to open forms.

David Rockwood, A Letter to the Editor

Thomas Merton, A Festival of Rain

    Distinctions between Closed and Open Forms of Writing

    Where to Place Your Writing along the Continuum

CONCEPT 2 Good writers address problems rather than topics.

    Shared Problems Unite Writers and Readers

    Where Do Problems Come From?

CONCEPT 3 Good writers think rhetorically about purpose, audience, and genre.

    What Is Rhetoric?

    How Writers Think about Purpose

    How Writers Think about Audience

    How Writers Think about Genre

Chapter Summary

BRIEF WRITING PROJECT 1 TWO MESSAGES FOR DIFFERENT PURPOSES, AUDIENCES, AND GENRES

*BRIEF WRITING PROJECT 2 A LETTER TO YOUR PROFESSOR ABOUT WHAT WAS NEW IN CHAPTER 1

 

2     THINKING RHETORICALLY ABOUT YOUR SUBJECT MATTER

CONCEPT 4 To determine their thesis, writers must often “wallow in complexity.”

    Learning to Wallow in Complexity

    Seeing Each Academic Discipline as a Field of Inquiry and Argument

    Using Exploratory Writing to Help You Wallow in Complexity

Believing and Doubting Paul Theroux’s Negative View of Sports

CONCEPT 5 A strong thesis statement surprises readers with something new or challenging.

    Trying to Change Your Reader’s View of Your Subject

    Giving Your Thesis Tension through “Surprising Reversal”

CONCEPT 6 In closed-form prose, a typical introduction starts with the problem, not the thesis.

    A Protypical Introduction

    Features of a Good Introduction

CONCEPT 7 Thesis statements in closed-form prose are supported hierarchically with points and particulars.

    How Points Convert Information to Meaning

    How Removing Particulars Creates a Summary

    How to Use Points and Particulars When You Revise

Chapter Summary

BRIEF WRITING PROJECT PLAYING THE BELIEVING AND DOUBTING GAME

 

3     THINKING RHETORICALLY ABOUT HOW MESSAGES PERSUADE

CONCEPT 8 Messages persuade through their angle of vision.

    Recognizing the Angle of Vision in a Text

    Analyzing Angle of Vision

CONCEPT 9 Messages persuade through appeals to logos,

ethos, and pathos.

CONCEPT 10 Nonverbal messages persuade through visual strategies that

can be analyzed rhetorically.

    Visual Rhetoric

    The Rhetoric of Clothing and Other Consumer Items

Chapter Summary

BRIEF WRITING PROJECT ANALYZING ANGLE OF VISION IN TWO PASSAGES ABOUT NUCLEAR ENERGY

 

4     THINKING RHETORICALLY ABOUT STYLE AND DOCUMENT DESIGN

CONCEPT 11 Good writers make purposeful stylistic choices.

    Factors That Affect Style

    Four Powerful Strategies for Improving Your Style

CONCEPT 12 Good writers make purposeful document

design choices.

    Document Design for Manuscripts and Papers

    Document Design for Published Works

Chapter Summary

BRIEF WRITING PROJECT TWO CONTRASTING DESCRIPTIONS OF THE SAME SCENE

 

PART 2: WRITING PROJECTS

 

WRITING TO LEARN

 

5     READING RHETORICALLY: THE WRITER AS STRONG READER

Exploring Rhetorical Reading

*Michael Pollan, Why Bother?

Understanding Rhetorical Reading

    What Makes College-Level Reading Difficult?

    Using the Reading Strategies of Experts

Reading with the Grain and Against the Grain

Understanding Summary Writing

    Usefulness of Summaries

    The Demands that Summary Writing Makes on Writers

*Summary of “Why Bother?”

Understanding Strong Response Writing

    Strong Response as Rhetorical Critique

    Strong Response as Ideas Critique

    Strong Response as Reflection

    Strong Response as a Blend

*Kyle Madsen (student), Can a Green Thumb Save the Planet? A Response to Michael Pollan

WRITING PROJECT A SUMMARY

Generating Ideas: Reading for Structure and Content

Drafting and Revising

Questions for Peer Review

WRITING PROJECT A SUMMARY/STRONG RESPONSE ESSAY

Exploring Ideas for Your Strong Response

Writing a Thesis for a Strong Response Essay

Shaping and Drafting

Revising

Questions for Peer Review

READINGS

Thomas L. Friedman, 30 Little Turtles

Stephanie Malinowski (student), Questioning Thomas L. Friedman’s Optimism in “30 Little Turtles”

David Horsey, Today’s Economic Indicator (editorial cartoon)

Mike Lane, Labor Day Blues (editorial cartoon)

Froma Harrop, New Threat to Skilled U.S. Workers

 

WRITING TO EXPLORE

 

6     WRITING AN AUTOBIOGRAPHICAL NARRATIVE

Exploring Autobiographical Narrative

Understanding Autobiographical Writing

    Autobiographical Tension: The Opposition of Contraries

    How Literary Elements Work in Autobiographical Narratives

WRITING PROJECT AUTOBIOGRAPHICAL NARRATIVE

Generating and Exploring Ideas

Shaping and Drafting Your Narrative

Revising

Questions for Peer Review

WRITING PROJECT LITERACY NARRATIVE

What Is a Literacy Narrative?

Typical Features of a Literacy Narrative

Generating and Exploring Ideas

Shaping and Drafting Your Literacy Narrative

Revising

Questions for Peer Review

READINGS

Kris Saknussemm, Phantom Limb Pain

Patrick José (student), No Cats in America?

*Stephanie Whipple (student), One Great Book

 

7     WRITING AN EXPLORATORY ESSAY OR ANNOTATED BIBLIOGRAPHY

Exploring Exploratory Writing

Understanding Exploratory Writing

WRITING PROJECT AN EXPLORATORY ESSAY

Generating and Exploring Ideas

Taking “Double-Entry” Research Notes

Shaping and Drafting

Revising

Questions for Peer Review

WRITING PROJECT AN ANNOTATED BIBLIOGRAPHY

What Is an Annotated Bibliography?

Features of Annotated Bibliography Entries

Examples of Annotation Entries

Writing a Critical Preface for Your Annotated Bibliography

Shaping, Drafting, and Revising

Questions for Peer Review

READINGS

James Gardiner (student), How Do Online Social Networks Affect Communication?

James Gardiner (student), What Is the Effect of Online Social Networks on Communication Skills? An Annotated Bibliography

 

WRITING TO INFORM

 

8     WRITING AN INFORMATIVE (AND SURPRISING) ESSAY OR REPORT

Exploring Informative (and Surprising) Writing

EnchantedLearning.com, Tarantulas

Rod Crawford, Myths about “Dangerous” Spiders

Understanding Informative Writing

    Informative Reports

    Informative Essay Using the Surprising-Reversal Strategy

WRITING PROJECT INFORMATIVE REPORT

Generating and Exploring Ideas

Shaping and Drafting

Revising

Questions for Peer Review

WRITING PROJECT INFORMATIVE ESSAY USING THE SURPRISING-REVERSAL STRATEGY

Generating and Exploring Ideas

Shaping, Drafting, and Revising

Questions for Peer Review

READINGS

Pew Research Center, Muslim Americans: Middle Class and Mostly Mainstream

Kerri Ann Matsumoto (student), How Much Does It Cost to Go Organic?

Shannon King (student), How Clean and Green Are Hydrogen Fuel-Cell Cars?

Eugene Robinson, You Have the Right to Remain a Target of Racial Profiling

 

WRITING TO ANALYZE AND SYNTHESIZE

 

9     ANALYZING FIELD RESEARCH DATA

Exploring the Analysis of Field Research Data

Understanding the Analysis of Field Research Data

    The Structure of an Empirical Research Report

    How Readers Typically Read a Research Report

    Posing Your Research Question

    Collecting Data through Observation, Interviews, or Questionnaires

    Reporting Your Results in Both Words and Graphics

    Analyzing Your Results

    Following Ethical Standards

WRITING PROJECT AN EMPIRICAL RESEARCH REPORT

Generating Ideas for Your Empirical Research Report

Designing Your Empirical Study and Drafting the Introduction and Method Sections

Doing the Research and Writing the Rest of the Report

Revising Your Report

Questions for Peer Review

Writing in Teams

WRITING PROJECT A SCIENTIFIC POSTER

What Is a Scientific Poster?

Content and Features of a Poster

Designing, Creating, and Revising Your Poster

Questions for Peer Review

READINGS

Gina Escamilla, Angie L. Cradock, and Ichiro Kawachi,Women and Smoking in Hollywood Movies: A Content Analysis

Lauren Campbell, Charlie Bourain, and Tyler Nishida (students), A Comparison of Gender Stereotypes in SpongeBob SquarePants and a 1930s Mickey Mouse Cartoon (APA-Style Research Paper)

Lauren Campbell, Charlie Bourain, and Tyler Nishida (students), SpongeBob SquarePants Has Fewer Gender Stereotypes than Mickey Mouse (scientific poster)

 

10     ANALYZING IMAGES

Exploring Image Analysis

*Understanding Image Analysis: Documentary and News Photographs

    Angle of Vision and Credibility of Photographs

    How to Analyze a Documentary Photograph

    Sample Analysis of a Documentary Photograph

*Understanding Image Analysis: Paintings

    How to Analyze a Painting

    Sample Analysis of a Painting

*Understanding Image Analysis:Advertisements

    How Advertisers Think about Advertising

    Mirrors and Windows:The Strategy of an Effective Advertisement

    How to Analyze an Advertisement

    Sample Analysis of an Advertisement

WRITING PROJECT ANALYSIS OF TWO VISUAL TEXTS

Exploring and Generating Ideas for Your Analysis

Shaping and Drafting Your Analysis

Revising

Questions for Peer Review

READINGS

*Clark Hoyt, Face to Face with Tragedy

*Manoucheka Celeste, Disturbing Media Images of Haiti Earthquake Aftermath Tell Only Part of the Story

*Lydia Wheeler (student), Two Photographs Capture Women’s Economic Misery

 

11     ANALYZING A SHORT STORY

Exploring Literary Analysis

Evelyn Dahl Reed, The Medicine Man

Understanding Literary Analysis

    The Truth of Literary Events

    Writing (about) Literature

WRITING PROJECT AN ANALYSIS OF A SHORT STORY

Reading the Story and Using Reading Logs

Generating and Exploring Ideas

Shaping, Drafting, and Revising

Questions for Peer Review

READINGS

Alice Walker, Everyday Use (For Your Grandmama)

Betsy Weiler (student), Who Do You Want to Be?: Finding Heritage in Walker’s “Everyday Use”

 

12     ANALYZING AND SYNTHESIZING IDEAS

Exploring the Analysis and Synthesis of Ideas

Nikki Swartz, Mobile Phone Tracking Scrutinized

Terry J. Allen, Reach Out and Track Someone

Understanding Analysis and Synthesis

    Posing a Synthesis Question

    Synthesis Writing as an Extension of Summary/Strong Response Writing

    Student Example of a Synthesis Essay

    Kate MacAulay (student), Technology’s Peril and Potential

WRITING PROJECT A SYNTHESIS ESSAY

Ideas for Synthesis Questions and Readings

    Using Learning Logs

    Exploring Your Texts through Summary Writing

    Exploring Your Texts’ Rhetorical Strategies

    Exploring Main Themes and Similarities and Differences in Your Texts’ Ideas

    Generating Ideas of Your Own

    Taking Your Position in the Conversation: Your Synthesis

Shaping and Drafting

    Writing a Thesis for a Synthesis Essay

Organizing a Synthesis Essay

Revising

Questions for Peer Review

READINGS

Dee, Comprehensive Immigration Reform: PROs and ANTIs

Byron Williams, Immigration Frenzy Points Out Need for Policy Debate

Victor Davis Hanson, The Global Immigration Problem

Mike Crapo, Immigration Policy Must Help Economy While Preserving Ideals

Trapper John, The Progressive Case Against the Immigration Bill

 

WRITING TO PERSUADE

 

13     WRITING A CLASSICAL ARGUMENT

What Is Argument?

Exploring Classical Argument

Understanding Classical Argument

    Stages of Development: Your Growth as an Arguer

    Creating an Argument Frame: A Claim with Reasons

    Articulating Reasons

    Articulating Underlying Assumptions

    Using Evidence Effectively

    Evaluating Evidence: The STAR Criteria

    Addressing Objections and Counterarguments

    Responding to Objections, Counterarguments, and Alternative Views

    Seeking Audience-Based Reasons

    Appealing to Ethos and Pathos

A Brief Primer on Informal Fallacies

WRITING PROJECT A CLASSICAL ARGUMENT

Generating and Exploring Ideas

Shaping and Drafting

Revising

Questions for Peer Review

READINGS

Ross Taylor (student), Paintball: Promoter of Violence or Healthy Fun?

William Sweet, Why Uranium Is the New Green

Stan Eales, Welcome to Sellafield (editorial cartoon)

Los Angeles Times, No to Nukes

Leonard Pitts, Jr., Spare the Rod, Spoil the Parenting

A. J. Chavez (student), The Case for (Gay) Marriage

 

14     MAKING AN EVALUATION

Exploring Evaluative Writing

Understanding Evaluation Arguments

    The Criteria-Match Process

    The Role of Purpose and Context in Determining Criteria

    Special Problems in Establishing Criteria

    Distingushing Necessary, Sufficient, and Accidental Criteria

    Using a Planning Schema to Develop Evaluation Arguments

    Conducting an Evaluation Argument:An Extended Example

WRITING PROJECT AN EVALUATION ARGUMENT

Generating and Exploring Ideas

Shaping and Drafting

Revising

Questions for Peer Review

READINGS

Jackie Wyngaard (student), EMP: Music History or Music Trivia?

Diane Helman and Phyllis Bookspan, Sesame Street: Brought to You by the Letters M-A-L-E

Teresa Filice (student), Parents: The Anti-Drug: A Useful Site

 

15     PROPOSING A SOLUTION

Exploring Proposal Writing

Understanding Proposal Writing

    Special Problems of Proposal Arguments

    Developing an Effective Justification Section

    Proposals as Visual Arguments and PowerPoint Presentations

WRITING PROJECT A PROPOSAL ARGUMENT

Generating and Exploring Ideas

Shaping and Drafting

Revising

Questions for Peer Review

WRITING PROJECT ADVOCACY AD OR POSTER

Using Document Design Features

Exploring and Generating Ideas

Shaping and Drafting

Revising

Questions for Peer Review

WRITING PROJECT PROPOSAL SPEECH WITH VISUAL AIDS

Developing, Shaping, and Outlining Your Proposal Speech

Designing Your Visual Aids

Slide Titles: Using Points, Not Topics

*Student Example of a Speech Outline and Slides

*Sam Rothchild (student), Reward Work Not Wealth (oral presentation with visual aids)

Delivering Your Speech

Revising

Questions for Peer Review

READINGS

*Lucy Morsen (student), A Proposal to Improve the Campus Learning Environment by Banning Laptops and Cell Phones from Class

Jennifer Allen, The Athlete on the Sidelines

Dylan Fujitani (student), “The Hardest of the Hardcore”: Let’s Outlaw Hired Guns in Contemporary American Warfare

 

PART 3: A GUIDE TO COMPOSING AND REVISING

 

16     WRITING AS A PROBLEM-SOLVING PROCESS

SKILL 16.1 Follow the experts’ practice of using multiple drafts.

    Why Expert Writers Revise So Extensively

    An Expert’s Writing Processes Are Recursive

SKILL 16.2 Revise globally as well as locally.

SKILL 16.3 Develop ten expert habits to improve your writing processes.

SKILL 16.4 Use peer reviews to help you think like an expert.

    Becoming a Helpful Reader of Classmates’ Drafts

    Using a Generic Peer Review Guide

    Participating in Peer Review Workshops

    Responding to Peer Reviews

 

17     COMPOSING AND REVISING CLOSED-FORM PROSE

SKILL 17.1 Understand reader expectations.

    Unity and Coherence

    Old before New

    Forecasting and Fulfillment

SKILL 17.2 Convert loose structures into thesis/support structures.

    Avoiding And Then Writing, or Chronological Structure

    Avoiding All About Writing, or Encyclopedic Structure

    Avoiding Engfish Writing, or Structure without Surprise

SKILL 17.3 Plan and visualize your structure.

    Making Lists of “Chunks” and a Scratch Outline Early in the Writing Process

     “Nutshelling” Your Argument as an Aid to Finding a Structure

    Articulating a Working Thesis with Main Points

    Using Complete Sentences in Outlines to Convey Meanings

    Sketching Your Structure Using an Outline,Tree Diagram, or Flowchart

    Letting the Structure Evolve

SKILL 17.4 Set up reader expectations through effective titles and introductions.

    Avoiding the “Topic Title” and the “Funnel Introduction”

    Hooking Your Reader with an Effective Title

    From Old to New: The General Principle of Closed-Form Introductions

    Typical Elements of a Closed-Form Introduction

    Forecasting the Whole with a Thesis Statement, Purpose Statement, or Blueprint Statement

SKILL 17.5 Create effective topic sentences for paragraphs.

    Placing Topic Sentences at the Beginning of Paragraphs

    Revising Paragraphs for Unity

    Adding Particulars to Support Points

SKILL 17.6 Guide your reader with transitions and other signposts.

    Using Common Transition Words to Signal Relationships

    Writing Major Transitions between Parts

    Signaling Major Transitions with Headings

SKILL 17.7 Bind sentences together by placing old information

before new information.

    The Old/New Contract in Sentences

    How to Make Links to the “Old”

    Avoiding Ambiguous Use of “This” to Fulfill the Old/New Contract

SKILL 17.8 Learn four expert moves for organizing

and developing ideas.

    The For Example Move

    The Summary/However Move

    The Division-into-Parallel Parts Move

    The Comparison/Contrast Move

*SKILL 17.9 Use effective tables, graphs, and charts

to present numeric data.

    How Tables Tell Many Stories

    Using a Graphic to Tell a Story

    Incorporating a Graphic into Your Essay

SKILL 17.10 Write effective conclusions.

 

18     COMPOSING AND REVISING OPEN-FORM PROSE

Key Features of Open-Form Prose

SKILL 18.1 Make your narrative a story, not an and then chronology.

    Depiction of Events through Time

    Connectedness

    Tension or Conflict

    Resolution, Recognition, or Retrospective Interpretation

SKILL 18.2 Write low on the ladder of abstraction.

    Concrete Words Evoke Images and Sensations

    Use Revelatory Words and Memory-Soaked Words

SKILL 18.3 Disrupt your reader’s desire for direction and clarity.

    Disrupting Predictions and Making Odd Juxtapositions

    Leaving Gaps

SKILL 18.4 Tap the power of figurative language.

SKILL 18.5 Expand your repertoire of styles.

SKILL 18.6 Use open-form elements to create “voice” in closed-form prose.

    Introduce Some Humor

    Use Techniques from Popular Magazines

 

PART 4: A RHETORICAL GUIDE TO RESEARCH

 

19     ASKING QUESTIONS, FINDING SOURCES

An Overview of Research Writing

    Characteristics of a Good Research Paper

    An Effective Approach to Research

    The Role of Documentation in College Research

SKILL 19.1 Argue your own thesis in response to a research question.

    Topic Focus Versus Question Focus

    Formulating a Research Question

    Establishing Your Role as a Researcher

    A Case Study: James Gardiner’s Research on Online Social Networks

SKILL 19.2 Understand differences among kinds of sources.

    Primary and Secondary Sources

    Reading Secondary Sources Rhetorically

SKILL 19.3 Use purposeful strategies for searching libraries, databases, and web sites.

    Checking Your Library’s Home Page 528

    Finding Print Articles: Searching a Licensed Database 529

    Illustration of a Database Search 531

    Finding Cyberspace Sources: Searching the World Wide Web 533

 

20     EVALUATING SOURCES

SKILL 20.1 Read sources rhetorically and take purposeful notes.

    Reading with Your Own Goals in Mind

    Reading Your Sources Rhetorically

    Taking Purposeful Notes

SKILL 20.2 Evaluate sources for reliability, credibility, angle of vision, and degree of advocacy.

    Reliability

    Credibility

    Angle of Vision and Political Stance

    Degree of Advocacy

SKILL 20.3 Use your rhetorical knowledge to evaluate web sources.

The Web as a Unique Rhetorical Environment

    Criteria for Evaluating a Web Source

    Analyzing Your Own Purposes for Using a Web Source

 

21     INCORPORATING SOURCES INTO YOUR OWN WRITING

Roger D. McGrath, The Myth of Violence in the Old West

SKILL 21.1 Let your own argument determine your use of sources.

    Writer 1: An Analytical Paper on Causes of Violence in Contemporary Society

    Writer 2: A Persuasive Paper Supporting Gun Control

    Writer 3: An Informative Paper Showing Shifting Definitions of Crime

SKILL 21.2 Know when and how to use summary, paraphrase, and quotation.

    Summarizing

    Paraphrasing

    Quoting

SKILL 21.3 Use attributive tags to distinguish your ideas from a source’s.

    Attributive Tags Mark Where Source Material Starts and Ends

    Attributive Tags Are Clearer than Parenthetical Citations

    Attributive Tags Frame the Source Material Rhetorically

SKILL 21.4 Punctuate quotations correctly.

    Quoting a Complete Sentence

    Inserting Quoted Words and Phrases into Your Own Sentences

    Modifying a Quotation

    Omitting Something from a Quoted Passage

    Quoting Something That Already Contains a Quotation

    Using a Block Quotation for a Long Passage

*SKILL 21.5 Avoid plagiarism by following academic conventions for ethical use of sources.

    Why Some Kinds of Plagiarism May Occur Unwittingly

    Strategies for Avoiding Plagiarism

 

22     CITING AND DOCUMENTING SOURCES

*SKILL 22.1 Know what needs to be cited and what doesn’t.

SKILL 22.2 Understand the connection between in-text citations and the end-of-paper list of cited works.

SKILL 22.3 Cite and document sources using MLA style.

    In-Text Citations in MLA Style 576

    Works Cited List in MLA Style 579

    MLA Citation Models 579

James Gardiner (student), Why Facebook Might Not Be Good for You (MLA-Style Research Paper)

SKILL 22.4 Cite and document sources using APA style.

    In-Text Citations in APA Style

    References List in APA Style

    APA Citation Models

    Student Example of an APA-Style Research Paper

 

PART 5: WRITING FOR ASSESSMENT

 

23      ESSAY EXAMINATIONS

How Essay Exams Differ from Other Essays

Preparing for an Exam: Learning Subject Matter

    Identifying and Learning Main Ideas

    Applying Your Knowledge

    Making a Study Plan

Analyzing Exam Questions

    Understanding the Use of Outside Quotations

    Recognizing Organizational Cues

    Interpreting Key Terms

Dealing with the Limits of the Test Situation

Producing an “A” Response

Chapter Summary

 

24     ESSAY EXAMINATIONS: WRITING WELL UNDER PRESSURE     

How Essay Exams Differ from Other Essays

Preparing for an Exam: Learning Subject Matter     

    Identifying and Learning Main Ideas

    Applying Your Knowledge

    Making a Study Plan

Analyzing Exam Questions    

    Understanding the Use of Outside Quotations

    Recognizing Organizational Cues

    Interpreting Key Terms

Dealing with the Limits of the Test Situation

Producing an “A” Response     

Chapter Summary 

 

25     ASSEMBLING A PORTFOLIO AND WRITING A REFLECTIVE ESSAY     

Understanding Portfolios     

    Collecting Work for Paper and Electronic Portfolios

    Selecting Work for Your Portfolio

Understanding Reflective Writing    

    Why Is Reflective Writing Important?

Reflective Writing Assignments    

    Single Reflection Assignments

    Guidelines for Writing a Single Reflection

    Comprehensive Reflection Assignments

    Guidelines for Writing a Comprehensive Reflection

    Guidelines for Writing a Comprehensive Reflective Letter

Readings    

    Jaime Finger (student), “A Single Reflection on an Exploratory Essay”

    Bruce Urbanik (student), “A Comprehensive Reflective Letter”

 

PART 6: A GUIDE TO EDITING

 

HANDBOOK 1 IMPROVING YOUR EDITING SKILLS

Why Editing Is Important

Overview of This Guide to Editing

Improving Your Editing and Proofreading Processes

Microtheme Projects on Editing

 

HANDBOOK 2 UNDERSTANDING SENTENCE STRUCTURE

The Concept of the Sentence

Basic Sentence Patterns

Parts of Speech

Types of Phrases

Types of Clauses

Types of Sentences

 

HANDBOOK 3 PUNCTUATING BOUNDARIES OF SENTENCES, CLAUSES, AND PHRASES

Why Readers Need Punctuation

Rules for Punctuating Clauses and Phrases Within a Sentence

Identifying and Correcting Sentence Fragments

Identifying and Correcting Run-Ons and Comma Splices

Overview of Methods for Joining Clauses

 

HANDBOOK 4 EDITING FOR STANDARD ENGLISH USAGE

Fixing Grammatical Tangles

Maintaining Consistency

Maintaining Agreement

Maintaining Parallel Structure

Avoiding Dangling or Misplaced Modifiers

Choosing Correct Pronoun Cases

Choosing Correct Verb Forms

Choosing Correct Adjective and Adverb Forms

 

HANDBOOK 5 Editing for Style

Pruning Your Prose

Enlivening Your Prose

Avoiding Broad or Unclear Pronoun Reference

Putting Old Information Before New Information

Deciding Between Active and Passive Voice

Using Inclusive Language

 

HANDBOOK 6 Editing for Punctuation and Mechanics

Periods, Question Marks, and Exclamation Points

Commas

Semicolons

Colons, Dashes, and Parentheses

Apostrophes

Quotation Marks

Underlining (Italics)

Brackets, Ellipses, and Slashes

Capital Letters

Numbers

Abbreviations

Manuscript Form

 

Acknowledgments

Index