Learn by doing as you receive explicit help and plenty of writing examples as Bedford Guide for College Writers with Reader, Research Manual, and Handbook prepares you for common writing assignments found in college and on the job.

X. J. Kennedy is an acclaimed poet, children’s author, college teacher, and textbook author. He has taught freshman composition at the University of Michigan; the University of North Carolina, Greensboro; and Tufts University. Since 1966, more than 2 million students have treasured his introductory literature texts and The Bedford Reader, coedited with Dorothy M. Kennedy and Jane E. Aaron, now in its ninth edition.

Dorothy M. Kennedy is a writer and editor whose articles and reviews have ppeared in both professional and academic journals. She has taught composition at the University of Michigan and Ohio University and, with X. J. Kennedy, is the recipient of the NCTE Teacher's Choice Award for Knock at a Star: A Child's Introduction to Poetry.

Marcia F. Muth teaches, writes, and edits. She has taught first-year writing at The Ohio State University and other introductory courses at St. Peter's College (Englewood Cliffs). Her many writing workshops have been sponsored by　Fordham University, the University of Colorado Colorado Springs, and currently　the School of Education and Human Development at the University of Colorado Denver. She is the author or coauthor of many composition textbooks and ancillaries, including The Bedford Guide for College Writers, The Concise Bedford Guide for Writers, Writing and Revising: A Portable Guide, Researching and Writing: A Portable Guide, and The St. Martin's Pocket Guide to Research and Documentation (all from Bedford/St. Martin's). Her projects as a writer and an editor have included Harold D. Lasswell: An Annotated Bibliography as well as many grant proposals, textbooks, ancillaries, reports, and other publications. She continues to learn how to write clearly and effectively from her students, editors, reviewers, and writing colleagues.

Preface: To the Instructor
Rhetorical Contents
Selected Visual Contents
Features of The Bedford Guide Correlated to the Writing Program Administrators (WPA) Outcomes
Statement
Pairing The Bedford Guide with LaunchPad Solo for Readers and Writers
How to use The Bedford Guide for College Writers

Book 1: A WRITER’S GUIDE

Introduction: Writing in College

Part One: A College Writer’s Processes

1. Writing Processes
Writing, Reading, and Critical Thinking
A Process of Writing
     Getting Started
     Generating Ideas
     Learning by Doing Reflecting on Ideas
     Panning, Drafting, and Developing
     Learning by Doing Reflecting on Drafts
     Revising and Editing
     Learning by Doing Reflecting on Finishing
Purpose and Audience
    Writing for a Reason
     Learning by Doing Considering Purpose
     Writing for Your Audience
     Learning by Doing Considering Audience
     Targeting a College Audience
    Learning by Doing Writing for Different Audiences
Additional Writing Activities

2. Reading Processes
A Process of Critical Reading
     Getting Started
     Learning by Doing Reflecting on Your Reading Strategies
     Preparing to Read
     Learning by Doing Reflecting on Reading Preparation
     Responding to Reading
     Learning by Doing Annotating a Passage
     Learning by Doing Reflecting on a Reading Journal
Learning from Another Writer: Reading Summary and Response
           Student Summary and Response: Olof Eriksson, The Problems with Masculinity
Reading on Literal and Analytical Levels
     Learning by Doing Reading Analytically
    Generating Ideas from Reading
Learning from Another Writer: Critical Reading and Response
          Student Critical Reading Response: Alley Julseth, Analyzing “The New Literacy”
     Learning by Doing Reading Critically
          Michael Shermer, The Science of Righteousness
Reading Online and Multimodal Texts
     Learning by Doing Reading a Web Site
Additional Writing Activities

3. Critical Thinking Processes
A Process of Critical Thinking
     Getting Started
     Learning by Doing Thinking Critically to Explore an Issue
     Applying Critical Thinking to Academic Problems
Thinking Critically about Your Own Writing: Self-Reflection
     Details on Self-Reflection
     Contexts for Self-Reflection
Learning from Another Writer: Self-Reflection
           Student Self-Reflection: Khalia Nadam, What I Learned from My Research Project
Additional Writing Activities

Part Two: A Writer’s Situations

4. Recalling an Experience
Learning from Other Writers
          Russell Baker, The Art of Eating Spaghetti
          Student Essay: Robert G. Schreiner, What Is a Hunter?
Learning by Writing
    The Assignment: Recalling a Personal Experience
    Generating Ideas
    Learning by Doing Reflecting on Your Writing Space
    Planning, Drafting, and Developing
    Learning by Doing Stating the Importance of Your Experience
    Learning by Doing Selecting and Arranging Events
    Revising and Editing
    Learning by Doing Appealing to the Senses
Reviewing and Reflecting
Additional Writing Assignments

5. Observing a Scene
Learning from Other Writers
          Ashley Smith, Special Report: Smokejumper Training
          Student Essay: Alea Eyre, Stockholm
Learning by Writing
     The Assignment: Observing a Scene
     Generating Ideas
     Learning by Doing Reflecting on Sensory Details
     Planning, Drafting, and Developing
     Learning by Doing Experimenting with Organization
     Revising and Editing
     Learning by Doing Strengthening Your Main Impression
Reviewing and Reflecting
Additional Writing Assignments

6. Interviewing a Subject
Learning from Other Writers
          Jon Ronson, How One Stupid Tweet Blew Up Justine Sacco’s Life
          Student Essay: Lorena A. Ryan-Hines, Looking Backwards, Moving Forward
Learning by Writing
     The Assignment: Interviewing
     Generating Ideas
     Learning by Doing Analyzing Interview Questions
     Learning by Doing Interviewing a Classmate
     Planning, Drafting, and Developing
     Learning by Doing Stating a Dominant Impression
     Revising and Editing
     Learning by Doing Detailing with Color
Reviewing and Reflecting
Additional Writing Assignments

7. Comparing and Contrasting
Learning from Other Writers
          César Vargas, How First- and Second-Generation Hispanics Can Help Each Other
          National Geographic Editors, Hurricane Katrina Pictures: Then & Now, Ruin & Rebirth
          Student Essay: Jacob Griffin, Karate Kid vs. Kung Fu Panda: A Race to the Olympics
Learning by Writing
     The Assignment: Comparing and Contrasting
     Generating Ideas
     Learning by Doing Making a Comparison-and-Contrast Table
     Planning, Drafting, and Developing
     Learning by Doing Reflecting on Comparison and Contrast
     Learning by Doing Building Cohesion with Transitions
     Revising and Editing
Reviewing and Reflecting
Additional Writing Assignments

8. Explaining Causes and Effects
Learning from Other Writers
          Emily Badger, It’s Time to Stop Blaming Poverty for the Decline in Marriage
          Student Essay: Yun Yung Choi, Invisible Women
Learning by Writing
     The Assignment: Explaining Causes and Effects
     Generating Ideas
     Learning by Doing Determining Causes and Effects
     Learning by Doing Making a Cause-and-Effect Table
    Planning, Drafting, and Developing
     Learning by Doing Focusing Your Introduction
     Revising and Editing
Reviewing and Reflecting
Additional Writing Assignments

9. Taking a Stand
Learning from Other Writers
           Suzan Shown Harjo, Last Rites for Indian Dead
           Student Essay: Marjorie Lee Garretson, More Pros Than Cons in a Meat-Free Life
Learning by Writing
     The Assignment: Taking a Stand
     Generating Ideas
     Learning by Doing Finding a Workable Topic
     Learning by Doing Reflecting on Evidence for Your Argument
     Learning by Doing Supporting a Claim
     Learning by Doing Examining Your Evidence
     Learning by Doing Addressing Counter-Arguments
    Planning, Drafting, and Developing
    Learning by Doing Reflecting on Your Thesis
     Learning by Doing Identifying Types of Appeals
     Revising and Editing
     Learning by Doing Reflecting on Your Draft
     TAKE ACTION: Strengthening Support for a Stand
     Recognizing Logical Fallacies
Reviewing and Reflecting
Additional Writing Assignments

10. Proposing a Solution
Learning from Other Writers
          Wilbert Rideau, Why Prisons Don’t Work
           Student Essay: Lacey Taylor, It’s Not Just a Bike
Learning by Writing
     The Assignment: Proposing a Solution
     Generating Ideas
     Learning by Doing Describing Your Audience
     Planning, Drafting, and Developing
     Learning by Doing Reflecting on a Problem
     Learning by Doing Reflecting on Interested Parties
     Revising and Editing
     Learning by Doing Revising for Clear Organization
Reviewing and Reflecting
Additional Writing Assignments

11. Evaluating and Reviewing
Learning from Other Writers
           Scott Tobias, The Hunger Games
           Student Essay: Elizabeth Erion, Internship Program Falls Short
Learning by Writing
     The Assignment: Writing an Evaluation
     Generating Ideas
     Learning by Doing Developing Criteria
    Planning, Drafting, and Developing
     Learning by Doing Stating Your Overall Judgment
     Learning by Doing Reflecting on Product Reviews
      Revising and Editing
Reviewing and Reflecting
Additional Writing Assignments

12. Supporting a Position with Sources
Learning from Other Writers
          Charles M. Blow, Black Dads Are Doing Best of All
          Student Essay: Abigail Marchand, The Family Dynamic
Learning by Writing
     The Assignment: Supporting a Position with Sources
     Generating Ideas
     Learning by Doing Identifying Suspect Web Information
    Planning, Drafting, and Developing
     Learning by Doing Questioning Your Thesis to Aid Your Search for Evidence
     Learning by Doing Reflecting on Plagiarism
     The Academic Exchange
     Revising and Editing
     Learning by Doing Launching Your Sources
     Learning by Doing Checking Your Presentation of Sources
     TAKE ACTION: Integrating Source Information Effectively
Reviewing and Reflecting
Additional Writing Assignments

Part Three: Other Writing Situations

13. Responding to Literature
Using Strategies for Literary Analysis
Learning from Other Writers
          Shirley Jackson, The Lottery
Preparing to Write a Literary Analysis
          Student Literary Analysis: Jonathan Burns, The Hidden Truth: An Analysis of Shirley Jackson’s “The Lottery”
          A Glossary of Terms for Literary Analysis
Learning by Writing: Literary Analysis
    The Assignment: Analyzing a Literary Work
    Learning by Doing Recommending Fiction to a Friend
    Generating Ideas
    Learning by Doing Examining Fiction Genres
    Planning, Drafting, and Developing
    Learning by Doing Developing Your Thesis
    TAKE ACTION: Strengthening Literary Analysis
     Revising and Editing
Learning from Another Writer: Synopsis
          Student Synopsis: Jonathan Burns, A Synopsis of “The Lottery”
Learning by Writing: Synopsis
The Assignment: Writing a Synopsis of a Story by Kate Chopin
          Kate Chopin, The Story of an Hour
Learning from Another Writer: Paraphrase
          Student Paraphrase: Jonathan Burns, A Paraphrase from “The Lottery”
         Learning by Doing Collaborating on a Paraphrase
Learning by Writing: Paraphrase
          The Assignment: Writing a Paraphrase of a Poem
Reviewing and Reflecting
Additional Writing Assignments

14. Responding to Visual Representations
Using Strategies for Visual Analysis
    Learning by Doing Analyzing the Web Site for Your Campus
Level One: Seeing the Big Picture
    Source, Purpose, and Audience
    Prominent Element
    Focal Point
    Learning by Doing Seeing the Big Picture
Level Two: Observing the Characteristics of an Image
    Cast of Characters
    Story of the Image
    Design and Arrangement
    Artistic Choices
    Learning by Doing Observing Characteristics
Level Three: Interpreting the Meaning of an Image
    General Feeling or Mood
    Sociological, Political, Economic, or Cultural Attitudes
    Language
    Signs and Symbols
    Themes
    Learning by Doing Reflecting on Images
Learning from Another Writer: Visual Analysis
           Student Analysis of an Advertisement: Logan Sikora, “The Attention Test”
Learning by Writing
    The Assignment: Analyzing a Visual Representation
    Generating Ideas
    Planning, Drafting, and Developing
    Revising and Editing
Learning from Another Writer: Visual Essay
          Student Visual Essay: Shannon Kintner, Charlie Living with Autism
Reviewing and Reflecting
Additional Writing Assignments

15. Writing Online
Getting Started
    Learning by Doing Reflecting on an Online Writing Course
    Class Courtesy
    Online Ethics
    Learning by Doing Making Personal Rules
Common Online Writing Situations
        Messages to Your Instructor
        Learning by Doing Finding a College Voice
    Learning from Other Writers: Messages to Your Instructor
        Learning by Doing Contacting Your Instructor
    Online Profile
        Learning by Doing Reflecting on Your Social-Media Presence
        Learning by Doing Reflecting on Your College Career
    Online Threaded Discussions or Responses
    Learning from Other Writers: Threaded Discussion
        Learning by Doing Joining a Threaded Discussion
File Management
      Learning by Doing Preparing a Template
       Learning by Doing Organizing Your Files
Reviewing and Reflecting
Additional Writing Assignments

16. Writing and Presenting Under Pressure
Essay Examinations
          Preparing for the Exam
Learning from Another Writer: Essay Exam
          Student Essay Answer: David Ian Cohn, Response to Psychology Question
    Generating Ideas
    Planning for Typical Exam Questions
        Learning by Doing Asking Questions
    Drafting: The Only Version
    Revising: Rereading and Proofing
Short-Answer Examinations
Timed Writings
        Learning by Doing Thinking Fast
Online Assessment
Oral Presentations
       Learning by Doing Reflecting on Oral Presentations
Learning from Other Writers: Visuals for Oral Presentations
          Face-to-Face Class Presentation: Andrew Dillon Bustin, Traditional Urban Design
Reviewing and Reflecting
Additional Writing Assignments

17. Writing in the Workplace
Guidelines for Writing in the Workplace
    Know Your Purpose
    Keep Your Audience in Mind
    Use an Appropriate Tone
    Present Information Carefully
E-mail
    Format for E-mail
Résumés and Application Letters
    Résumés
    Learning by Doing Reflecting on Your Working Life and Goals
    Application Letters
    Learning by Doing Planning a Job Application
    Learning by Doing Planning for Your Future Career
Business Letters
    Format for Business Letters
Memoranda
    Format for Memoranda
Brochures and Presentation Visuals
    Format for Brochures
    Format for Presentation Visuals
Reviewing and Reflecting
Additional Writing Assignments

Part Four: A Writer’s Strategies

18. Strategies: A Case Study
Generating Ideas
Planning, Drafting, and Developing
    Rough Draft with Peer and Instructor Responses
    Learning by Doing Responding as a Peer
Revising and Editing
    Revised and Edited Draft
          Final Draft for Submission: Erin Schmitt, Mr. Hertli
Reflecting as a Writer
    Learning by Doing Writing a Reflective Letter
    Reflective Portfolio Letter

19. Strategies for Generating Ideas
    Finding Ideas
    Building from Your Assignment
    Learning by Doing Building from Your Assignment
    Brainstorming
    Learning by Doing Brainstorming
    Freewriting
    Learning by Doing Freewriting
    Doodling or Sketching
    Learning by Doing Doodling or Sketching
    Mapping
    Learning by Doing Mapping
    Imagining
   Learning by Doing Imagining
    Asking a Reporter’s Questions
    Learning by Doing Asking a Reporter’s Questions
    Seeking Motives
    Learning by Doing Seeking Motives
    Keeping a Journal
    Learning by Doing Keeping a Journal
Getting Ready
    Setting Up Circumstances
    Preparing Your Mind
    Learning by Doing Reflecting on Generating Ideas

20. Strategies for Stating a Thesis and Planning
Shaping Your Topic for Your Purpose and Your Audience
    Learning by Doing Considering Purpose and Audience
Stating and Using a Thesis
    Learning by Doing Identifying Theses
    How to Discover a Working Thesis
    Learning by Doing Discovering a Thesis
    How to State a Thesis
    Learning by Doing Examining Thesis Statements
    How to Improve a Thesis
    TAKE ACTION: Building a Stronger Thesis
    How to Use a Thesis to Organize
    Learning by Doing Using a Thesis to Preview
Organizing Your Ideas
Grouping Your Ideas
    Outlining
     Learning by Doing Moving from Outline to Thesis
     Learning by Doing Outlining
     Learning by Doing Reflecting on Planning

21. Strategies for Drafting
Making a Start Enjoyable
Restarting
Paragraphing
    Learning by Doing Identifying Topic Sentences
    Learning by Doing Identifying Transitions
Using Topic Sentences
Writing an Opening
    Learning by Doing Trying Different Methods of Writing an Opening
Writing a Conclusion
    Learning by Doing Trying Different Methods of Writing a Conclusion
    Learning by Doing Evaluating Openings and Conclusions
Adding Cues and Connections
    Learning by Doing Reflecting on Transitions
    Learning by Doing Reflecting on Drafting

22. Strategies for Developing
Giving Examples
    Learning by Doing Giving Examples
Providing Details
    Learning by Doing Providing Details
Defining
    Learning by Doing Developing an Extended Definition
Reasoning Inductively and Deductively
    Learning by Doing Reasoning Inductively and Deductively
Analyzing a Subject
    Learning by Doing Analyzing a Subject
Analyzing a Process
    Learning by Doing Analyzing a Process
Dividing and Classifying
    Learning by Doing Dividing and Classifying
Comparing and Contrasting
    Learning by Doing Comparing and Contrasting
Identifying Causes and Effects
    Learning by Doing Identifying Causes and Effects
    Learning by Doing Reflecting on Developing

23. Strategies for Revising and Editing
Re-viewing and Revising
    Revising for Purpose and Thesis
    Revising for Audience
    Learning by Doing Reflecting on Your Audience
    Revising for Structure and Support
    Learning by Doing Tackling Macro Revision
    Working with a Peer Editor
    Questions for a Peer Editor
    Meeting with Your Instructor
    Decoding Your Instructor’s Comments
Revising for Emphasis, Conciseness, and Clarity
    Stressing What Counts
    Cutting and Whittling
    Keeping It Clear
Editing and Proofreading
    Editing
Proofreading
   Learning by Doing Reflecting on Revising and Editing
   Learning by Doing Reflecting on Past Grades and Comments

24. Strategies for Writing in Future Courses
Transferring Knowledge
    Learning by Doing Reflecting on Your Preparation for Writing in Various Disciplines
    Learning by Doing Reflecting on How to Transfer Knowledge
What Do They Want?
    Analyzing Expectations
   Connecting Expectations and Assessments
What Is It?
     Uncovering Assumptions
     Learning by Doing Reflecting on the Goals of Other Disciplines
How Do I Write It?
    Learning by Doing Reflecting on New Assignments
Writing in the Disciplines
    Writing in the Sciences
     Writing in Nursing
     Writing in the Arts (Art, Drama, Music)
     Writing in Business
    Writing in Education
    Writing in History
     Writing in Psychology
      Learning by Doing Examining an Article from a Scholarly Journal
Learning from Another Writer: A Developmental Psychology Assignment
          Weekly Critical Thinking Assignment
          Response to Critical Thinking Assignment: Samantha Christopher, Adolescents Are Not Yet Adults
Keeping a Portfolio
     Understanding Portfolio Assessment
    Tips for Keeping a Portfolio
     Learning by Doing Reflecting on This Class

Book 2: A WRITER’S READER

Introduction: Reading to Write

25. Family
Judith Ortiz Cofer, More Room
Chris Bentley, Beyond the Nuclear Family
Michael Cobb, The Supreme Court’s Lonely Hearts Club
Aziz Ansari, Searching for Your Soulmate

26. Gender
Brent Staples, Black Men and Public Space
Judy Brady, I Want a Wife
Cindi May, The Problem with Female Superheroes
Robert Jensen, The High Cost of Manliness
Julie Zeilinger, Guys Suffer from Oppressive Gender Roles Too

27. Popular Culture
Kate Dailey and Abby Ellin, America’s War on the Overweight
Adam Sternberg, Smile, You’re Speaking Emoji: The Rapid Evolution of a Wordless Tongue
Stephen King, Why We Crave Horror Movies
Elizabeth Stone, Grief in the Age of Facebook
Libby Copeland, Is Facebook Making Us Sad?

28. Language
Clive Thompson, The New Literacy
Ann Friedman, Can We Just, Like, Get Over the Way Women Talk?
Jennie Jarvie, Trigger Happy
Richard Rodriguez, Public and Private Language
Amy Tan, Mother Tongue

29. The Good Life
William Zinsser, The Right to Fail
William Deresiewicz, What is College For?
Sarah Adams, Be Cool to the Pizza Dude
David Brooks, The Humility Code
Miya Tokumitsu, In the Name of Love

Book 3: A WRITER’S RESEARCH MANUAL

Introduction: The Nature of Research

30. Defining Your Research Project
Research Assignments: Working from Sources
    The Research Proposal
    The Source Evaluation
    The Annotated Bibliography
    The Outline
    The Research Paper
Creating a Schedule
    Learning by Doing Planning Your Personal Schedule
Choosing and Narrowing a Topic
Turning a Topic into a Question
    Take Action: Focusing a Research Question
    Learning by Doing Polling Your Peers
Moving from Research Question to Working Thesis
    Using Your Working Thesis to Guide Your Research
    Surveying Your Resources
Sample Assignment: Creating a Research Proposal

31. Finding Sources
Searching the Internet
    Finding Recommended Internet Resources
    Smart Online Searching
    Learning by Doing Comparing Web Searches
Searching the Library
    Getting to Know the Library
    Learning by Doing Reflecting on Your Library Orientation Session
    Using the Library Catalog
    Learning by Doing Brainstorming for Search Terms
    Searching Library Databases
    Learning by Doing Comparing Databases
    Using Specialized Library Resources
Finding Sources in the Field
    Interviewing
    Learning by Doing Interviewing an Instructor
    Observing
    Using Questionnaires
    Corresponding
    Attending Public and Online Events
    Reconsidering Your Field Sources

32. Evaluating Sources
Take Action: Evaluating Sources
Assessing the Reliability of Sources
    Learning by Doing Evaluating Your Sources
    Who Is Responsible for the Source?
    What Type of Source Is It?
    Is the Source Scholarly or Popular?
    What Is the Source's Purpose and Bias?
    When Was the Source Produced or Published?
Using Special Care with Internet Sources
Assessing Relevance
    Considering Your Purpose
    Learning by Doing Reflecting on Sources in a Dialogic Notebook
    Reviewing Your Sources
Sample Assignment: Preparing a Source Evaluation

33. Working with Sources
Navigating Sources
Managing Your Project
    Starting a Working Bibliography
    Keeping Track of Sources
Capturing Information in Your Notes
    Reading Actively
    Quoting
    Paraphrasing
    Summarizing
    Learning by Doing Capturing Information from Sources
Sample Assignment: Developing an Annotated Bibliography
   Learning by Doing Writing an Annotation

34. Integrating Sources
Using Sources Ethically
    Take Action: Avoiding Plagiarism
Capturing Evidence without Plagiarizing
    Quoting and Paraphrasing Accurately
    Summarizing Concisely
    Avoiding Plagiarism
Launching and Citing Source Material
    Launching Evidence from Sources
    Learning by Doing Talking to the Sources
    Citing Each Source Clearly
    Learning by Doing Launching and Citing Your Sources
Synthesizing Ideas and Sources
    Take Action: Integrating and Synthesizing Sources
    Learning by Doing Synthesizing Your Sources

35. Writing a Research Paper
Planning with a Thesis Statement
Drafting
    Launching and Citing Your Sources as You Draft
    Beginning and Ending
    Learning by Doing Focusing with a Reverse Outline
Revising and Editing
    Learning by Doing Meeting Expectations
Documenting Sources
    Learning by Doing Presenting Your Findings

36. MLA Style for Documenting Sources
Citing Sources in MLA Style
Take Action: Citing and Listing Sources
Listing Sources in MLA Style
A Sample MLA Research Paper

37. APA Style for Documenting Sources
Citing Sources in APA Style
Listing Sources in APA Style
A Sample APA Research Paper

Book 4: A WRITER’S HANDBOOK

Introduction: Grammar, or The Way Words Work
Learning by Doing Creating an Error Log
38. Basic Grammar
1. Parts of Speech
2. Subjects
3. Verbs, Objects, and Complements
Learning by Doing Finding Subjects and Verbs
4. Clauses and Phrases
5. Sentence Structures

39. Grammatical Sentences
6. Sentence Fragments
7. Comma Splices and Fused Sentences
8. Verb Tense
9. Subject-Verb Agreement
10. Pronoun Case
11. Pronoun Reference
12. Pronoun-Antecedent Agreement
13. Adjectives and Adverbs
14. Shifts
Learning by Doing Considering Your Rough Draft

40. Effective Sentences
15. Misplaced and Dangling Modifiers
16. Incomplete Sentences
17. Mixed Constructions and Faulty Predication
18. Parallel Structure
19. Coordination and Subordination
20. Sentence Variety
21. Active and Passive Voice
Learning by Doing Considering Language
Take Action: Improving Sentence Style

41. Word Choice
22. Appropriateness
23. Exact Words
24. Bias-Free Language
25. Wordiness
Learning by Doing Refining Your Wording
26. Commonly Confused Words
Take Action Improving Word Use

42. Punctuation
Learning by Doing Tackling Punctuation Patterns
27. End Punctuation
28. Commas
29. Misuses of the Comma
30. Semicolons
31. Colons
32. Apostrophes
33. Quotation Marks
34. Dashes
35. Parentheses, Brackets, and Ellipses

43. Mechanics
Learning by Doing Justifying Conventions
36. Abbreviations
37. Capital Letters
38. Numbers
39. Italics
40. Hyphens
41. Spelling

APPENDICES AND OTHER RESOURCES

Quick Format Guide
A. Following the Format for an Academic Paper
B. Integrating and Crediting Visuals
C. Preparing a Document Template
D. Solving Common Format Problems
E. Designing Other Documents for Your Audience
F. Organizing a Resume and an Application Letter

Quick Research Guide
A. Defining Your Quest
B. Searching for Recommended Sources
C. Evaluating Possible Sources
D. Capturing, Launching, and Citing Evidence from Sources
E. Citing and Listing Sources in MLA or APA Style

Quick Editing Guide
A. Editing for Common Grammar Problems
B. Editing to Ensure Effective Sentences
C. Editing for Word Choice
D. Editing for Common Punctuation Problems
E. Editing for Common Mechanics Problems

Acknowledgements
About the Part Opening Photographs
Index
A Guide to the Handbook
Correction Symbols
Proofreading Symbols

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The Bedford Guide for College Writers with Reader, Research Manual, and Handbook

9781319039592

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