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| A Process For Composing | |
| What is composing? | |
| What is rhetoric? | |
| Audience | |
| Purpose | |
| Context | |
| Strategies | |
| Rhetoric and a process for composing a research paper | |
| Understanding your project or assignment | |
| Finding Ideas | |
| Composing to learn and composing to communicate | |
| A research process | |
| Getting started with research | |
| Finding a topic | |
| Narrowing a topic | |
| How do you know when you have a narrowed topic? | |
| Other strategies for narrowing a topic | |
| Questions to guide research | |
| Using research questions to develop a topic | |
| Kinds of sources, kinds of research | |
| Kinds of research | |
| Determining where to research | |
| Choosing sources | |
| Choosing sources-books | |
| Choosing sources-periodicals | |
| Choosing sources-webpages | |
| Finding sources | |
| Library research | |
| Using library indexes | |
| Using library catalogs | |
| Using library journal databases | |
| Steps in using databases | |
| Online research | |
| Search engines and directories | |
| Online references | |
| Online newspapers | |
| Government sources | |
| Archival and special collection sources | |
| Field research sources | |
| Interviews | |
| Observations | |
| Surveys | |
| What if you can't find anything on your narrowed topic? | |
| Keeping track of sources | |
| Starting a paper | |
| Analyzing Arguments And Evaluating Sources | |
| What is analysis? | |
| Understanding and analyzing texts | |
| Developing a sense of the author | |
| Understanding appeals to emotion | |
| Understanding arrangement and logic | |
| A sample analysis essay | |
| Analyzing arguments | |
| Thesis statements | |
| What counts as evidence? | |
| Expert testimony | |
| Personal experience | |
| Analogies | |
| Facts | |
| Field research | |
| Shared values | |
| Examples | |
| Further questions to guide critical reading | |
| Critical reading | |
| Sample argumentative essay | |
| A sample rhetorical analysis | |
| Questions to guide critical looking | |
| A sample analysis of a visual text | |
| Evaluating sources | |
| Evaluating sources for relevance | |
| Sample sources | |
| Evaluating sources for credibility: Print | |
| Sample sources | |
| Evaluating sources for credibility: Online | |
| Sample sources | |
| Researching ethically | |
| Shared culture, academic research, and fair use | |
| Developing a thesis statement | |
| Connecting With Audiences | |
| Understanding your audience | |
| Characteristics your audience might share | |
| What do people know, think, and feel about the issue? | |
| Making audiences real and specific | |
| Some complexities of audience | |
| Developing a statement of purpose | |
| Starting to write for an audience | |
| How to write a statement of purpose | |
| Choices a writer can make based on a statement of purpose | |
| A sample rough draft | |
| Developing a revision plan | |
| Writing for different kinds of audiences | |
| Academic audiences | |
| Workplace audiences | |
| Organizing And Shaping Texts | |
| What is organization? | |
| Organization and medium | |
| Organization, audience, and genre | |
| Online genres | |
| Blogs and other social networking websites | |
| Popular genres | |
| Letters to the editor | |
| Letters of complaint | |
| Magazine articles | |
| Academic genres in the disciplines | |
| Writing in the humanities | |
| Writing in the sciences | |
| Writing in the social sciences | |
| Workplace genres | |
| Memos | |
| Resumes | |
| Cover letters | |
| Shaping paragraphs for audience and purpose | |
| Unified and coherent paragraphs | |
| Paragraphs that develop | |
| Paragraphs that describe | |
| Paragraphs that define | |
| Paragraphs that narrate | |
| Paragraphs that give examples | |
| Paragraphs that use analogy | |
| Paragraphs that divide | |
| Paragraphs that blend organizations | |
| Visual organization | |
| Major elements of texts that mix words, pictures, and other visual pieces | |
| Building visual organizations | |
| Make some elements stand out | |
| Group elements or make them similar | |
| Align elements | |
| Organization for oral presentations | |
| The parts of an oral presentation | |
| Other organizational features | |
| Figuring out what to do with a paragraph that is too long | |
| Writing For Diverse Audiences | |
| Varieties of English | |
| Language standardization and language variety | |
| Academic English | |
| English as a global language | |
| Writing English when English is not your home language | |
| Writing as a second language | |
| Multilingual writers writing in English | |
| Using inclusive language | |
| How do you show respect for your readers? | |
| Including all ethnicities | |
| Including all ages | |
| Including all genders | |
| Including all abilities | |
| Including all sexual orientations | |
| Including all religions | |
| Using an ESL dictionary | |
| Composing With Style | |
| Style and audience | |
| Style in writing | |
| Clarity, concision, coherence, emphasis, engagement | |
| Styling words | |
| Dictionary definitions and associations | |
| The names we use | |
| Action verbs | |
| Concrete nouns | |
| Clichés | |
| Jargon | |
| Too many words | |
| Styling sentences | |
| Academic sentences | |
| Sentences that are easy to read | |
| Using coordination and subordination | |
| Parallelism | |
| Figurative language | |
| Styling paragraphs | |
| Concluding paragraphs | |
| Introductory paragraphs | |
| Transitions between paragraphs | |
| Passive voice | |
| Style in visual texts | |
| Typography | |
| Headings | |
| Color | |
| Style in oral presentations | |
| Body language and gestures | |
| Using visual supports | |
| Documenting | |
| Why cite and document sources? | |
| What is plagiarism? | |
| Plagiarism-or misuse of sources? | |
| Tips for avoiding plagiarism | |
| Four facets of citing and documenting | |
| Quoting, summarizing, and paraphrasing | |
| Quoting the words of others | |
| Summarizing the words of others | |
| Paraphrasing the words of others | |
| Five kinds of sources | |
| Collecting citation information from printed books | |
| Collecting citation information when you are citing part of a printed book | |
| Collecting citation information when you are citing printed periodicals | |
| Collecting citation information when you are citing webpages | |
| Citation information for databases to journals | |
| Collecting citation information for other kinds of sources | |
| MLA Documentation | |
| MLA documentation for in-text citations | |
| Variations on the pattern | |
| MLA documentation for works cited | |
| For books | |
| For parts of books | |
| For articles from periodicals | |
| For webpages other than databases | |
| For texts from online databases | |
| For other kinds of texts | |
| Author's name | |
| Titles | |
| Website titles | |
| A very long URL | |
| Place of publication | |
| Year of publication | |
| Periodical volume and date | |
| Page numbers for articles from periodicals | |
| Additional information | |
| A works cited page in MLA format | |
| For other kinds of texts | |
| Sample paper in MLA format | |
| Guide to MLA documentation models | |
| APA Documentation | |
| APA documentation and in-text citations | |
| Variations on the pattern | |
| APA documentation for reference list entries | |
| For periodical sources | |
| For nonperiodical sources | |
| Author's name | |
| Year of publication | |
| Titles | |
| Additional information | |
| Place of publication | |
| Periodical volume and issue | |
| For online texts | |
| For other kinds of sources | |
| A references page in APA format | |
| Guide to APA documentation models | |
| CSE Documentation | |
| CSE references | |
| CSE in-text citations | |
| Details of the patterns | |
| CSE sample references | |
| Chicago Manual of Style documentation and in-text citations | |
| CMS in-text citations and footnotes | |
| CMS sample references | |
| Editing And Proofreading Your Work | |
| Editing and proofreading | |
| Grammar | |
| There are 4 sentence functions | |
| There are 4 sentence patterns | |
| Simple sentences 1 / 2 | |
| Simple sentences 3 | |
| Subjects and predicates | |
| More on predicates | |
| Compound subjects and predicates | |
| Prepositional phrases | |
| Compound sentences | |
| Complex sentences: Working with independent and dependent clauses | |
| Complex sentences with adverb clauses | |
| Compound-complex sentences | |
| Avoiding sentence fragments | |
| Avoiding run-on sentences | |
| Parts of speech | |
| Nouns | |
| Pronouns | |
| Choosing the expected personal pronoun | |
| Pronoun agreement | |
| Adjectives | |
| Articles | |
| Verbs | |
| The tenses of English verbs | |
| Using the tenses of English verbs in academic writing | |
| Shifting verb tenses | |
| Subject-verb agreement | |
| The subjunctive mood of English verbs | |
| Adverbs | |
| Prepositions | |
| Conjunctions | |
| Avoiding shifts in grammatical forms | |
| Shifts in person and number | |
| Shifts in voice | |
| Shifts in levels of formality | |
| Avoiding misplaced and dangling modifiers | |
| Punctuation | |
| Commas | |
| With numbers, place names, and dates | |
| When you are quoting the words of others | |
| To separate words in lists | |
| To build sentences with multiple parts | |
| When not to use commas | |
| Semicolons | |
| To separate the ideas in a list | |
| To join two sentences | |
| Colons | |
| In certain conventional patterms | |
| To prepare readers for information at the end of a sentence | |
| To link two sentences | |
| Parentheses | |
| To explain abbreviations | |
| For numbers in lists | |
| For in-text citations | |
| To add information | |
| Dashes | |
| Brackets | |
| Hyphens | |
| Slashes | |
| Ellipses | |
| Quotation marks | |
| For titles of short works | |
| To indicate you are using a word as a word | |
| To indicate technical terms | |
| To show irony | |
| To indicate direct quotation | |
| To indicate speech | |
| Apostrophes | |
| Periods | |
| Question marks | |
| Exclamation points | |
| Mechanics | |
| Using italics and underlining | |
| Spelling | |
| Using spell checkers | |
| Capitalizing words | |
| Abbreviations | |
| Numbers | |
| Glossary of grammatical terms and usage | |
| Table of Contents provided by Publisher. All Rights Reserved. |
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