Preface

xxvii

Acknowledgments

xxxiii

Part 1 The Writing Process

Critical Thinking, Purposeful Writing

(5)

Writing for Oneself, Writing for Others

(3)

Reader Orientation

(2)

The Process of Writing: Planning

(20)

Identify the writing task.

(7)

Types of critical thinking

(1)

Types of writing

(3)

Task Checklist

(3)

Identify the audience.

(3)

General readers

(1)

Specialized readers

(1)

Novice and expert readers

(1)

Convinced, neutral, or skeptical readers

(1)

Audience Checklist

(1)

Think about information sources.

(6)

Source Checklist

(1)

Firsthand information: self as primary source

(2)

Firsthand information: direct observation and field work

(1)

Secondhand information: self-reports and direct observations by others

(1)

Secondhand information: secondary sources

(2)

Recognize constraints.

(2)

Time

(1)

Length

(1)

Availability of resources

(2)

The Process of Writing: Shaping Ideas

(12)

Think of your thesis statement as a promise to the reader.

(1)

Develop a working thesis statement: a subject and a predicate.

(1)

Write a thesis statement that is unified, focused, structured, and interesting.

(2)

Place the thesis statement early in your paper.

(1)

Begin shaping your ideas.

(7)

Mind mapping

(1)

Idea trees

(1)

Scratch outlines

(1)

Thesis Statement

(4)

The Process of Writing: Drafting the Paper

(17)

Experiment with drafting all at once or a bit at a time.

(2)

All at once

(1)

A bit at a time

(1)

Use supporting points to build body paragraphs

(5)

Facts

(1)

Explanations

(1)

Examples and illustrations

(1)

Testimony

(3)

Begin the paper effectively.

(3)

Effective beginnings

(1)

Ineffective beginnings

(1)

Provide readers with a sense of completion at the end.

(2)

Effective endings

(1)

Ineffective endings

(1)

Write an informative, effective title for your essay.

(5)

Supporting a Thesis

(4)

The Process of Writing: Revising the Paper

(17)

Schedule a cooling-off period.

(1)

Work with a trusted reviewer.

(1)

Global search: Revise for meaning changes.

(6)

Check the organizational structure against your purpose and task

(4)

Check each paragraph against the thesis statement

(1)

Tighten or change the thesis if necessary.

(1)

Note paragraphs in which additional information or further research is necessary.

(1)

Delete redundant or superfluous information.

(1)

Check tone against stance and audience.

(1)

Local search: Revise for surface changes.

(9)

Revision Checklist

(1)

Editing Tips

(1)

Peer Review and Revision

(7)

Writing Paragraphs

(35)

Use a controlling idea to achieve paragraph unity.

(6)

Topic sentence: loose control or tight control

(1)

Placement of the topic sentence

(5)

Organize ideas to achieve paragraph coherence.

(8)

Time

(1)

Space

(1)

General to particular or particular to general

(1)

Climax

(1)

Comparison and contrast

(2)

Analogy

(1)

Analysis and classification

(1)

Definition

(1)

Cause and effect

(2)

Check the arrangement of major points and supporting points.

(1)

Use connecting language to achieve paragraph coherence.

(4)

Repeated key words and phrases

(1)

Parallel grammatical structure

(1)

Transitional markers

(1)

Old information introducting new information

(1)

Develop paragraphs by supplying details readers need.

(2)

Think about paragraph length.

(2)

Reader expectations.

(1)

Visual appeal

(1)

Dividing paragraphs that are too long

(1)

Revising paragraphs that are too short

(1)

Check paragraphs for consistent point of view and tone.

(11)

Consistent point of view

(1)

Consistent tone

(4)

Paragraph Checklist

102

(1)

Paragraphs for Study

102

(1)

Paragraphs for Study

102

(3)

Paragraph Unity, Coherence, Development

105

(3)

Critical Thinking and Argument

108

(35)

Decide whether an issue is arguable

110

(3)

Analyze your audience.

113

(2)

Plan your argument.

115

(4)

Assertion

116

(1)

Evidence

116

(2)

Warrant

118

(1)

Define terms in your argument.

119

(4)

Definition by word substitution

119

(1)

Formal definition

120

(1)

Extended definition

121

(2)

Anticipate opposing arguments.

123

(1)

Construct your argument.

124

(1)

Check the logic of your argument.

125

(18)

Fallacies of oversimplification

125

(3)

Fallacies of distortion

128

(3)

Argument Checklist

131

(1)

Review Exercise

132

(1)

Argument

132

(11)

Part 2 Effective Sentences

Coordination and Subordination

143

(17)

Use coordination to connect equal, related ideas.

143

(3)

Coordinating conjunctions

143

(1)

Correlative conjunctions and conjunctive adverbs

144

(2)

Use subordination to connect unequal but related information.

146

(3)

Subordinating conjunctions

147

(1)

Relative pronouns

148

(1)

Use subordinating constructions such as appositives, participial phrases, and absolute phrases to add information to sentences.

149

(4)

Appositives

149

(2)

Participles and participial phrases

151

(1)

Absolute phrases

152

(1)

In revising, check for excessive or faulty coordination and subordination.

153

(7)

Excessive coordination

153

(1)

Excessive subordination

154

(1)

Faulty coordination

155

(1)

Faulty subordination

155

(2)

Coordination and Subordination

157

(3)

Parallelism

160

(6)

Use parallelism to make coordinate relationship clear.

160

(3)

In single sentences

160

(1)

In successive sentences

161

(1)

In whole paragraphs

162

(1)

Make elements joined by coordinating or correlative conjunctions parallel

163

(2)

Coordinating conjunctions

163

(1)

Correlative conjunctions

164

(1)

Correct faulty parallelism with and who, and which, and that.

165

(1)

Emphasis

166

(10)

Highlight important ideas in emphatic positions.

166

(2)

Create different emphases by using different sentence structures.

168

(3)

Periodic or left-branching sentences

168

(1)

Mid-branching sentences

168

(1)

Balanced sentences

169

(1)

Loose or right-branching sentences

169

(1)

Loose versus periodic sentences

170

(1)

Use expletives to regulate pace and emphasis.

171

(1)

Create cumulative emphasis by using items in parallel series.

172

(1)

Repeat key words and ideas for emphasis.

173

(1)

Create emphasis by using verbs in the active voice.

174

(2)

Variety

176

(12)

Emphasize meaning by varying sentence structure and length.

176

(1)

Enhance meaning by using short, simple sentences and longer, more complex sentence together.

177

(1)

Change the word order, the sentence patterns, or sentence type to add variety.

178

(10)

Word order

178

(1)

Sentence patterns

179

(1)

Sentence types

180

(2)

More Effective Sentences

182

(3)

Effective Sentences

185

(3)

Part 3 Sentence Revision

Sentence Fragments

188

(7)

Revise most fragments by attaching them to other sentences.

188

(3)

Prepositional phrases

188

(1)

Verbal phrases

189

(1)

Subordinate clauses

189

(1)

Appositives

190

(1)

Compound predicates

191

(1)

When fragments cannot be attached to other sentences, rewrite them as complete sentences.

191

(1)

Phrases

191

(1)

Subordinate clauses

192

(1)

Appositives

192

(1)

Recognize intentional fragments.

192

(3)

Transitional phrases and familiar expressions

193

(1)

Answers to rhetorical questions

193

(1)

Special effects

193

(2)

Comma Splices and Run-On Sentences

195

(6)

Revise comma splices and run-on sentences.

195

(1)

Check sentences with conjunctive adverbs and transitional phrases.

196

(1)

Know the exceptions.

196

(5)

Sentence Boundaries

198

(3)

Agreement

201

(14)

Make subjects and verbs agree.

202

(5)

Words and phrases between subject and verb

202

(1)

Indefinite pronouns as subjects

202

(1)

Collective nouns as subjects

203

(1)

Subjects joined by and

203

(1)

Subjects joined by or or nor

203

(1)

Inverted subject-verb order

204

(1)

Who, which, and that as subjects

204

(1)

Titles, business names, and words used as words

204

(1)

Plural forms, singular meanings

205

(1)

Quantities as subjects

205

(1)

Predicate nouns

205

(2)

Make pronouns and antecedents agree.

207

(2)

Indefinite pronouns as antecedents

207

(1)

Collective nouns as antecedents

207

(1)

Compound antecedents

208

(1)

Eliminate sexist pronoun references.

209

(2)

Use plural nouns and pronouns

209

(1)

Omit the pronoun

209

(1)

Replace he with he or she and him with him or her

210

(1)

Make demonstrative adjectives (this, that, these, those) and nouns they modify agree.

211

(4)

Agreement

212

(3)

Pronoun Reference

215

(6)

Revise a pronoun that refers to more than one antecedent.

215

(1)

Place each pronoun close enough to its antecedent to ensure clear reference.

216

(1)

Revise if this, that, or which refers to the general idea of a preceding clause or sentence.

217

(1)

Revise if a pronoun refers to an implied but unexpressed antecedent.

218

(1)

Revise indefinite use of they, it, and you.

218

(1)

Use the pronoun it only one way in a sentence.

219

(1)

Match who, which, and that with appropriate antecedents.

220

(1)

Shifts

221

(7)

Revise unnecessary shifts in subject or voice.

221

(1)

Revise unnecessary shifts in person or number.

222

(1)

Revise unnecessary shifts in tense or mood.

223

(2)

Revise incomplete shifts from indirect to direct discourse.

225

(3)

Changing from Direct to Indirect Discourse

225

(2)

Shifts and Pronoun Reference

227

(1)

Misplaced Modifiers

228

(7)

Be sure limiting adverbs such as almost, even, hardly, just, only, nearly precede the words they modify.

229

(1)

Be sure modifying phrases refer clearly to the words they modify.

230

(1)

Be sure modifying clauses refer clearly to the words they modify.

231

(1)

Revise to eliminate squinting modifiers.

232

(1)

Revise awkwardly split infinitives.

232

(1)

Use effective sentence patterns.

233

(2)

Dangling Modifiers

235

(7)

Revise to eliminate dangling participial phrases.

236

(1)

Revise to eliminate dangling phrases that contain gerunds.

237

(1)

Revise to eliminate dangling infinitive phrases.

238

(1)

Revise to eliminate dangling elliptical clauses.

238

(4)

Modifiers

240

(2)

Omissions; Incomplete and Illogical Comparisons

242

(5)

Proofread your writing for careless omissions.

242

(1)

In writing, express relationships left implied in speech.

243

(1)

Include all necessary words in compound constructions.

244

(1)

Make all comparisons complete and logical.

245

(2)

Incomplete comparisons

245

(1)

Ambiguous comparisons

245

(1)

Illogical comparisons

245

(1)

Grammatically incomplete comparisons

245

(2)

Mixed or Confused Sentences

247

(9)

Combine only subjects and predicates that make sense together.

247

(2)

Subjects and complements linked illogically with to be

247

(1)

Illogical use of is when and is where

248

(1)

The reason is because

249

(1)

Revise to eliminate mixed constructions.

249

(7)

Omissions, Incomplete and Mixed Constructions

251

(1)

Sentence Revision

252

(4)

Part 4 Effective Words

The Dictionary

256

(16)

Become familiar with general dictionaries.

256

(3)

Abridged dictionaries

256

(2)

Unabridged dictionaries

258

(1)

Become familiar with specialized dictionaries.

259

(1)

Become familiar with the features of a dictionary entry.

260

(8)

Spelling and syllabication.

260

(1)

Pronunciation

261

(1)

Grammatical functions and forms

262

(1)

Etymology

263

(1)

Meanings

264

(1)

Quotations

265

(1)

Synonyms and antonyms

265

(1)

Labels

266

(2)

Increase your vocabulary to improve the effectiveness of your writing.

268

(4)

Prefixes and suffixes

268

(4)

Synonyms

272

(1)

Appropriateness

272

(9)

Choose the register of English appropriate to your writing task.

273

(4)

Formal register

274

(1)

Informal register

275

(1)

Familiar register

276

(1)

Regional or nonstandard language is inappropriate in formal writing.

277

(1)

Use slang only when it suits the audience and purpose for which you are writing.

277

(2)

For a general audience, use jargon sparingly.

279

(2)

Exactness

281

(16)

Distinguish among synonyms to increase exactness.

282

(1)

Revise stereotyped references to race, ethnicity, religion, class, age, and geographical areas.

283

(1)

Revise gender stereotypes.

284

(2)

Occupational stereotypes

284

(1)

Exclusionary language

284

(1)

Consistency in referring to men and women

285

(1)

Distinguish words that have similar sound or spelling but different forms or meanings.

286

(1)

Keep meaning clear by using established words.

287

(1)

Follow accepted usage for idioms that include prepositions.

288

(3)

Use concrete and specific words to make abstract and general language more exact.

291

(2)

Increase exactness by using apt figurative language.

293

(3)

Keep meaning exact by avoiding trite expressions.

296

(1)

Directness

297

(11)

Revise to eliminate wordiness.

298

(5)

Nominals

298

(1)

Weak verbs

298

(1)

Roundabout constructions

299

(1)

Unnecessary phrases and clauses

299

(1)

Redundancy

300

(1)

Awakward repetition

301

(2)

Revise to eliminate vague, pretentious diction.

303

(5)

Effective Words

306

(2)

Spelling

308

(13)

Use American spellings.

309

(1)

Proofread carefully to eliminate misspelling.

310

(1)

Pronounce words carefully to aid correct spelling.

310

(1)

Distinguish among spellings of words that are similar in sound.

311

(2)

Learn spelling rules to aid correct spelling.

313

(4)

ie and ei

313

(1)

Final e before a suffix

313

(1)

Final y before a suffix

314

(1)

Doubling final consonants

314

(1)

-s endings on nouns and verbs

315

(1)

-es endings on nouns and verbs

315

(1)

Nouns and verbs ending in y

315

(1)

Plurals of borrowed words

316

(1)

Spell compounds words according to current usage.

317

(4)

Review Exercises: Words

317

(4)

Part 5 Basic Grammar

Sentence Sense

321

(20)

Recognize nouns.

321

(2)

Articles and Nouns

322

(1)

Recognize pronouns.

323

(1)

Recognize verbs.

324

(1)

Recognize adjectives and adverbs.

324

(1)

Modifiers Preceding a Noun

325

(1)

Recognize prepositions and conjunctions.

325

(4)

Prepositions

326

(1)

Conjunctions

326

(3)

Recognize sentence parts and patterns.

329

(4)

Subjects

329

(1)

Predicates

329

(1)

Basic sentence patterns

330

(1)

Changes in basic patterns

331

(1)

Verbs Beginning Sentences

332

(1)

Recognize phrases.

333

(3)

Prepositional phrases

333

(1)

Verbal phrases

333

(1)

Infinitives and Gerunds as Direct Objects of Verbs

334

(1)

Absolute phrases

335

(1)

Recognize clauses.

336

(5)

Main clauses

336

(1)

Subordinate clauses

337

(1)

Omission of Subject or Verb

338

(1)

Sentence classification

339

(2)

Case of Nouns and Pronouns

341

(9)

Use the subjective case to show subjective functions.

342

(4)

In all parts of a compound subject

343

(1)

After than and as, if the pronoun is the subject of an understood verb

343

(1)

In an appositive renaming the subject or a subject complement

343

(1)

Who and whoever as subjects of a clause

343

(1)

After forms of the verb be, except when writing dialogue

344

(1)

For a pronoun following the infinitive to be when the infinitive has no expressed subject

344

(2)

Use the objective case to show objective functions.

346

(2)

In all parts of a compound object

346

(1)

After than and as, if the pronoun is the object of an understood verb

346

(1)

In an appositive renaming the object of a verb or the object of a preposition

347

(1)

Whom and whomever as objects

347

(1)

Omission of Relative Pronouns

347

(1)

For the object of a verb that also functions as the subject of an infinitive

348

(1)

Use the possessive case to show ownership functions.

348

(2)

Indefinite pronouns and nouns naming living things

348

(1)

A noun or pronoun preceding a gerund

348

(1)

Whose with impersonal antecedents to avoid awkwardness

349

(1)

Adjectives and Adverbs

350

(7)

Use an adverb to modify adjectives and other adverbs.

351

(1)

After a linking verb, use an adjective to modify the subject

352

(1)

Use comparative and superlative forms correctly.

353

(2)

Use of comparatives and superlatives

353

(1)

The Before Superlatives of Adjectives and Adverbs

354

(1)

Form of comparatives and superlatives

354

(1)

Illogical comparisons

354

(1)

Double comparatives or superlatives

354

(1)

Choose adjectives over noun modifiers.

355

(2)

Adjectives and noun modifiers

355

(1)

Long series of noun modifiers

355

(2)

Verbs

357

(22)

Recognize verb forms.

357

(2)

Base form

357

(1)

Past tense and past participle

357

(1)

Present participle: base form + -ing

358

(1)

Base form + -s

358

(1)

The verb be

358

(1)

Omission of -s and -ed endings

358

(1)

Recognize regular and irregular verbs.

359

(5)

Regular verbs

359

(1)

Irregular verbs

359

(3)

Lie and lay, sit and set

362

(2)

Recognize main and auxiliary verbs.

364

(2)

365

(1)

Have

365

(1)

365

(1)

Modal auxiliaries

365

(1)

Modal Auxiliaries

365

(1)

Recognize verb tenses.

366

(4)

Be, Have, and Do

367

(1)

The present tense

367

(1)

Tense sequence with infinitives and participles

367

(3)

Tense sequence in complex sentences

370

(1)

Recognize voice.

370

(2)

Intransitive Verbs

370

(1)

The active voice

371

(1)

The passive voice: when the actor is unknown

371

(1)

The passive voice: when the receiver of the action is more important than the actor

371

(1)

Recognize mood.

372

(7)

The subjunctive in if clauses expressing conditions contrary to fact

372

(1)

Tense in Conditional Sentences

372

(1)

The subjunctive in that clauses after verbs expressing wishes, commands, requests, or recommendations

373

(1)

The subjunctive in a few surviving idioms

373

(2)

Verbs

375

(4)

Verbs: Special Concerns for ESL Writers

379

(16)

Examine progressive forms for time relationships.

379

(4)

Formation of the progressive forms

379

(1)

The present progressive

379

(1)

The present perfect progressive

380

(1)

The past progressive

380

(1)

The past perfect progressive

381

(1)

The future progressive

381

(1)

The future perfect progressive

382

(1)

Repeated actions

382

(1)

Check state-of-being verbs in the progressive form.

383

(2)

Perception

383

(1)

Mental conditions

383

(1)

Emotional conditions

383

(1)

Ownership

383

(1)

Measurement

383

(1)

Exceptions

383

(2)

Identify verbs as transfer or reaction verbs.

385

(1)

Transfer verbs

385

(1)

Reaction verbs

385

(1)

Subject and objects

386

(1)

Examine the present participles (amusing, missing) and past participles (amused, missed) of transfer and reaction verbs for subject-object relationships.

386

(9)

Transfer verbs: voice

386

(1)

Transfer verbs: the present participle

387

(1)

Troublesome verbs

388

(3)

Basic Grammar

391

(4)

Part 6 Punctuation

End Punctuation

395

(3)

The Period

395

(1)

Use a period to signal the end of a statement, a mild command, or an indirect question.

395

(1)

Use periods with initials of names and abbreviations ending with lower-case letters.

395

(1)

The Question Mark

396

(1)

Use a question mark after a direct questions.

396

(1)

Use a question mark inside parentheses (?) to indicate doubt or uncertainty about the correctness of a statement.

396

(1)

Do not use a question mark after an indirect question.

396

(1)

The Exclamation Point

397

(1)

Use an exclamation point after an interjection or after a statement that is genuinely emphatic or exclamatory.

397

(1)

Do not overuse the exclamation point.

397

(1)

Internal Punctuation

398

(1)

The Comma

398

(19)

Use a comma to separate main clauses joined by a coordinating conjunction.

398

(2)

The coordinating conjunctions are and, but, or nor, for, so, and yet.

398

(1)

Some writers omit the comma before the coordinating conjunction when one or both of the main clauses are very short.

399

(1)

When one or both of the main clauses joined by a coordinating conjunction are long or internally punctuated, use a semicolon before the coordinating conjunction.

399

(1)

Use a comma to separate introductory phrases and clauses from a main clause.

400

(2)

Verbal modifiers and verbals used as subjects

401

(1)

Very short clauses and phrases

401

(1)

Use commas to set off nonrestrictive elements. Do not use commas with restrictive elements.

402

(3)

Nonrestrictive elements: Use commas

402

(1)

Two commas set off a nonrestrictive element

403

(1)

Restrictive elements: No commas

403

(1)

Ambiguous meaning

404

(1)

Use a comma to set off adverbial phrases and clauses that follow the main clause and explain, amplify, or contrast it. Do not set off such elements if they are closely related to the main clause.

405

(1)

Use commas to set off all absolute phrases.

406

(1)

Use commas to set off parenthetical elements.

407

(1)

Use commas to separate the items in a series.

408

(1)

Use commas to separate coordinate adjectives in a series. Do not use commas to separate cumulative adjectives.

409

(2)

Follow conventions for the use of commas in dates, addresses, geographical names, titles, and large numbers.

411

(1)

Dates

411

(1)

Addresses

411

(1)

Titles

412

(1)

Large numbers

412

(1)

Use a comma to prevent misreading.

412

(5)

Commas

413

(3)

Review Exercises: Comma Usage

416

(1)

The Semicolon

417

(4)

Use a semicolon to separate closely related main clauses not joined by a coordinating conjunction. If the ideas in the main clauses are not closely related, use a period between them

417

(1)

Use a semicolon to separate main clauses joined by a conjunctive adverb

418

(1)

Use a semicolon to separate main clauses joined by a coordinating conjunction if the clauses are long or internally punctuated

419

(1)

Use a semicolon to separate the items of a series if the items themselves contain commas

419

(2)

The Colon

421

(3)

Use a colon to separate a main clause and another sentence element when the second explains, illustrates, or amplifies the first

422

(1)

Use a colon to set off a list or a series, including those introduced by the following or as follows

422

(1)

Use a colon to introduce a formal quotation

423

(1)

Use a colon to separate items in biblical citations titles and subtitles, and divisions of time

423

(1)

The Dash and Parentheses

424

(3)

The Dash

425

(1)

Use the dash or a pair of dashes to mark an abruposhift in sentence structure or thought

425

(1)

Use the dash to emphasize nonrestrictive appositives and other parenthetical elements

425

(1)

Use the dash to set off internally punctuated appositives or other parenthetical elements

425

(1)

Use the dash to set off introductory lists or summary statements

425

(1)

Use the dash to show interruption or hesitation in speech

426

(1)

Parentheses

426

(1)

Use parentheses to set off information, explanation, or comment that is incidental or nonessential to the main thought

426

(1)

Use parentheses to set enclose numbers or letters labeling items listed in sentences.

426

(1)

Superfluous Internal Punctuation

427

(6)

Do not separate a subject from its verb unless intervening words require punctuation.

428

(1)

Do not separate a verb from its object unless intervening words require punctuation

428

(1)

Do not separate a preposition from its object.

428

(1)

Do not separate a single or final adjective from its noun.

428

(1)

Do not set off a restrictive modifier

428

(1)

Do not separate two words or phrases joined by a coordinating conjunction

429

(1)

Do not separate an introductory word, brief phrase, or short clause from the rest of the sentence unless clarity or emphasis requires it.

429

(1)

Do not separate quotations that are part of a sentence's structure from the rest of the sentence.

429

(1)

Do not use a semicolon to separate a main clause from a subordinate clause, a phrase from a clause, or other parts of unequal grammatical rank

430

(1)

Do not use a semicolon before a direct quotation or before a list.

430

(1)

Do not use a colon between a verb and its object or complement or between a preposition and its object

430

(3)

Internal Punctuation

432

(1)

Quotation Marks

433

(6)

Use double quotation marks to enclose a direct quotation from speech or writing

433

(1)

Use single quotation marks to enclose a quotation within a quotation

434

(1)

Indent prose quotations of more than four lines and poetry quotations of more than three lines

434

(1)

Long prose quotations

434

(1)

Quoted poetry

434

(1)

In punctuating words introducing a quotation, be guided by the length and formality of the quotation

435

(1)

Use a comma to separate an opening quotation from the rest of the sentence unless the quotation ends with a question mark or exclamation point.

436

(1)

When quoted dialogue is interrupted by words such as they said, use a comma after the first part of the quotation

436

(1)

Follow American conventions in placing other punctuation with quotation marks.

437

(1)

Place commas and periods inside quotation marks

437

(1)

Place semicolons and colons outside quotation marks

437

(1)

Place a dash, question mark, or exclamation point inside the quotation marks when it applies only to the quotation; place it outside the quotation marks when it applies to the whole sentence

437

(1)

Use quotation marks to set off titles of poems, songs, articles, short stories, and other titles that are part of a longer work.

438

(1)

Use quotation marks to set off words used in a special sense.

438

(1)

Do not use quotation marks in certain situations.

439

(1)

Brackets and the Ellipsis Mark

439

(3)

Use brackets to set off editorial remarks in quoted material.

440

(1)

Use the word sic (``thus it is'') in brackets to indicate that a mistake or peculiarity in the spelling or the grammar of a foregoing word appears in the original work.

440

(1)

Use an ellipsis mark (...) to indicate an intentional omission from quoted material.

440

(2)

Review Exercises: Punctuation of Quoted Material

441

(1)

Word Punctuation

442

(1)

Italics

442

(3)

Italicize the titles of books, newspapers, magazines, works of art, music, television and radio programs, record albums, cassettes, CDs, and all publications issued separately.

442

(1)

Italicize the names of ships, spacecraft, and aircraft.

443

(1)

Italicize letters, numbers, and words used as words.

443

(1)

Italicize foreign words and phrases that have not yet been accepted into the English language. Italicize the Latin scientific names for plants, animals, and so forth.

443

(1)

Use italics to give a word or phrase special emphasis.

444

(1)

Avoid the overuse of italics.

444

(1)

Capitals

445

(5)

Capitalize the first word of grammatically independent structures.

445

(2)

A sentence

446

(1)

A direct quotation

446

(1)

A complete sentence enclosed in parentheses or brackets

446

(1)

A complete sentence following a colon

446

(1)

Capitalize the first word of a line of poetry.

447

(1)

Capitalize the pronoun I and the interjection O.

447

(1)

Capitalize proper nouns, their derivatives and abbreviations, and common nouns used as proper nouns.

447

(2)

Specific persons, races, nationalities, languages

447

(1)

Specific places

447

(1)

Specific organizations, historical events and periods, and documents

447

(1)

Days of the week, months, holidays, and holy days

447

(1)

Religious terms, deities, and sacred texts

448

(1)

Titles of books, plays, magazines, newspapers, journals, articles, poems, computer software, and copyrighted or trademarked names or products

448

(1)

Titles, and their abbreviations, when they precede a proper noun

448

(1)

Common nouns used as an essential part of a proper noun

448

(1)

Avoid unnecessary capitalization.

449

(1)

Capitalize north, east, south, west only when they come at the beginning of a sentence or refer to specific geographical locations, not when they merely indicate direction

449

(1)

The names of seasons need not be capitalized

449

(1)

Capitalize nouns indicating family relationships only when they are used as names or titles or in combination with proper names. Do not capitalize such nouns when they are preceded by possessive adjectives

449

(1)

Ordinarily, do not capitalize common nouns and adjectives used in place of proper nouns and adjectives

449

(1)

The Apostrophe

450

(3)

Use an apostrophe to show the possessive case of nouns and indefinite pronouns.

450

(1)

Add an apostrophe and s to form the possessive of singular nouns, indefinite pronouns, and plural nouns that do not end in s.

450

(1)

Add only an apostrophe to form the possessive of plural nouns ending ins.

451

(1)

In compounds, make only the last word possessive.

451

(1)

In nouns of joint possession, make only the last noun possessive in nouns of individual possession, make both nouns possessive.

451

(1)

Do not use an apostrophe with the possessive form of personal pronouns. Be particularly careful not to confuse its with the contraction it's (it is).

451

(1)

Use an apostrophe to indicate the omission of a letter or number.

451

(1)

In using apostrophes to form the plurals of letters, numbers, and words used as words, follow the guidelines of writing in your field.

452

(1)

The Hyphen

453

(7)

Use a hyphen to form compound words that are not yet accepted as single words.

453

(1)

Use a hyphen to join two or more words serving as a single adjective before a noun.

454

(1)

Use a hyphen to avoid an ambiguous or awkward union of letters.

454

(1)

Use a hyphen to form compound numbers from twenty-one through ninety-nine and to separate the numerator from the denominator in written fractions.

454

(1)

Use a hyphen with the prefixes self, all-, ex-, and the suffix -elect.

454

(6)

Review Exercises: Word Punctuation

455

(1)

Review Exercises: Punctuation

456

(4)

Part 7 Mechanics

Numbers

460

(4)

Use words and figures for numbers.

461

(1)

Use figures for dates and addresses.

461

(1)

Use figures to express precise measurements.

462

(1)

Except where clarity requires it in legal or business writing, do not repeat in parentheses a number that has been spelled out.

462

(1)

Spell out numbers that occur at the beginning of a sentence.

462

(2)

Abbreviations

464

(4)

Use appropriate abbreviations in formal and informal writing.

464

(1)

Titles before proper names

464

(1)

Titles after proper names

464

(1)

Abbreviations of dates, times, and units of measurement

464

(1)

Latin abbreviations

465

(1)

The names of agencies, organizations, and corporations

465

(1)

Spell out the names of people; countries and states; days, months, and holidays; and academic courses.

465

(1)

Spell out place names and the words street, avenue, route, and the like, except in addresses.

466

(1)

Spell out references to books and parts of books.

466

(1)

Spell out the names of companies.

466

(1)

Avoid clipped forms in formal writing.

466

(1)

When writing for a general audience, spell out most scientific and technical words.

466

(1)

Punctuate abbreviations according to the conventions of the field for which you are writing.

467

(1)

Word Division

468

(4)

Do not divide words pronounced as one syllable.

468

(1)

Do not divide a word so that a single letter stands alone on a line.

469

(1)

When dividing a compound word that already contains a hyphen, make the break only where the hyphen occurs.

469

(1)

Divide compound words only between the parts.

469

(1)

Do not divide figures, abbreviations, or contractions.

469

(3)

Mechanics

469

(3)

Part 8 Research Writing

Locating and Working with Sources

472

(25)

Plan a search strategy.

472

(3)

Develop a research question

472

(1)

Talk to knowledgeable people

473

(1)

Start keeping a research log

473

(2)

Draw on your library's resources.

475

(3)

Consult the reference librarian

476

(1)

Get an overview of your topic from reference books

476

(1)

For current topics, search periodical indexes (newspapers, magazines, journals)

476

(1)

Rely on books for more extended analyses and interpretations of your topic.

477

(1)

Check standard reference sources.

478

(6)

Search the periodical indexes.

484

(6)

General indexes

484

(2)

Special indexes

486

(1)

Electronic indexes and databaes

487

(3)

Continue your research at the union catalog.

490

(4)

Classification systems

490

(1)

Search headings

491

(2)

Electronic catalog searches

493

(1)

Evaluate your selections.

494

(3)

Drafting and Revising the Research Paper

497

(14)

Understand the purposes of research papers.

497

(1)

Determine your purpose and approach.

498

(1)

Record exact bibliographic information for each source.

499

(2)

Take careful notes: summary, paraphrase, and direct quotation.

501

(2)

Summary notes

501

(1)

Paraphrase notes

502

(1)

Direct quotation notes

502

(1)

Be careful not to plagiarize the work of others, either by accident or by design.

503

(2)

Learn when and how to use quotations.

505

(3)

Revise the research paper.

508

(3)

Research Writing: Revision Checklist

509

(2)

Documenting the Research Paper

511

(53)

Decide what to document and what not to document.

511

(1)

What to acknowledge

511

(1)

What not to acknowledge

511

(1)

Use appropriate documentation form.

512

(1)

Use the MLA name and page system in most humanities courses.

512

(13)

MLA in-text citations

512

(3)

The ``Works Cited'' page

515

(9)

Content and bibliographic notes

524

(1)

Common scholarly abbreviations

525

(2)

Sample MLA research paper

527

(37)

Part 9 Writing in Different Disciplines

Disciplines differ in their ways of viewing the world.

562

(1)

Disciplines have similar standards for research and writing.

563

(1)

Be mindful of a discipline's practices.

564

(1)

Writing for the Humanities

564

(12)

Purposes and methods of inquiry in the humanities.

564

(2)

Common types of documents in the humanities.

566

(1)

Analysis

566

(1)

Review

566

(1)

Research paper

566

(1)

Documentation styles and guides in the humanities.

567

(1)

Sample papers from the humanities: Literary analysis and history research (MLA documentation style).

568

(8)

Writing for the Social Sciences

576

(27)

Purposes and methods of inquiry in the social sciences.

576

(1)

Common types of documents in the social sciences.

577

(2)

Field report

577

(1)

Case study

578

(1)

Literature review

578

(1)

Research paper

578

(1)

Laboratory report

578

(1)

Documentation style and guide for the social sciences.

579

(9)

Sample papers from the social sciences: Laboratory report and case study (APA documentation style).

588

(15)

Writing for the Natural and Applied Sciences

603

(26)

Purposes and methods of inquiry in the sciences.

603

(1)

Common types of documents in the sciences

603

(3)

Review

604

(1)

Research or laboratory report

604

(2)

Documentation styles and guides for the sciences.

606

(7)

Sample papers from the natural sciences: Literature review (ACS documentation style) and research report (CBE documentation style).

613

(16)

Writing for the Professions: Business

629

(26)

Purposes and methods of inquiry in business.

629

(1)

Common types of business documents.

630

(4)

Memos

630

(1)

Letters

630

(2)

Employment resumes

632

(1)

Reports

633

(1)

Documentation style and guides for business.

634

(5)

Sample business documents: Letters, resume, and research report (CSM endnote documentation style).

639

(16)

Writers Revising

652

(3)

Writing Essay Exams in the Disciplines

655

(9)

Prepare for exams.

655

(1)

Plan your answer.

656

(2)

Read the question carefully

656

(1)

Prepare a rough outline of the limited topic

657

(1)

Compose a cover statement.

658

(1)

Write your answer.

659

(1)

Take time to revise and edit.

660

(4)

Writter Revising: Essay Exams

660

(4)

Glossary of Grammatical Terms

664

(16)

Glossary of Usage

680

(19)

Index

699

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Prentice Hall Handbook for Writers

9780130374257

0130374253

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