race, assumptions about, 363–64
rarely ever, 757
readers. See audience
reading critically. See critical thinking and reading
reading, patterns of, 266
real, really, 757
real-
reasons
analyzing, 142, 147–48
in illustration paragraphs, 101–2
revising, 80
in working thesis, 164
reason why, 757
reciprocal pronouns, 539
redundant words, 660
reference librarians, 201–2
references, list of. See APA style; CSE style
reflecting
for annotated bibliographies, 214–15
journals for, 45
for portfolios, 339–40
on research projects, 191
on writing, 92
reflexive pronouns, 538
regular verb, 573 A verb that forms the past tense and past participle by adding -d or -ed to the base form (care, cared; look, looked).
reiteration, for paragraph development, 105–6
relevance, of sources, 215
religion, assumptions about, 365
repetition
in design, 265
for emphasis and effect, 681
in presentations, 276
transitions for, 111
reports
lab, 317–18
online, sample, 351
requests
modals for, 572
subjunctive mood for, 626
research (research projects), 190–260. See also sources
for arguments, 160, 179
assignments, analyzing, 191–94
bibliographies
annotated, 214–15
working, 213–14
conclusion of, 255
Considering Disabilities, 198
context for, 192–94
documentation, 245–48
APA style, 451–92
Chicago style, 493–517
CSE style, 518–32
MLA style, 402–50
drafting, 254–55
editing, 259
field research, 208–11
genre for, 191–92
introduction of, 254–55
library resources, 201–6
medium of publication for, 191–92
in the natural and applied sciences, 317–18
note-
organizing, 252–54
plagiarism, avoiding, 245–48
preliminary, 50
process of, 190–91
proofreading, 259
purpose of, 250–51
reflecting on, 191
research logs, 197–98
revising, 258–59
search strategies for, 199–211
sources
acknowledging, 241–44
evaluating, 212–14
kinds of, 199–201
list of, 259
synthesizing, 222–23
titles for, 254
tone, 250
topic, choosing, 194–95
visuals and media, 192
writing, 250–60
respectfully, respectively, 757
restrictive element, 5, 689–91, 697 A word, phrase, or clause that changes the essential meaning of a sentence. A restrictive element is not set off from the rest of the sentence with commas or other punctuation: The tree that I hit was an oak.
résumés, 327–29
cover letters for, 325–26
in portfolios, 338–39
review indexes, 206
reviewing. See also peer reviews
instructor comments, 76–79
process of, 64–76
research projects, 256–58
revising and, 76–79
revising, 79–86. See also editing; proofreading
design, 86
essay examinations, 334–35
instructor comments for, 76–79
introduction, 81
organization, 80
paragraphs, 82–83
plan for, 76–79
Quick Help, 258–59
research projects, 258–59
sentences, 83–85
stages of, 79
Talking the Talk, 65
technology for, 81
thesis and support, 80
tone, 86
visuals and media, 86
word choice, 85
revision symbols. See the directory on p. 819
rhetoric, visual, 262
rhetorical analysis, sample student writing, 155–57
rhetorical situation, 23–39 The whole context for a piece of writing, including the person communicating, the topic and the person’s attitude toward it, and the intended audience.
for assignments, 25–27
elements of
audience, 30–33
design, 262–63
stance, 28–30
tone, 37
topic, 27
formal and informal, 24
for global communication, 354–59
in the humanities, 301
for multimodal texts, 285–86
for portfolios, 337–39
reviewing drafts for, 64–66
triangle of, 23–24
for visuals and media, 37
word choice and, 374–79
rhetorical stance. See stance
Rogerian argument, 161–62, 181–82
roots, of words, 390–91
running heads (APA style), 453
run-