Introduction: Writing in College
Writing Processes
Writing, Reading, and Critical Thinking
A Process of Writing
Getting Started
Generating Ideas
Learning by Doing: Analyzing Audience
Learning by Doing: Reflecting on Ideas
Planning, 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: Considering a College Audience
Additional Writing Activities
Reading Processes
A Process of Critical Reading
Learning by Doing: Describing Your Reading Strategies
Getting Started
Preparing to Read
Learning by Doing: Preparing to Read
Responding to Reading
Learning by Doing: Annotating a Passage
Learning by Doing: Responding in a Reading Journal
Learning from Another Writer: Student Summary and Response: Olof Eriksson, The Problems with Masculinity
Reading on Literal and Analytical Levels
Learning by Doing: Reading Analytically
Learning by Doing: Reading Online
Generating Ideas from Reading
Learning from Another Writer: 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
Critical Thinking Processes
A Process of Critical Thinking
Getting Started
Learning by Doing: Thinking Critically to Solve a Campus Problem
Learning by Doing: Thinking Critically to Explore an Issue
Applying Critical Thinking to Academic Problems
Learning by Doing: Thinking Critically to Respond to an Academic Problem
Supporting Critical Thinking with Evidence
Types of Evidence
Learning by Doing: Looking for Evidence
Testing Evidence
Using Evidence to Appeal to Your Audience
Logical Appeal (Logos)
Emotional Appeal (Pathos)
Ethical Appeal (Ethos)
Learning by Doing: Identifying Types of Appeals
Learning from Another Writer: Student Rhetorical Analysis: Richard Anson, Young Americans and Media News
Presenting Your Critical Thinking
Learning by Doing: Testing Logical Patterns
Learning by Doing: Analyzing Logic
Avoiding Faulty Thinking
Learning by Doing: Analyzing Reasoning
David Rothkopf, A Proposal to Draft America’s Elderly
Additional Writing Activities
Recalling an Experience
Learning from Other Writers
Russell Baker, The Art of Eating Spaghetti
Student Essay: Robert G. Schreiner, What Is a Hunter?
Audio: Howie Chackowicz, The Game Ain’t Over Til the Fatso Man Sings
Learning by Writing
The Assignment: Recalling a Personal Experience
Learning by Doing: Recalling from Photographs
Generating Ideas
Learning by Doing: Creating Your Writing Space
Planning, Drafting, and Developing
Learning by Doing: Stating the Importance of Your Experience
Learning by Doing: Selecting and Arranging Events
Peer Response: Recalling an Experience
Revising and Editing
Learning by Doing: Appealing to the Senses
Additional Writing Assignments
Observing a Scene
Learning from Other Writers
Eric Liu, The Chinatown Idea
Student Essay: Alea Eyre, Stockholm
Visual Essay: Multiple Photographers, Observing the Titanic: Past and Present
Learning by Writing
The Assignment: Observing a Scene
Learning by Doing: Scenes from the News
Generating Ideas
Learning by Doing: Enriching Sensory Detail
Planning, Drafting, and Developing
Learning by Doing: Experimenting with Organization
Revising and Editing
Learning by Doing: Strengthening Your Main Impression
Peer Response: Observing a Scene
Additional Writing Assignments
Interviewing a Subject
Learning from Other Writers
Farhad Manjoo, You Will Want Google Goggles
Student Essay: Lorena A. Ryan-Hines, Looking Backwards, Moving Forward
Video: Tiana Chavez Video, ASU Athletes Discuss Superstitions
Learning by Writing
The Assignment: Interviewing
Learning by Doing: Analyzing Surprising Interviews
Generating Ideas
Learning by Doing: Analyzing Interview Questions
Learning by Doing: Transcribing Your Interview Notes
Planning, Drafting, and Developing
Learning by Doing: Stating a Dominant Impression
Revising and Editing
Peer Response: Interviewing a Subject
Learning by Doing: Screening Your Details
Additional Writing Assignments
Comparing and Contrasting
Learning from Other Writers
David Brooks, The Opportunity Gap
Student Essay: Jacob Griffin, Karate Kid vs. Kung Fu Panda: A Race to the Olympics
Visual Essay: National Geographic Editors, Hurricane Katrina Pictures: Then & Now, Ruin & Rebirth
Learning by Writing
The Assignment: Comparing and Contrasting
Learning by Doing: Comparing and Contrasting
Generating Ideas
Learning by Doing: Making a Comparison-and-Contrast Table
Planning, Drafting, and Developing
Learning by Doing: Pinpointing Your Purpose
Learning by Doing: Building Cohesion with Transitions
Peer Response: Building Cohesion with Transitions
Revising and Editing
Additional Writing Assignments
Explaining Causes and Effects
Learning from Other Writers
Jeffrey Pfeffer, Lay Off the Layoffs
Student Essay: Yun Yung Choi, Invisible Women
Infographic: Total DUI Editors, The Scientific Effects of Drunk Driving
Learning by Writing
The Assignment: Explaining Causes and Effects
Learning by Doing: Analyzing Causes and Effects
Generating Ideas
Learning by Doing: Visualizing the Situation
Learning by Doing: Making a Cause-and-Effect Table
Planning, Drafting, and Developing
Learning by Doing: Focusing Your Introduction
Peer Response: Explaining Causes and Effects
Revising and Editing
Additional Writing Assignments
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
Video: UNICEF Editors, Dirty Water Campaign
Learning by Writing
The Assignment: Taking a Stand
Learning by Doing: Writing Your Representative
Generating Ideas
Learning by Doing: Asking Your Question
Learning by Doing: Supporting a Claim
Planning, Drafting, and Developing
Learning by Doing: Refining Your Plans
Learning by Doing: Making Columns of Appeals
Peer Response: Taking a Stand
Revising and Editing
Take Action Strengthening Support for a Stand
Recognizing Logical Fallacies
Additional Writing Assignments
Proposing a Solution
Learning from Other Writers
Wilbert Rideau, Why Prisons Don’t Work
Student Essay: Lacey Taylor, It’s Not Just a Bike
Video: Casey Neistat, Texting While Walking
Learning by Writing
The Assignment: Proposing a Solution
Learning by Doing: Proposing a Solution to a Local Problem
Generating Ideas
Learning by Doing: Describing Your Audience
Planning, Drafting, and Developing
Learning by Doing: Making Problem–Solution Columns
Revising and Editing
Learning by Doing: Revising for Clear Organization
Peer Response: Proposing a Solution
Additional Writing Assignments
Evaluating and Reviewing
Learning from Other Writers
Scott Tobias, The Hunger Games
Student Essay: Elizabeth Erion, Internship Program Falls Short
Video: Consumer Reports Editors, Best Buttermilk Pancakes
Learning by Writing
The Assignment: Writing an Evaluation
Learning by Doing: Evaluating Film
Generating Ideas
Learning by Doing: Developing Criteria
Planning, Drafting, and Developing
Learning by Doing: Stating Your Overall Judgment
Learning by Doing: Supporting Your Judgments
Peer Response: Evaluating and Reviewing
Revising and Editing
Additional Writing Assignments
Supporting a Position with Sources
Learning from Other Writers
Jake Halpern, The Popular Crowd
Student Essay: Abigail Marchand, The Family Dynamic
Research Cluster: Celebrity Culture
Advice Column: Cary Tennis, Why am I Obsessed with Celebrity Gossip?
Video: Karen Sternheimer, Celebrity Relationships: Why Do We Care?
Audio Interview: Tom Ashbrook and Ty Burr, The Strange Power of Celebrity
Academic Paper: Timothy J. Bertoni and Patrick D. Nolan, Dead Men Do Tell Tales
Learning by Writing
The Assignment: Supporting a Position with Sources
Learning by Doing: Finding Credible Sources
Generating Ideas
Learning by Doing: Selecting Reliable Sources
Planning, Drafting, and Developing
Learning by Doing: Connecting Evidence and Thesis
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
Additional Writing Assignments
Responding to Literature
Using Strategies for Literary Analysis
Learning from Other Writers
Shirley Jackson,
Preparing to Write a Literary Analysis
Literary Analysis: Jonathan Burns Student, 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: Developing Your Literary Analysis
Planning, Drafting, and Developing
Learning by Doing: Developing Your Thesis
Peer Response: Responding to Literature
Take Action: Strengthening Literary Analysis
Revising and Editing
Learning from Another Writer: 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
Paraphrase: Jonathan Burns Student, A Paraphrase from “The Lottery”
Learning by Doing: Collaborating on a Paraphrase
Learning by Writing: Paraphrase | The Assignment: Writing a Paraphrase of a Poem
Additional Writing Assignments
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: Interpreting Meaning
Learning from Another Writer: Student Analysis of an Advertisement: Rachel Steinhaus, “Life, Liberty, and the Pursuit”
Learning by Writing
The Assignment: Analyzing a Visual Representation
Generating Ideas
Planning, Drafting, and Developing
Revising and Editing
Learning from Another Writer: Student Visual Essay: Shannon Kintner, Charlie Living with Autism
Additional Writing Assignments
Writing Online
Getting Started
Learning by Doing: Identifying Online Writing Expectations
Learning by Doing: Tracking Your Time Online
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
Video Tutorial: Portland State University Writing Center, Sample E-mail to an Instructor
Learning by Doing: Contacting Your Instructor
Online Profile
Learning by Doing: Posting a Personal Profile
Learning by Doing: Introducing a Classmate
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
Additional Writing Assignments
Writing and Presenting Under Pressure
Essay Examinations
Preparing for the Exam
Learning by Doing: Using Visuals
Learning from Another Writer: 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
Portfolio Assessment
Understanding Portfolio Assessment
Tips for Keeping a Portfolio
Oral Presentations
Learning by Doing: Pairing Up to Practice
Learning from Other Writers: Visuals for Oral Presentations
Face-to-Face Class Presentation: Andrew Dillon Bustin, Traditional Urban Design
Audio: Frank Deford, Mind Games: Football and Head Injuries
Additional Writing Assignments
Writing in the Workplace
Guidelines for Writing in the Workplace
Know Your Purpose
Keep Your Audience in Mind
Learning by Doing: Considering Job Advertisments
Use an Appropriate Tone
Present Information Carefully
Format for E-mail
Résumés and Application Letters
Résumés
Application Letters
Learning by Doing: Planning a Job Application
Business Letters
Format for Business Letters
Memoranda
Format for Memoranda
Brochures and Presentation Visuals
Format for Brochures
Format for Presentation Visuals
Additional Writing Assignments
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
Reflecting as a Writer
Learning by Doing: Writing a Reflective Letter
Reflective Portfolio Letter
Strategies for Generating Ideas
Finding Ideas
Building from Your Assignment
Learning by Doing: Building from Your Assignment
Brainstorming
Learning by Doing: Brainstorming
Learning by Doing: Brainstorming from a Video
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
Strategies for Stating a Thesis and Planning
Shaping Your Topic for Your Purpose and Your Audience
Learning by Doing: Analyzing a Thesis
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
Learning by Doing: Clustering
Outlining
Learning by Doing: Moving from Outline to Thesis
Learning by Doing: Responding to an Outline
Learning by Doing: Outlining
Learning by Doing: Reflecting on Planning
Strategies for Drafting
Making a Start Enjoyable
Restarting
Paragraphing
Learning by Doing: Identifying Topic Sentences
Learning by Doing: Identifying Transitions
Using Topic Sentences
Learning by Doing: Shaping Topic Sentences
Writing an Opening
Writing a Conclusion
Learning by Doing: Opening and Concluding
Adding Cues and Connections
Learning by Doing: Identifying Transitions
Learning by Doing: Reflecting on Drafting
Strategies for Developing
Giving Examples
Learning by Doing: Editing Sentences
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
Strategies For Revising And Editing
Re-viewing and Revising
Revising for Purpose and Thesis
Revising for Audience
Revising for Structure and Support
Learning by Doing: Tackling Macro Revision
Working with 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
Learning by Doing: Tackling Micro Revision
Editing and Proofreading
Editing
Proofreading
Learning by Doing: Editing and Proofreading
Learning by Doing: Reflecting on Revising and Editing
Strategies for Future Writing
Transferring Knowledge
Learning by Doing: Researching Genre
Learning by Doing: Reflecting on How to Transfer Knowledge
What Do They Want?
Analyzing Expectations
Connecting Expectations and Assessments
Learning by Doing: Decoding an Assignment
What Is It?
Uncovering Assumptions
Analyzing Genre Models
Learning by Doing: Analyzing a Genre Model
How Do I Write It?
Learning by Doing: Reflecting on New Assignments
Learning from Another Writer: A Multigenre History Assignment
Term Paper Assignment: Professor Laird, Historical Analysis and Argument
Selections from Student Term Paper: Benjamin Reitz, Historical Situation
Learning from Another Writer: Selections from Student Portfolio: Maria Thompson, Philosophy as Autobiography
Learning by Doing: Reflecting on Resources for the Future
Introduction: Reading to Write
Families
Terrell Jermaine Starr, How My Illiterate Grandmother Raised an Educated Black Man
Sandra Cisneros, Only Daughter
Anna Quindlen, Evan’s Two Moms
Dagoberto Gilb, Mi Mommy
Amy Tan, Mother Tongue
Richard Rodriguez, Public and Private Language
Infographic: StrategyOne Editors, Once a Mother, Always a Mother
Infographic: GOOD/Column Five Editors, Paternity Leave around the World
Men and Women
Brent Staples, Black Men and Public Space
Anjula Razdan, What’s Love Got to Do with It?
William Deresiewicz, A Man. A Woman. Just Friends?
Judy Brady, I Want a Wife
Robert Jensen, The High Cost of Manliness
Julie Zeilinger, Guys Suffer from Oppressive Gender Roles Too
Text: Deborah Tannen, Who Does the Talking Here?
Visual Essay: Jed Conklin, Boxing Beauties
Popular Culture
Mike Haynie, As Attitudes Shift on PTSD, Media Slow to Remove Stigma
Kate Dailey and Abby Ellin, America’s War on the Overweight
Katha Pollitt, The Hunger Games’ Feral Feminism
James McBride, Full Circle
Stephen King, Why We Crave Horror Movies
Gerard Jones, Violent Media Is Good for Kids
Text: Chuck Klosterman, My Zombie, Myself: Why Modern Life Feels Rather Undead
Multimodal Essay: Brad Shoup, “Harlem Shake” vs. History: Is the YouTube Novelty Hits Era That Novel?
Digital Living
Emily Yoffe, Seeking
Nicholas A. Christakis and James H. Fowler, Hyperconnected
David Gelernter, Computers Cannot Teach Children Basic Skills
Clive Thompson, The New Literacy
Elizabeth Stone, Grief in the Age of Facebook
Libby Copeland, Is Facebook Making Us Sad?
Text: Sherry Turkle, How Computers Change the Way We Think
Video: Off Book Editors, Generative Art – Computers, Data, and Humanity
Explorations On Living Well
Jhumpa Lahiri, Rice
William Zinsser, The Right to Fail
Gareth Cook, Getting It All Done
Mihaly Csikszentmihalyi, Happiness Revisited
Juliet Schor, The Creation of Discontent
Llewellyn H. Rockwell Jr., In Defense of Consumerism
Audio and Text: Sarah Adams, Be Cool to the Pizza Dude
Video: Brent Foster, Highway Angel
Introduction: The Nature of Research
Planning Your Research Project
Beginning Your Inquiry
Learning by Writing
The Assignment: Writing from Sources
Learning by Doing: Reflecting on Research
Asking a Research Question
Exploring Your Territory
Turning a Topic into a Question
Learning by Doing: Polling Your Peers
Surveying Your Resources
Learning by Doing: Narrowing Online Research
Using Keywords and Links
Learning by Doing: Proposing Your Project
Managing Your Project
Recording Information
Starting a Research Archive
Learning by Doing: Interviewing a Researcher
Creating a Schedule
Learning by Doing: Planning Your Personal Schedule
Planning Collaborative Research
Working with Sources
Drawing the Details from Your Sources
Starting a Working Bibliography
Learning by Doing: Teaming Up for Source “Warm-Ups”
Learning by Doing: Practicing with Online Sources
Capturing Information in Your Notes
Quoting
Sample Quotations, Paraphrase, and Summary (MLA Style)
Paraphrasing
Summarizing
Mixing Methods
Learning by Doing: Capturing Information from Sources
Source Navigators
Source Navigator: Article in a Print Magazine
Source Navigator: Article in a Scholarly Journal from a Database
Source Navigator: Book
Source Navigator: Page from a Web Site
Developing an Annotated Bibliography
Learning by Doing: Writing an Annotation
Finding Sources
Searching the Internet
Finding Recommended Internet Resources
Selecting Search Engines
Learning by Doing: Comparing Web Searches
Learning by Doing: Comparing Google and Database Searches
Conducting Advanced Electronic Searches
Finding Specialized Online Materials
Searching the Library
Learning by Doing: Reflecting on Your Library Orientation Session
Learning by Doing: Brainstorming for Search Terms
Searching Library Databases
Learning by Doing: Comparing Databases
Learning by Doing: Comparing Google and Database Searches
Using Specialized Library Resources
Finding Sources in the Field
Interviewing
Observing
Using Questionnaires
Corresponding
Attending Public and Online Events
Reconsidering Your Field Sources
Evaluating Sources
Evaluating Library and Internet Sources
Learning by Doing: Evaluating Your Sources
Learning by Doing: Evaluating Online Sources
Who Is the Author?
Who Else Is Involved?
What Is the Purpose?
When Was the Source Published?
Where Did You Find the Source?
Why Would You Use This Source?
How Would This Source Contribute to Your Paper?
Learning by Doing: Adding Useful Sources
Reconsidering Purpose and Thesis
Integrating Sources
Using Sources Ethically
Capturing, Launching, and Citing Evidence
Quoting and Paraphrasing Accurately
Learning by Doing: Quoting and Paraphrasing Accurately
Summarizing Concisely
Avoiding Plagiarism
Launching Source Material
Take Action: Integrating and Synthesizing Sources
Learning by Doing: Connecting Your Sources
Citing Each Source Clearly
Learning by Doing: Launching and Citing Your Sources
Synthesizing Ideas and Sources
Learning by Doing: Synthesizing Your Sources
Writing Your Research Paper
Planning and Drafting
Using Your Sources to Support Your Ideas
Launching and Citing Your Sources as You Draft
Beginning and Ending
Learning by Doing: Focusing Your Point
Learning by Doing: Practicing Beginnings
Revising and Editing
Learning by Doing: Meeting Expectations
Documenting Sources
Learning by Doing: Presenting Your Findings
Additional Writing Assignments
MLA Style for Documenting Sources
Citing Sources in MLA Style
Take Action: Citing and Listing Sources in MLA Style
Who Wrote It?
What Type of Source Is It?
How Are You Capturing the Source Material?
Listing Sources in MLA Style
Who Wrote It?
What Type of Source Is It?
A Sample MLA Research paper: Candace Rardon, Meet Me in the Middle: The Student, the State, and the School
APA Style for Documenting Sources
Citing Sources in APA Style
Who Wrote It?
Take Action: Citing and Listing Sources in APA Style
What Type of Source Is It?
How Are You Capturing the Source Material?
Listing Sources in APA Style
Who Wrote It?
What Type of Source Is It?
A Sample APA Research Paper: Jenny Lidington, Sex Offender Lists: A Never-Ending Punishment
Introduction: Grammar, or The Way Words Work
Learning by Doing: Asking What You Need to Know
1. Sentence Fragments
Exercise 1–1: Eliminating Fragments
Exercise 1–2: Eliminating Fragments
2. Comma Splices and Fused Sentences
Exercise 2–1: Revising Comma Splices and Fused Sentences
Exercise 2–2: Revising Comma Splices and Fused Sentences
3. Verbs
Exercise 3–1: Using Irregular Verb Forms
Exercise 3–2: Identifying Verb Tenses
Exercise 3–3: Using Active and Passive Voice Verbs
Exercise 3–4: Using the Correct Mood of Verbs
4. Subject-Verb Agreement
Exercise 4–1: Making Subjects and Verbs Agree
5. Pronoun Case
Exercise 5–1: Using Pronouns Correctly
6. Pronoun Reference
Exercise 6–1: Making Pronoun Reference Clear
7. Pronoun-Antecedent Agreement
Exercise 7–1: Making Pronouns and Antecedents Agree
8. Adjectives and Adverbs
Exercise 8–1: Using Adjectives and Adverbs Correctly
9. Shifts
Exercise 9–1: Maintaining Grammatical Consistency
Learning by Doing: Focusing on Sentences
10. Misplaced and Dangling Modifiers
Exercise 10–1: Placing Modifiers
Exercise 10–2: Revising Dangling Modifiers
11. Incomplete Sentences
Exercise 11–1: Completing Comparisons
Exercise 11–2: Completing Sentences
12. Mixed Constructions and Faulty Predication
Exercise 12–1: Correcting Mixed Constructions and Faulty Predication
13. Parallel Structure
Exercise 13–1: Making Sentences Parallel
14. Coordination and Subordination
Exercise 14–1: Using Coordination
Exercise 14–2 Using Subordination
15. Sentence Variety
Exercise 15–1: Increasing Sentence Variety
16. Appropriateness
Exercise 16–1: Choosing an Appropriate Tone and Level of Formality
Exercise 16–2 Avoiding Jargon
Exercise 16–3 Avoiding Euphemisms and Slang
17. Exact Words
Exercise 17–1 Selecting Words
18. Bias-Free Language
Exercise 18–1 Avoiding Bias
19. Wordiness
Exercise 19–1 Eliminating Wordiness
Learning by Doing: Refining Your Wording
Learning by Doing: Tackling Punctuation Patterns
20. End Punctuation
Exercise 20–1 Using End Punctuation
21. Commas
Exercise 21–1 Using Commas
Exercise 21–2 Using Commas
Exercise 21–3 Using Commas
Exercise 21–4 Using Commas
Exercise 21–5 Using Commas
22. Semicolons
Exercise 22–1 Using Semicolons.
23. Colons
Exercise 23–1 Using Colons
24. Apostrophes
Exercise 24–1 Using Apostrophes
25. Quotation Marks
Exercise 25–1 Using Quotation Marks
26. Dashes
Exercise 26–1 Using Dashes
27. Parentheses, Brackets, and Ellipses
Exercise 27–1 Using Parentheses
Exercise 27–2 Using Brackets and Ellipses
Learning by Doing: Justifying Conventions
28. Abbreviations
Exercise 28–1 Using Abbreviations
29. Capital Letters
Exercise 29–1 Using Capitalization
30. Numbers
Exercise 30–1 Using Numbers
31. Italics
Exercise 31–1 Using Italics
32. Hyphens
Exercise 32–1 Using Hyphens
33. Spelling
34. A Glossary of Troublemakers
Answers for Lettered Exercises
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 Résumé 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 Added 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
Take Action: Improving Sentence Style
Take Action: Take Action Improving Sentence Clarity
C. Editing for Common Punctuation Problems
D. Editing for Common Mechanics Problems
Preface
Acknowledgements
Rhetorical Contents
Selected Visual Contents
Features of the Bedford Guide
Correction Symbols
Proofreading Symbols