Chapter 1 Introduction
Critical Thinking
Critical Reading
2PR Preview the Reading
2PR Read the Piece: Find the Main Point and the Support
2PR Pause to Think
2PR Review and Respond
A Critical Reader at Work
Writing Critically about Readings
Summary
Analysis
Synthesis
Evaluation
Checklist: Writing About Readings
Assessment Activities for Chapter 1
Practice 1: Analyzing a Situation
Practice 2: Finding the Main Point and Support
Practice 3: Making Connections
Chapter 2 Introduction
Note: Avoiding Plagiarism
Paragraph and Essay Forms
Paragraph vs. Essay Forms
The Writing Process
Audience and Purpose
Finding, Narrowing, and Exploring Your Topic
Narrowing a Topic
Exploring Your Topic
Writing Assignment and Checklist: Evaluating Your Topic
Assessment Activities for Chapter 2
Practice 1: Narrowing a Topic
Practice 2: Prewriting
Thesis Statements
Focusing on a Single Main Point
Fitting the Size of the Assignment
Being Specific
Writing a Thesis That You Can Show, Explain, or Prove
Being Forceful and Confident
Writing Assignment and Checklist: Writing a Thesis Statement
Support for Your Thesis
Key Features of Good Support
Generating Support
Add Supporting Details
Review Support
Write Topic Sentences for Your Support Points
Writing Assignment and Checklist: Supporting Your Thesis
Arrange Your Ideas
Chronological Order
Spatial Order
Order of Importance
Make a Plan
Writing Assignment and Checklist: Making an Outline
Assessment Activities for Chapter 3
Practice 1: Developing A Thesis Statement from a Narrowed Topic
Practice 2: Writing Thesis Statements That Focus on a Single Main Point
Practice 3: Writing Thesis Statements That Fit the Size of the Assignment
Practice 4: Writing Thesis Statements That Are Specific
Practice 5: Writing Thesis Statements That You Can Show, Explain, or Prove
Practice 6: Writing Forceful Thesis Statements
Practice 7: Revising Thesis Statements
Practice 8: Prewriting to Find Support
Practice 9: Dropping Unrelated Ideas
Practice 10: Selecting the Best Support Points
Practice 11: Adding Supporting Details
Practice 12: Writing Topic Sentences and Supporting Details
Chapter 4 Introduction
Writing a Draft
Write an Introduction
Write a Conclusion
Title Your Essay
Sample Student Essay: Draft
Writing Assignment and Checklist: Writing a Draft Essay
Revising Your Draft
Revise for Unity
Revise for Support and Detail
Revise for Coherence
Sample Student Essay: Revised
Writing Assignment and Checklist: Revising Your Essay
Peer Reviewing
Assessment Activities for Chapter 4
Practice 1: Writing Topic Sentences
Practice 2: Identifying Strong Introductions
Practice 3: Analyzing Conclusions
Practice 4: Identifying Good Introductions and Conclusions
Practice 5: Writing a Conclusion
Practice 6: Revising for Unity
Practice 7: Revising for Support
Practice 8: Adding Transitional Sentences
Understand What Narration Is
Main Point in Narration
Support in Narration
Organization in Narration
Read and Analyze Narration
Narration in College: Jordan Brown, “A Return to Education”
Narration at Work: Monique Rizer, “When Students Are Parents”
Narration in Everyday Life: Howard White, “The Power of Hello”
Write a Narration Essay
Understand What Illustration Is
Main Point in Illustration
Support in Illustration
Organization in Illustration
Read and Analyze Illustration
Illustration in College
Illustration at Work: Juan Gonzalez, “Complete Learning”
Illustration in Everyday Life: Rob Walker, “Stuck on You”
Write an Illustration Essay
Understand What Description Is
Main Point in Description
Support in Description
Organization in Description
Read and Analyze Description
Description in College: Florence Bagley, “Photograph of My Father”
Description at Work: Alex Espinoza, From Still Water Saints
Description in Everyday Life: Jennifer Orlando, “Rattlesnake Canyon: A Place of Peace and Beauty”
Write a Description Essay
Understand What Process Analysis Is
Main Point in Process Analysis
Support in Process Analysis
Organization in Process Analysis
Read and Analyze Process Analysis
Process Analysis in College: Daniel Flanagan, “The Choice to Do It Over Again”
Process Analysis at Work: Patty Maloney, “Patient Report”
Process Analysis in Everyday Life: Michael Gates Gill, “How I Learned to Be a Barista”
Write a Process Analysis Essay
Understand What Classification Is
Main Point in Classification
Support in Classification
Organization in Classification
Read and Analyze Classification
Classification in College: Josef Ameur, “Videogame Genres”
Classification at Work: Rebeka Mazzone, “Serving on a Nonprofit Board Need Not Be Onerous”
Classification in Everyday Life: Dylan Marcos, “Bad Roommates”
Write a Classification Essay
Understand What Definition Is
Main Point in Definition
Support in Definition
Organization in Definition
Read and Analyze Definition
Definition in College: Anna Puiia, “What Is Hip?”
Definition at Work: Gary Knoblock, “Customer Orientation”
Definition in Everyday Life: Baxter Holmes, “My Date with Fifteen Women”
Write a Definition Essay
Understand What Comparison and Contrast Are
Main Point in Comparison and Contrast
Support in Comparison and Contrast
Organization in Comparison and Contrast
Read and Analyze Comparison and Contrast
Comparison and Contrast in College: Don Hockenbury and Sandra Hockenbury
Comparison and Contrast at Work: Garth Vaz, “Differences between Dyslexia and ADHD”
Comparison and Contrast in Everyday Life: Stephanie Lindsley, “Autism and Education”
Write a Comparison and Contrast Essay
Understand What Cause and Effect Are
Main Point in Cause and Effect
Support in Cause and Effect
Organization in Cause and Effect
Read and Analyze Cause and Effect
Cause and Effect in College: Jeanine Pepper, “The Effects of Attachment Deprivation on Infants“
Cause and Effect at Work: Jolanda Jones, “Consequences”
Cause and Effect in Everyday Life: Christopher Shea, “In Praise of Peer Pressure”
Write a Cause and Effect Essay
Understand What Argument Is
Main Point in Argument
Support in Argument
Organization in Argument
Read and Analyze Argument
Argument in College: Donnie Ney, “Attendance in College Classes”
Argument at Work: Shawn Brown, “Letter to a Parole Board”
Argument in Everyday Life
Write an Argument Essay
Chapter 14 Introduction
Make a Schedule
Choose a Topic
Find Sources
Evaluate Sources
Take Careful Notes
Write a Thesis Statement
Make an Outline
Write Your Essay
Cite and Document Your Sources
Revise and Edit Your Essay
Sample Student Research Essay
Writing Guide: Research Essay
The Parts of Speech
The Basic Sentence
Subjects
Verbs
Complete Thoughts
Six Basic Sentence Patterns
Other Resources
Identifying Subjects and Prepositional Phrases
Identifying the Verb (Action, Linking, or Helping Verb)
Identifying Complete Thoughts
Chapter 16 Introduction
Fragments
Fragments That Start with Prepositions
Fragments That Start with Dependent Words
Fragments That Start with -ing Verb Forms
Fragments That Start with to and a Verb
Fragments That Are Examples or Explanations
Run-Ons
Add a Period or a Semicolon
Add a Comma and a Coordinating Conjunction
Add a Dependent Word
A Word That Can Cause Run-Ons: Then
Problems with Subject-Verb Agreement
The Verb Is a Form of Be, Have, or Do
Words Come between the Subject and the Verb
The Sentence Has a Compound Subject
The Subject Is an Indefinite Pronoun
The Verb Comes before the Subject
Problems with Verb Tense
Regular Verbs
Irregular Verbs
Past Participles
Passive Voice
Other Resources
Fragments 1
Fragments 2
Fragments 3
Correcting Run-Ons by Adding a Period or a Semicolon
Correcting Run-Ons by Adding a Dependent Word
Run-Ons
Choosing the Correct Form of Be, Have, or Do
Using the Correct Form of Be, Have, or Do
Making Subjects and Verbs Agree When They Are Separated by a Prepositional Phrase
Making Subjects and Verbs Agree When They Are Separated by a Dependent Clause
Choosing the Correct Verb in a Sentence with a Compound Subject
Choosing the Correct Verb When the Subject Is an Indefinite Pronoun
Correcting a Sentence When the Verb Comes Before the Subject
Subject-Verb Agreement 1
Subject-Verb Agreement 2
Using the Simple Present Tense of Regular Verbs
Using the Simple Past Tense and Present Perfect Tense
Using the Past Perfect Tense
Using the Future Perfect Tense
Using Past-Tense Forms of the Verb Be
Using Past-Tense Irregular Verbs
Using Past-Participle Forms for Irregular Verbs
Chapter 17 Introduction
Pronouns
Check for Pronoun Agreement
Make Pronoun Reference Clear
Use the Right Type of Pronoun
Make Pronouns Consistent
Adjectives and Adverbs
Choosing between Adjective and Adverb Forms
Adjectives and Adverbs in Comparisons
Good, Well, Bad, and Badly
Misplaced and Dangling Modifiers
Misplaced Modifiers
Dangling Modifiers
Coordination and Subordination
Coordination
Subordination
Parallelism
Sentence Variety
Word Choice
Other Resources
Identifying Pronouns
Using Indefinite Pronouns
Using Collective Nouns and Pronouns
Editing Pronouns in Comparisons
Choosing Between Who and Whom
Choosing between Adjective and Adverb Forms
Using Comparatives and Superlatives
Using Good and Well
Using Comparative and Superlative Forms of Good and Bad
Correcting Misplaced Modifiers
Correcting Dangling Modifiers
Commas
Apostrophes
Quotation Marks
Semicolon
Colon
Parentheses
Dash
Hyphen
Capitalization
Other Resources
Using Commas in Compound Sentences
Using Commas to Set Off Appositives and Interrupters
Using Commas to Set Off Adjective Clauses
Using Quotation Marks for Titles
Instructor Welcome Page
Student Welcom Page