Preface |
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xix | |
Welcome to the New Century Handbook |
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xxvii | |
part one Writing |
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1 | (8) |
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2 | (2) |
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Why write with a computer? |
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4 | (3) |
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How have computers altered communication? |
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7 | (2) |
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The Reading and Writing Processes |
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9 | (11) |
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10 | (1) |
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Engage critically and actively in the reading process |
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11 | (6) |
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Engage critically and actively in the writing process |
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17 | (3) |
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20 | (22) |
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22 | (5) |
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27 | (7) |
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34 | (2) |
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36 | (5) |
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Try computer prewriting software |
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41 | (1) |
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42 | (18) |
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43 | (4) |
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47 | (3) |
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50 | (2) |
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Try composing with a computer |
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52 | (3) |
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55 | (5) |
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60 | (28) |
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Shift from writer to reader |
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61 | (5) |
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66 | (7) |
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73 | (4) |
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77 | (2) |
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Give and receive feedback |
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79 | (3) |
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Review a model student paper |
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82 | (6) |
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88 | (23) |
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89 | (2) |
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Use clear organizational patterns |
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91 | (10) |
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Use sentence-linking techniques |
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101 | (3) |
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Be consistent with verb tense, person, and number |
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104 | (1) |
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Use parallelism to make paragraphs coherent |
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105 | (1) |
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Decide on appropriate paragraph length |
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106 | (1) |
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Link paragraphs with key words |
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106 | (1) |
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Construct effective introductory and concluding paragraphs |
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107 | (4) |
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111 | (24) |
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Formulate an arguable thesis |
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112 | (4) |
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Generate good supporting evidence |
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116 | (3) |
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Take note of evidence for alternative views |
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119 | (2) |
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Develop and test the main points |
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121 | (3) |
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124 | (3) |
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127 | (4) |
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Avoid logical and emotional fallacies |
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131 | (4) |
part two Research |
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135 | (32) |
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136 | (6) |
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142 | (1) |
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Create a research notebook |
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143 | (4) |
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Create a working bibliography |
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147 | (2) |
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Gather background information |
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149 | (7) |
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156 | (11) |
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Using the Internet for Research |
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167 | (18) |
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Use Internet sources throughout the research process |
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168 | (1) |
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Get to know the Internet and the Web |
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169 | (2) |
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Search the Internet and the Web |
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171 | (9) |
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Follow a student Internet search |
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180 | (5) |
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Evaluating Electronic and Print Sources |
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185 | (13) |
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Choose legitimate sources |
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186 | (6) |
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Follow a student's evaluation of Web links |
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192 | (6) |
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198 | (17) |
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198 | (5) |
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203 | (4) |
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Paraphrase sources accurately |
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207 | (3) |
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Summarize sources briefly |
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210 | (5) |
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Writing the Research Paper |
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215 | (31) |
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Review the rhetorical stance and thesis |
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216 | (3) |
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219 | (1) |
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220 | (3) |
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Review and revise the draft |
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223 | (1) |
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Follow formatting conventions |
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224 | (3) |
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Review an annotated student research paper |
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227 | (19) |
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246 | (67) |
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Document by using the MLA system |
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248 | (31) |
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Document by using the APA system |
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279 | (17) |
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Document by using the Chicago Manual of Style (CMS) system |
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296 | (7) |
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Document by using the CBE system |
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303 | (7) |
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Consult the style manual for the appropriate discipline |
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310 | (3) |
part three Writing in the Disciplines |
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Writing in the Humanities |
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313 | (27) |
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Know the different types of writing in the humanities |
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314 | (1) |
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Write interpretively or analytically about literature |
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315 | (5) |
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Review some model student papers |
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320 | (13) |
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Look to the Internet and traditional materials for resources |
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333 | (7) |
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Writing in the Natural Sciences |
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340 | (26) |
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Know the different types of writing in the natural sciences |
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341 | (2) |
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Write objectively about science |
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343 | (1) |
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Review a sample research report in CBE format |
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344 | (12) |
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Look to the Internet and traditional materials for resources |
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356 | (10) |
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Writing in the Social Sciences |
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366 | (21) |
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Know the different types of writing in the social sciences |
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367 | (1) |
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Write persuasively about social science |
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368 | (2) |
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Review a sample research report in APA format |
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370 | (10) |
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Look to the Internet and traditional materials for resources |
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380 | (7) |
part four Document Design |
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Design Principles and Graphics |
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387 | (19) |
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Follow the three basic design principles |
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388 | (3) |
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391 | (7) |
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398 | (7) |
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Respect different norms and preferences |
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405 | (1) |
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406 | (15) |
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Produce a simple brochure |
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407 | (7) |
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Produce a simple newsletter |
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414 | (7) |
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421 | (12) |
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Generate a basic design for the Web |
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422 | (2) |
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424 | (9) |
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433 | (24) |
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Construct the individual Web pages |
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434 | (1) |
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435 | (19) |
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454 | (2) |
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Transfer your site to an Internet server |
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456 | (1) |
part five Special Purpose Writing |
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Communicating via Computer Networks |
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457 | (15) |
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457 | (9) |
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Build community through electronic mail |
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466 | (6) |
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Business Correspondence and Reports |
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472 | (19) |
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Write concise and professional business letters |
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473 | (2) |
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Write specifically tailored letters of application |
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475 | (1) |
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Write densely but appropriately packed resumes |
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476 | (8) |
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Write clearly organized reports |
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484 | (4) |
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488 | (3) |
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491 | (10) |
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Prepare for an essay exam |
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491 | (5) |
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Attend to the writing process |
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496 | (2) |
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Review sample student responses to an essay exam question |
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498 | (3) |
part six Sentence Grammar |
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501 | (21) |
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Learn to identify parts of speech |
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501 | (9) |
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Learn to identify basic sentence patterns |
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510 | (4) |
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Learn to expand sentences |
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514 | (5) |
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Learn how to classify sentences |
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519 | (3) |
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522 | (8) |
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Use the subjective case when a pronoun functions as a sentence subject, clause subject, or subject complement |
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523 | (1) |
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Use the objective case when a pronoun functions as an object |
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524 | (1) |
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Test for pronoun case in compound constructions by using the pronoun alone |
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524 | (2) |
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Choose the form for an interrogative or relative pronoun based on how it functions in its clause |
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526 | (2) |
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Use possessive pronouns to show ownership |
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528 | (1) |
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Choose the case for a pronoun in a comparison based on how it would function in its own clause |
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528 | (2) |
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530 | (20) |
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Learn the regular verb forms |
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530 | (2) |
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Learn common irregular verb forms |
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532 | (3) |
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Know how to use auxiliary verbs |
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535 | (2) |
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537 | (4) |
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Observe sequence of tenses |
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541 | (3) |
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Use transitive and intransitive verbs correctly |
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544 | (1) |
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Favor active over passive voice |
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545 | (2) |
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Make sure verbs are in the proper mood |
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547 | (3) |
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550 | (8) |
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Make verbs agree in number with their grammatical subjects |
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550 | (4) |
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Make pronouns agree in number and gender with their antecedents |
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554 | (4) |
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558 | (7) |
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Use adjectives to modify nouns |
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558 | (1) |
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Avoid overuse of nouns as modifiers |
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559 | (1) |
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Use adverbs to modify verbs, adjectives, other adverbs, and clauses |
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560 | (1) |
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Be aware of some commonly confused adjectives and adverbs |
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560 | (1) |
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Use comparative and superlative forms of adjectives and adverbs correctly |
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561 | (3) |
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564 | (1) |
part seven Correct Sentences |
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565 | (7) |
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Make sentences grammatically complete |
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566 | (1) |
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Connect dependent clauses |
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567 | (1) |
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568 | (2) |
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Use sentence fragments only for special effect |
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570 | (2) |
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Comma Splices and Run-on Sentences |
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572 | (5) |
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Turn one clause into a subordinate clause |
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573 | (1) |
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Separate clauses with a comma and a coordinating conjunction |
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574 | (1) |
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Separate independent clauses with a semicolon |
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574 | (1) |
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Separate independent clauses with a period |
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575 | (2) |
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577 | (5) |
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Refer to a specific noun antecedent |
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577 | (2) |
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Avoid vague use of this, that, which, and it |
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579 | (1) |
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580 | (1) |
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Be consistent with use of that, which, and who |
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580 | (2) |
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Misplaced and Dangling Modifiers |
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582 | (6) |
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Position modifiers close to the words they modify |
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582 | (1) |
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583 | (1) |
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Try to put lengthy modifiers at the beginning or end |
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584 | (1) |
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Avoid disruptive modifiers |
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584 | (2) |
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586 | (2) |
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588 | (7) |
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Avoid unnecessary shifts in person and number |
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588 | (1) |
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Avoid unnecessary shifts in verb tense, mood, and subject |
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589 | (2) |
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591 | (1) |
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Avoid mixed constructions |
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592 | (1) |
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Create consistency between subjects and predicates |
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593 | (1) |
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Avoid unmarked shifts between direct and indirect discourse |
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594 | (1) |
part eight Effective Sentences |
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595 | (10) |
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Avoid excessively long sentences |
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595 | (1) |
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Avoid unnecessary repetition and redundancy |
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596 | (1) |
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Use expletives only where appropriate |
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597 | (1) |
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Use passive voice only where appropriate |
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597 | (1) |
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598 | (1) |
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599 | (2) |
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Choose words that express your meaning precisely |
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601 | (1) |
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Use that to clarify sentence structure |
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601 | (1) |
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Make comparisons complete and clear |
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602 | (1) |
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603 | (2) |
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Coordination and Subordination |
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605 | (6) |
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Look for a way to combine closely related sentences |
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605 | (2) |
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Coordinate related sentences of equal value |
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607 | (1) |
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Subordinate less important ideas |
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607 | (4) |
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611 | (10) |
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Put parallel content in parallel form |
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612 | (3) |
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Make all items in a list or series parallel |
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615 | (1) |
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Use parallelism with correlative conjunctions |
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615 | (1) |
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Use parallelism for comparisons or contrasts |
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616 | (1) |
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Make parallel constructions complete and clear |
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617 | (1) |
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Use parallelism to enhance coherence |
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618 | (3) |
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621 | (6) |
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Create emphasis through end-weight |
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621 | (1) |
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Create emphasis through selective repetition |
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622 | (1) |
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Create emphasis through contrast |
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623 | (1) |
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Create emphasis through careful word choice |
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624 | (1) |
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Create emphasis through punctuation or typography |
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625 | (2) |
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627 | (8) |
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|
627 | (2) |
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629 | (1) |
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Avoid excessive repetition |
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630 | (3) |
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Respect different standards and purposes |
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633 | (2) |
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Word-Processing Tools and Online Resources for Improving Sentences |
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635 | (8) |
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Use a style/grammar checker |
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636 | (3) |
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639 | (1) |
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Use other applications for sentence revision |
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|
640 | (2) |
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Consult Internet resources for writing help |
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|
642 | (1) |
part nine Effective Words |
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643 | (13) |
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Choose the right denotation |
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643 | (3) |
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Choose the right connotation |
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646 | (1) |
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Find the right level of formality |
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647 | (2) |
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Avoid jargon, slang, or dialect |
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649 | (1) |
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650 | (2) |
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652 | (1) |
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652 | (4) |
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656 | (6) |
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Avoid biased gender references |
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656 | (3) |
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Avoid biased language about race and ethnicity |
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659 | (1) |
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Avoid biased language about age |
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|
660 | (1) |
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Avoid biased language about other differences |
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|
660 | (2) |
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Building a Powerful Vocabulary |
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662 | (9) |
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Learn roots, prefixes, and suffixes |
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663 | (4) |
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Learn denotations and connotations |
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|
667 | (1) |
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668 | (3) |
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Using a Thesaurus and Dictionary |
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|
671 | (10) |
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Use a thesaurus to find the exact word |
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672 | (4) |
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Use a dictionary to learn about words |
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|
676 | (5) |
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681 | (14) |
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681 | (2) |
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Master troublesome homophones |
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683 | (4) |
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Guard against common spelling errors |
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|
687 | (2) |
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Learn general spelling rules and patterns |
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|
689 | (6) |
part ten Punctuation |
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695 | (7) |
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Use a period to mark the end of a statement |
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696 | (1) |
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Use periods to punctuate initials and many abbreviations |
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696 | (1) |
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Use periods to mark basic divisions in units and computer names |
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696 | (1) |
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Avoid common misuses of periods |
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697 | (1) |
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|
Use a question mark after a direct request |
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698 | (1) |
|
Do not use a question mark after an indirect question |
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699 | (1) |
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Use an exclamation point to signal a strong statement |
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699 | (3) |
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702 | (13) |
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Use a comma to set off an introductory phrase or clause |
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703 | (1) |
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Use a comma before a coordinating conjunction to separate independent clauses |
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704 | (1) |
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Use commas between items in a series |
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705 | (1) |
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Use commas to separate coordinate adjectives |
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705 | (1) |
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Use commas to set off nonessential phrases or clauses |
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705 | (3) |
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Use commas to set off conjunctive adverbs |
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708 | (1) |
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Use commas with dates, place names and addresses, titles and degrees, and numbers |
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708 | (1) |
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Use commas with speaker tags |
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709 | (1) |
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Use commas with markers of direct address |
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710 | (1) |
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711 | (4) |
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715 | (4) |
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Use a semicolon to separate independent clauses not linked by a coordinating conjunction |
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715 | (1) |
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Use a semicolon to separate independent clauses linked by a conjunctive adverb |
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716 | (1) |
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Use semicolons in a series with internal punctuation |
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716 | (1) |
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Place semicolons outside quotation marks |
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716 | (1) |
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Avoid common semicolon errors |
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717 | (2) |
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|
719 | (4) |
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Use a colon to introduce a list or appositive |
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|
719 | (1) |
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Use a colon to set off a second independent clause that explains the first |
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720 | (1) |
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Use a colon to introduce a quotation |
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720 | (1) |
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721 | (1) |
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Use colons in business letters and memos |
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|
721 | (1) |
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Use colons in numbers and addresses |
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|
721 | (2) |
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|
723 | (5) |
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Use apostrophes with nouns to indicate possession |
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|
723 | (2) |
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Use apostrophes to indicate contractions and omitted letters |
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|
725 | (1) |
|
Use apostrophes to mark certain plural forms |
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|
726 | (1) |
|
Avoid misusing the apostrophe |
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|
726 | (2) |
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|
728 | (7) |
|
Use quotation marks for exact direct quotations |
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|
728 | (1) |
|
Use quotation marks to suggest skepticism about a term |
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|
729 | (1) |
|
Use quotation marks to indicate shifts of register |
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730 | (1) |
|
Use quotation marks when citing titles of short works |
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|
730 | (1) |
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Follow standard practice in using other punctuation with quotations |
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|
731 | (2) |
|
Avoid misusing quotation marks |
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|
733 | (2) |
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|
735 | (12) |
|
|
|
Use parentheses to insert parenthetical comments |
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|
736 | (1) |
|
Do not overuse parentheses |
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|
737 | (1) |
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Use parentheses around letters or numbers to set off embedded lists |
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|
737 | (1) |
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|
|
Use dashes to highlight extra informational comments |
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|
738 | (1) |
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Use dashes to set off important or surprising points |
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|
739 | (1) |
|
Confine yourself to one pair of dashes per sentence |
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|
739 | (2) |
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|
|
Use brackets to insert editorial comments or clarifications into quotations |
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|
741 | (1) |
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Use brackets with the word sic |
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|
742 | (1) |
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Use brackets to acknowledge editorial emphasis within a quotation |
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|
742 | (1) |
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Use brackets for parenthetical comments within parentheses |
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|
743 | (1) |
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|
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Use an ellipsis to indicate a deletion from a quotation |
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|
743 | (1) |
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Use an ellipsis to indicate a pause in sentence |
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744 | (1) |
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|
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Use slashes to separate lines of poetry quoted within a sentence |
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744 | (1) |
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Use a slash to show alternatives |
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745 | (1) |
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Use a slash to indicate a fraction |
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|
745 | (1) |
|
Use slashes in Internet addresses |
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|
745 | (1) |
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Use slashes in writing dates informally |
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|
746 | (1) |
part eleven Mechanics |
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Capital Letters and Italics |
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|
747 | (10) |
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|
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Capitalize the first word of all free-standing sentences |
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|
747 | (2) |
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Capitalize all names, associated titles, and proper adjectives |
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|
749 | (2) |
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Capitalize all significant words in titles |
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|
751 | (1) |
|
Follow the owner's preferences in capitalizing email addresses and URLs |
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|
751 | (2) |
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|
|
Italicize titles of independent creative works |
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|
753 | (1) |
|
Italicize URLs and email addresses |
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|
753 | (1) |
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Italicize names of vehicles |
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|
754 | (1) |
|
Italicize foreign words and phrases |
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|
754 | (1) |
|
Italicize words, letters, and numbers referred to as such |
|
|
755 | (1) |
|
Italicize words for emphasis |
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|
755 | (2) |
|
Abbreviations and Numbers |
|
|
757 | (7) |
|
|
|
Abbreviate titles, ranks, and degrees only before or after full names |
|
|
758 | (1) |
|
Use abbreviations after numerical dates and times |
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|
758 | (1) |
|
Use Latin abbreviations sparingly |
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|
759 | (1) |
|
Use acronyms and initialisms only if their meaning is clear |
|
|
759 | (1) |
|
Avoid most other abbreviations in formal writing |
|
|
760 | (1) |
|
|
|
Use figures with abbreviations and conventionally numerical references |
|
|
761 | (1) |
|
Write out other numbers that can be expressed in one or two words |
|
|
762 | (1) |
|
Write out numbers that begin sentences |
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|
762 | (1) |
|
When one number modifies another, write one as a figure and the other as a word |
|
|
763 | (1) |
|
Write related numbers alike |
|
|
763 | (1) |
|
|
764 | (7) |
|
Consult your dictionary on hyphenating compounds |
|
|
764 | (1) |
|
Hyphenate compounds acting as adjectives before nouns |
|
|
765 | (1) |
|
Hyphenate spelled-out fractions and numbers from twenty-one through ninety-nine |
|
|
766 | (1) |
|
Hyphenate to avoid ambiguity and awkward spellings |
|
|
766 | (1) |
|
Use hyphens for end-of-line word division |
|
|
766 | (5) |
part twelve ESL Issues |
|
|
Tips on Nouns and Articles |
|
|
771 | (8) |
|
Use the plural only with count nouns |
|
|
771 | (2) |
|
Use the for specific references |
|
|
773 | (3) |
|
Use the with most proper nouns derived from common nouns |
|
|
776 | (1) |
|
Use a or an in nonspecific references to singular count nouns |
|
|
777 | (1) |
|
Use no article in nonspecific references to plural count nouns or noncount nouns |
|
|
777 | (2) |
|
|
779 | (11) |
|
|
|
Note phrasal verbs as you listen and read |
|
|
780 | (2) |
|
|
|
Learn which verbs take gerunds as complements |
|
|
782 | (1) |
|
Learn which verbs take to infinitives as complements |
|
|
783 | (1) |
|
Learn which verbs take both gerunds and to infinitives as complements |
|
|
783 | (1) |
|
Learn which verbs take only unmarked infinitives as complements |
|
|
784 | (1) |
|
|
|
Do not use the progressive tense with verbs of state |
|
|
785 | (1) |
|
|
|
Use only a base verb form immediately after a modal auxiliary |
|
|
786 | (1) |
|
Do not use more than one modal at a time |
|
|
787 | (1) |
|
|
|
In factual conditionals, use the same verb tense in both parts |
|
|
788 | (1) |
|
In predictive conditionals, use a present-tense verb in the if clause and an appropriate modal in the result clause |
|
|
788 | (1) |
|
In hypothetical conditionals, use a past-tense verb in the if clause and would, could, or might in the result clause |
|
|
788 | (2) |
|
|
790 | (6) |
|
String adjectives in the order preferred in English |
|
|
790 | (2) |
|
String nouns for easiest recognition |
|
|
792 | (1) |
|
Use meaning to place adverbs that modify verbs |
|
|
793 | (1) |
|
Place adverbs directly before adjectives or adverbs that they modify |
|
|
794 | (1) |
|
Place adverbs before sentences or clauses that they modify |
|
|
794 | (1) |
|
Do not put an adverb between a verb and its object |
|
|
795 | (1) |
|
|
796 | (5) |
|
Look for cognates, but watch out for ``false friends'' |
|
|
796 | (2) |
|
Try to get a feel for collocations |
|
|
798 | (1) |
|
Learn idioms in their entirety |
|
|
799 | (2) |
Glossary of Computer Terms |
|
801 | (10) |
Glossary of Grammatical and Rhetorical Terms |
|
811 | (14) |
Glossary of Usage |
|
825 | (6) |
Credits |
|
831 | (2) |
Index |
|
833 | |