| Preface |
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iii | |
| Thematic Guide to the Contents |
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xxxiii | |
| Introduction: How to Use This Book |
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1 | (10) |
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Henry Louis Gates Jr., "What's in a Name?" |
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2 | (2) |
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4 | (5) |
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Responding to Other Kinds of Texts |
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9 | (2) |
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Part One The Writing Process |
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11 | (84) |
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1 Reading to Write: Becoming a Critical Reader |
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13 | (16) |
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Understanding Critical Reading |
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13 | (2) |
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Assessing Your Prior Knowledge |
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14 | (1) |
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Checklist: Questions for Assessing Your Prior Knowledge |
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15 | (1) |
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15 | (1) |
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Checklist: Questions about Your Purpose |
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15 | (2) |
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15 | (1) |
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16 | (1) |
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Brent Staples, Cutting and Pasting: A Senior Thesis by (Insert Name) |
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17 | (3) |
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Moises Nairn, The YouTube Effect |
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20 | (2) |
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22 | (1) |
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Checklist: Questions for Critical Reading |
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22 | (4) |
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Brent Staples, Cutting and Pasting: A Senior Thesis by (Insert Name) (with sample annotations) |
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23 | (2) |
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25 | (1) |
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Checklist: Questions for Previewing |
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26 | (3) |
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29 | (20) |
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Understanding Your Assignment |
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29 | (1) |
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29 | (3) |
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30 | (1) |
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31 | (1) |
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31 | (1) |
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31 | (1) |
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32 | (1) |
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Checklist: Setting Limits |
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32 | (2) |
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Moving from Subject to Topic |
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33 | (1) |
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34 | (1) |
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Checklist: Questions for Probing |
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34 | (3) |
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36 | (1) |
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A Student Writer: Freewriting |
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37 | (1) |
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38 | (1) |
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38 | (1) |
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A Student Writer: Brainstorming |
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38 | (2) |
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38 | (2) |
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A Student Writer: Journal Writing |
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40 | (1) |
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40 | (1) |
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40 | (1) |
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A Student Writer: Clustering |
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41 | (1) |
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Making an Informal Outline |
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41 | (1) |
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A Student Writer: Making an Informal Outline |
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42 | (1) |
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43 | (4) |
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Defining the Thesis Statement |
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43 | (1) |
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44 | (1) |
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44 | (2) |
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46 | (1) |
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A Student Writer: Developing a Thesis |
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47 | (1) |
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Checklist: Stating Your Thesis |
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47 | (2) |
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49 | (16) |
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49 | (1) |
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Checklist: Recognizing a Pattern |
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50 | (1) |
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Understanding the Parts of the Essay |
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51 | (3) |
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51 | (3) |
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Checklist: What Not to Do in an Introduction |
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54 | (3) |
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54 | (3) |
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Checklist: Effective Support |
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57 | (4) |
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59 | (2) |
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Checklist: What Not to Do in a Conclusion |
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61 | (1) |
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Constructing a Formal Outline |
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61 | (1) |
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Checklist: Constructing a Formal Outline |
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62 | (3) |
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A Student Writer: Constructing a Formal Outline |
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62 | (3) |
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65 | (16) |
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65 | (1) |
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65 | (1) |
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A Student Writer: Writing a First Draft |
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66 | (1) |
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67 | (1) |
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68 | (1) |
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Revising with a Checklist |
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68 | (1) |
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68 | (3) |
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Revising with Your Instructor's Written Comments |
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69 | (1) |
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69 | (1) |
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Revising in a Peer-Editing Group |
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70 | (1) |
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Checklist: Guidelines for Peer Editing |
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71 | (1) |
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71 | (1) |
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A Student Writer: Revising a First Draft |
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72 | (1) |
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73 | (1) |
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Points for Special Attention: First Draft |
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74 | (1) |
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74 | (1) |
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74 | (1) |
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74 | (1) |
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A Student Writer: Revising a Second Draft |
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75 | (1) |
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Points for Special Attention: Second Draft |
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76 | (2) |
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76 | (1) |
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76 | (1) |
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77 | (1) |
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77 | (1) |
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77 | (1) |
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A Student Writer: Preparing a Final Draft |
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78 | (1) |
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Laura Bobnak, The Price of Silence (Student Essay) |
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78 | (3) |
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5 Editing and Proofreading |
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81 | (14) |
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81 | (4) |
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Be Sure Subjects and Verbs Agree |
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81 | (1) |
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Be Sure Verb Tenses Are Accurate and Consistent |
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82 | (1) |
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Be Sure Pronoun References Are Clear |
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82 | (1) |
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Be Sure Sentences Are Complete |
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83 | (1) |
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Be Careful Not to Run Sentences Together without Proper Punctuation |
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83 | (1) |
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Be Careful to Avoid Misplaced and Dangling Modifiers |
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84 | (1) |
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Be Sure Sentence Elements Are Parallel |
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84 | (1) |
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Checklist: Editing for Grammar |
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85 | (1) |
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85 | (3) |
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Learn When to Use Commas -- and When Not to Use Them |
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86 | (1) |
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Learn When to Use Semicolons |
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86 | (1) |
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Learn When to Use Apostrophes |
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87 | (1) |
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Learn When to Use Quotation Marks |
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87 | (1) |
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88 | (1) |
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88 | (1) |
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Checklist: Editing for Punctuation |
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88 | (1) |
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Editing for Sentence Style and Word Choice |
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89 | (3) |
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Eliminate Awkward Phrasing |
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89 | (1) |
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Be Sure Your Sentences Are Concise |
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89 | (1) |
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Be Sure Your Sentences Are Varied |
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90 | (1) |
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Use Transitional Words and Phrases to Clarify Connections between Ideas |
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91 | (1) |
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Choose Your Words Carefully |
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91 | (1) |
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Checklist: Editing for Sentence Style and Word Choice |
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92 | (1) |
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92 | (1) |
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Check for Commonly Confused Words |
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92 | (1) |
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Check for Misspellings and Faulty Capitalization |
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92 | (1) |
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93 | (1) |
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93 | (1) |
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Checking Your Paper's Format |
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93 | (1) |
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Checklist: Checking Your Paper's Format |
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94 | (1) |
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PART TWO Readings for Writers |
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95 | (608) |
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97 | (54) |
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97 | (1) |
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97 | (1) |
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Planning a Narrative Essay |
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98 | (2) |
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Developing a Thesis Statement |
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98 | (1) |
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98 | (1) |
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Varying Sentence Structure |
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99 | (1) |
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Maintaining Clear Narrative Order |
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99 | (1) |
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Structuring a Narrative Essay |
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100 | (1) |
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Revising a Narrative Essay |
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101 | (1) |
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Revision Checklist: Narration |
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101 | (1) |
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Editing a Narrative Essay |
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102 | (1) |
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Grammar In Context: Avoiding Run-Ons |
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102 | (1) |
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Editing Checklist: Narration |
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103 | (1) |
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A Student Writer: Literacy Narrative |
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103 | (3) |
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Erica Sarno, Becoming a Writer (Student Essay) |
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103 | (2) |
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Points for Special Attention |
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105 | (1) |
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105 | (1) |
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A Student Writer: Narration |
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106 | (4) |
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Tiffany Forte, My Field of Dreams (Student Essay) |
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106 | (2) |
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Points for Special Attention |
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108 | (1) |
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109 | (1) |
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Peer-Editing Worksheet: Narration |
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110 | (1) |
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Visual Text: Marjane Satrapi, from Persepolis II (Graphic Fiction) |
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111 | (2) |
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113 | (4) |
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Hanif Abdurraqib, My First Police Stop |
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117 | (5) |
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Bonnie Smith-Yackel, My Mother Never Worked |
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122 | (5) |
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Martin Gansberg, Thirty-Seven Who Saw Murder Didn't Call the Police |
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127 | (5) |
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George Orwell, Shooting an Elephant |
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132 | (8) |
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Alberto Alvaro Rios, The Secret Lion (Fiction) |
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140 | (6) |
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Joy Harjo, An American Sunrise (Poetry) |
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146 | (2) |
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Writing Assignments for Narration |
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148 | (1) |
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Collaborative Activity for Narration |
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149 | (2) |
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151 | (50) |
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151 | (1) |
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152 | (2) |
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Understanding Objective Description |
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152 | (2) |
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Checklist: Using Visuals Effectively |
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154 | (3) |
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Understanding Subjective Description |
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154 | (1) |
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Using Objective and Subjective Language |
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155 | (1) |
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156 | (1) |
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Planning a Descriptive Essay |
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157 | (1) |
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Developing a Thesis Statement |
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157 | (1) |
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157 | (1) |
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158 | (1) |
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Structuring a Descriptive Essay |
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158 | (1) |
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Revising a Descriptive Essay |
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159 | (1) |
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Revision Checklist: Description |
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159 | (1) |
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Editing a Descriptive Essay |
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160 | (1) |
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Grammar In Context: Avoiding Misplaced and Dangling Modifiers |
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160 | (1) |
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Editing Checklist: Description |
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161 | (1) |
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A Student Writer: Objective Description |
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161 | (4) |
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Mallory Cogan, My Grandfather's Globe (Student Essay) |
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161 | (3) |
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Points for Special Attention |
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164 | (1) |
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165 | (1) |
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A Student Writer: Subjective Description |
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165 | (3) |
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Mary Lim, The Valley ofWindmills (Student Essay) |
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165 | (1) |
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Points for Special Attention |
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166 | (1) |
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167 | (1) |
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Peer-Editing Worksheet: Description |
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168 | (1) |
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Visual Text: Ansel Adams, Jackson Lake (Photo) |
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169 | (2) |
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Bich Minh Nguyen, Goodbye to My Twinkle Days |
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171 | (4) |
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175 | (4) |
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Marina Keegan, Stability in Motion |
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179 | (6) |
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Heather Rogers, The Hidden Life of Garbage |
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185 | (5) |
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Jonathan Ababiy, How the Other Half Lives |
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190 | (4) |
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Kate Chopin, The Storm (Fiction) |
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194 | (5) |
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Writing Assignments for Description |
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199 | (1) |
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Collaborative Activity for Description |
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200 | (1) |
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201 | (56) |
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201 | (1) |
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201 | (2) |
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Using Examples to Explain and Clarify |
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202 | (1) |
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Using Examples to Add Interest |
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202 | (1) |
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Using Examples to Persuade |
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203 | (1) |
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Planning an Exemplification Essay |
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203 | (2) |
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Developing a Thesis Statement |
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203 | (1) |
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Providing Enough Examples |
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204 | (1) |
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Choosing a Fair Range of Examples |
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204 | (1) |
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205 | (1) |
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Structuring an Exemplification Essay |
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205 | (1) |
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Revising an Exemplification Essay |
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206 | (1) |
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Revision Checklist: Exemplification |
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207 | (1) |
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Editing an Exemplification Essay |
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207 | (1) |
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Grammar In Context: Using Commas in a Series |
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207 | (1) |
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Editing Checklist: Exemplification |
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208 | (1) |
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A Student Writer: Exemplification |
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208 | (1) |
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Kristy Bredin, Job Application Letter (Student Essay) |
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209 | (2) |
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Points for Special Attention |
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210 | (1) |
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211 | (1) |
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A Student Writer: Exemplification |
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211 | (1) |
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Zoe Goldfarb, Food Insecurity on Campus (Student Essay) |
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211 | (5) |
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Points for Special Attention |
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214 | (1) |
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215 | (1) |
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Peer-Editing Worksheet: Exemplification |
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216 | (1) |
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Visual Texts: Four Inventions (Photographs) |
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217 | (2) |
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Olivia Goldhill, Should Driverless Cars Kill Their Own Passengers to Save a Pedestrian? |
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219 | (5) |
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Judith Ortiz Cofer, The Myth ofthe Latin Woman: I Just Met a Girl Named Maria |
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224 | (7) |
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Brent Staples, Just Walk On By: A Black Man Ponders His Power to Alter Public Space |
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231 | (6) |
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Farhad Manjoo, Call Me "They" |
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237 | (5) |
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Maia Szalavitz, Ten Ways We Get the Odds Wrong |
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242 | (9) |
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Jamaica Kincaid, "Girl" (Fiction) |
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251 | (3) |
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Writing Assignments for Exemplification |
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254 | (1) |
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Collaborative Activity for Exemplification |
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254 | (3) |
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257 | (56) |
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257 | (1) |
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Understanding Instructions |
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258 | (1) |
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Understanding Process Explanations |
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258 | (1) |
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258 | (1) |
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259 | (1) |
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Accommodating Your Audience |
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259 | (1) |
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Developing a Thesis Statement |
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259 | (1) |
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259 | (1) |
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Structuring a Process Essay |
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260 | (1) |
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261 | (1) |
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Revision Checklist: Process |
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261 | (1) |
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261 | (1) |
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Grammar In Context: Avoiding Unnecessary Shifts |
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262 | (2) |
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Editing Checklist: Process |
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264 | (1) |
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A Student Writer; Instructions |
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264 | (1) |
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Mya Nunnally, Steps to the Dream (Student Essay) |
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264 | (5) |
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Points for Special Attention |
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267 | (1) |
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267 | (2) |
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A Student Writer: Process Explanation |
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269 | (1) |
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Melany Hunt, Medium Ash Brown (Student Essay) |
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269 | (3) |
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Points for Special Attention |
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270 | (1) |
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271 | (1) |
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Peer-Editing Worksheet: Process |
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272 | (1) |
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Visual Text: National Geographic, Yellowstone Fires, Past and Future (Illustration) |
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273 | (2) |
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Naomi Rosenberg, How to Tell a Mother Her Child Is Dead |
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275 | (5) |
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Roger Spranz, How to Make a Waste Pie Chart |
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280 | (5) |
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Brad Plumer and Ruairi Arrieta-Kenna, How Do Hurricanes Form? A Step-hy-Step Guide |
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285 | (4) |
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Eugene Kiely and Lori Robertson, How to Spot Fake News |
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289 | (7) |
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Jessica Mitford, The Embalming of Mr. Jones |
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296 | (7) |
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Shirley Jackson, The Lottery (Fiction) |
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303 | (8) |
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Writing Assignments for Process |
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311 | (1) |
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Collaborative Activity for Process |
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312 | (1) |
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313 | (54) |
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What Is Cause and Effect? |
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313 | (1) |
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314 | (6) |
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Understanding Main and Contributory Causes |
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315 | (2) |
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Understanding Immediate and Remote Causes |
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317 | (1) |
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Understanding Causal Chains |
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317 | (1) |
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Avoiding Post Hoc Reasoning |
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318 | (2) |
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Planning a Cause-and-Effect Essay |
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320 | (1) |
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Developing a Thesis Statement |
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320 | (1) |
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Arranging Causes and Effects |
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321 | (1) |
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321 | (1) |
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Structuring a Cause-and-Effect Essay |
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321 | (3) |
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321 | (2) |
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Describing or Predicting Effects |
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323 | (1) |
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Revising a Cause-and-Effect Essay |
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324 | (1) |
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Revision Checklist: Cause and Effect |
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324 | (1) |
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Editing a Cause-and-Effect Essay |
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324 | (1) |
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Grammar In Context: Avoiding "The reason is because"; Using Affect and Effect Correctly |
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324 | (1) |
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Editing Checklist: Cause and Effect |
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325 | (1) |
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A Student Writer: Cause and Effect |
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325 | (1) |
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Evelyn Pellicane, The Irish Famine, 1845-1849 (Student Essay) |
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326 | (3) |
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Points for Special Attention |
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328 | (1) |
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329 | (1) |
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Peer-Editing Worksheet: Cause And Effect |
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329 | (1) |
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Visual Text: Jeffrey Coolidge, Rube Goldberg Machine (Photo) |
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330 | (2) |
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Ray Fisman and Michael Luca, Did Free Pens Cause the Opioid Crisis? |
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332 | (6) |
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Maggie Koerth, Why Rational People Buy into Conspiracy Theories |
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338 | (6) |
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Arthur W. Lambert, What Causes Cancer? It's Complicated |
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344 | (4) |
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Linda M. Ffasselstrom, A Peaceful Woman Explains Why She Carries a Gun |
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348 | (6) |
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Karen Miller Pensiero, Photos That Change History |
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354 | (8) |
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Martin Espada, Why I Went to College (Poetry) |
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362 | (2) |
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Writing Assignments for Cause and Effect |
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364 | (1) |
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Collaborative Activity for Cause and Effect |
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365 | (2) |
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11 Comparison and Contrast |
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367 | (62) |
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What Is Comparison and Contrast? |
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367 | (1) |
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Using Comparison and Contrast |
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368 | (1) |
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Planning a Comparison-and-Contrast Essay |
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368 | (3) |
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Recognizing Comparison-and-Contrast Assignments |
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369 | (1) |
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Establishing a Basis for Comparison |
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369 | (1) |
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Selecting Points for Discussion |
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370 | (1) |
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Developing a Thesis Statement |
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370 | (1) |
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Structuring a Comparison-and-Contrast Essay |
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371 | (3) |
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Using Subject-by-Subject Comparison |
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371 | (1) |
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Using Point-by-Point Comparison |
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372 | (1) |
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373 | (1) |
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Revising a Comparison-and-Contrast Essay |
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374 | (1) |
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Revision Checklist: Comparison and Contrast |
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374 | (1) |
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Editing a Comparison-and-Contrast Essay |
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374 | (1) |
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Grammar In Context: Using Parallelism |
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375 | (1) |
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Editing Checklist: Comparison and Contrast |
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375 | (1) |
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A Student Writer: Subject-by-Subject Comparison |
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376 | (1) |
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Mark Cotharn, Brains versus Brawn (Student Essay) |
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376 | (5) |
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Points for Special Attention |
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378 | (2) |
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380 | (1) |
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A Student Writer: Point-by-Point Comparison |
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381 | (1) |
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Maria Tecson, A Comparison of Two Websites on Attention Deficit Disorder (Student Essay) |
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381 | (5) |
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Points for Special Attention |
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384 | (2) |
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386 | (1) |
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Peer-Editing Worksheet: Comparison And Contrast |
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386 | (1) |
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Visual Texts: Auguste Rodin, The Kiss, and Robert Indiana, LOVE (Sculptures) |
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387 | (3) |
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Robert Weiss, Closer Together or Further Apart: Digital Devices and the New Generation Gap |
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390 | (6) |
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Amy Chua, Why Chinese Mothers Are Superior |
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396 | (6) |
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Ellen Laird, I'm Your Teacher, Not Your Internet-Service Provider |
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402 | (6) |
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Deborah Tannen, Sex, Lies, and Conversation |
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408 | (6) |
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Isabel Wilkerson, Emmett Till and Tamir Rice, Sons of the Great Migration |
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414 | (6) |
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Steven Conn, The Twin Revolutions of Lincoln and Darwin |
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420 | (4) |
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William Shakespeare, Shall I compare thee to a summer's day? (Poetry) |
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424 | (2) |
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Writing Assignments for Comparison and Contrast |
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426 | (1) |
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Collaborative Activity for Comparison and Contrast |
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427 | (2) |
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12 Classification and Division |
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429 | (50) |
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What Is Classification and Division? |
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429 | (1) |
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Understanding Classification |
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430 | (1) |
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430 | (1) |
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Using Classification and Division |
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430 | (1) |
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Planning a Classification-and-Division Essay |
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431 | (1) |
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Selecting and Arranging Categories |
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431 | (1) |
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Developing a Thesis Statement |
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431 | (1) |
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Checklist: Establishing Categories |
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432 | (1) |
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432 | (1) |
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Structuring a Classification-and-Division Essay |
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433 | (1) |
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Revising a Classification-and-Division Essay |
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434 | (1) |
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Revision Checklist: Classification and Division |
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435 | (1) |
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Editing a Classification-and-Division Essay |
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435 | (1) |
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Grammar In Context: Using a Colon to Introduce Your Categories |
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435 | (1) |
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Editing Checklist: Classification and Division |
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436 | (1) |
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A Student Writer: Classification and Division |
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436 | (1) |
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Josie Martinez, What I Learned (and Didn't Learn) in College (Student Essay) |
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436 | (5) |
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Points for Special Attention |
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439 | (1) |
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440 | (1) |
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Peer-Editing Worksheet: Classification And Division |
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441 | (1) |
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Visual Text: Matt Groening, The 9 Types of College Teachers (Cartoon) |
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442 | (2) |
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Mindy Kaling, Flick Chicks: A Guide to Women in the Movies |
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444 | (6) |
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Carolyn Foster Segal, The Dog Ate My Tablet, and Other Tales of Woe |
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450 | (5) |
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455 | (8) |
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Stephanie Ericsson, The Ways We Lie |
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463 | (10) |
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Amy Lowell Patterns (Poetry) |
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473 | (4) |
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Writing Assignments for Classification and Division |
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477 | (1) |
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Collaborative Activity for Classification and Division |
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478 | (1) |
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479 | (40) |
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479 | (1) |
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Understanding Formal Definitions |
|
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479 | (1) |
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Understanding Extended Definitions |
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480 | (1) |
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480 | (1) |
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Planning a Definition Essay |
|
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481 | (2) |
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Developing a Thesis Statement |
|
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481 | (1) |
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Deciding on a Pattern of Development |
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481 | (2) |
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Structuring a Definition Essay |
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483 | (2) |
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Revising a Definition Essay |
|
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485 | (1) |
|
Revision Checklist: Definition |
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485 | (1) |
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Editing a Definition Essay |
|
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485 | (1) |
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Grammar In Context: Avoiding is when and is where |
|
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485 | (1) |
|
Editing Checklist: Definition |
|
|
486 | (1) |
|
A Student Writer: Definition |
|
|
486 | (1) |
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Ajoy Mahtab, The Untouchable (Student Essay) |
|
|
487 | (4) |
|
Points for Special Attention |
|
|
489 | (1) |
|
|
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490 | (1) |
|
Peer-Editing Worksheet: Definition |
|
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491 | (1) |
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Visual Text: Alison Bechdel, The Rule (Comic Strip) |
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492 | (2) |
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Judy Brady, I Want a Wife |
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494 | (4) |
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Jose Antonio Burciaga, Tortillas |
|
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498 | (4) |
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Virginia Foxx, Stop Calling It "Vocational Training" |
|
|
502 | (4) |
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Toni Morrison, Goodness: Altruism and the Literary Imagination |
|
|
506 | (8) |
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Emily Dickinson, "Hope" is the thing with feathers (Poetry) |
|
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514 | (2) |
|
Writing Assignments for Definition |
|
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516 | (1) |
|
Collaborative Activity for Definition |
|
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517 | (2) |
|
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519 | (140) |
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519 | (1) |
|
Understanding Argumentation and Persuasion |
|
|
520 | (1) |
|
Planning an Argumentative Essay |
|
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521 | (6) |
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521 | (1) |
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521 | (1) |
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522 | (1) |
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Gathering and Documenting Evidence |
|
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523 | (2) |
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Dealing with the Opposition |
|
|
525 | (1) |
|
Strategies for Refuting Opposing Arguments |
|
|
526 | (1) |
|
Understanding Rogerian Argument |
|
|
527 | (1) |
|
Checklist: Guidelines for Using Rogerian Argument |
|
|
527 | (1) |
|
Using Deductive and Inductive Arguments |
|
|
527 | (9) |
|
Using Deductive Arguments |
|
|
528 | (1) |
|
Using Inductive Arguments |
|
|
529 | (1) |
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530 | (2) |
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532 | (3) |
|
|
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535 | (1) |
|
Structuring an Argumentative Essay |
|
|
536 | (2) |
|
Revising an Argumentative Essay |
|
|
538 | (1) |
|
Revision Checklist: Argumentation |
|
|
538 | (1) |
|
Editing an Argumentative Essay |
|
|
538 | (1) |
|
Grammar In Context: Using Coordinating and Subordinating Conjunctions |
|
|
539 | (1) |
|
Editing Checklist: Argumentation |
|
|
540 | (1) |
|
A Student Writer: Argumentation |
|
|
541 | (1) |
|
Marta Ramos, Just Say No (Student Essay) |
|
|
541 | (4) |
|
Points for Special Attention |
|
|
543 | (1) |
|
|
|
544 | (1) |
|
Peer-Editing worksheet: argumentation |
|
|
545 | (1) |
|
Visual Text: National Highway Traffic Safety Administration and the Ad Council, You Don't Want Them Responding to Your Text (Ad) |
|
|
546 | (2) |
|
Thomas Jefferson, The Declaration of Independence |
|
|
548 | (6) |
|
Rachel Carson, The Obligation to Endure |
|
|
554 | (8) |
|
Martin Luther King Jr., Letter from Birmingham Jail |
|
|
562 | (14) |
|
Debate: Should Federal Student Loans Be Forgiven? |
|
|
576 | (2) |
|
Mary Clare Amselem, No, Your Student Loans Should Not Be Forgiven |
|
|
578 | (4) |
|
Eric Levitz, We Must Cancel Everyone's Student Debt, for the Economy's Sake |
|
|
582 | (5) |
|
Debate: Can Individuals Do Anything to Resolve the Climate Crisis? |
|
|
587 | (2) |
|
Leor Hackel and Gregg Sparkman, Reducing Your Carbon Footprint Still Matters |
|
|
589 | (6) |
|
Natasha Geiling, The Only Individual Action That Matters Is Voting for People Who Care about Climate Change |
|
|
595 | (5) |
|
Casebook: Is Free Speech on Campus in Peril? |
|
|
600 | (2) |
|
Geoffrey R. Stone, Free Expression in Peril |
|
|
602 | (8) |
|
Laura Beth Nielsen, The Case for Restricting Hate Speech |
|
|
610 | (5) |
|
Sophie Downes, Trigger Warnings, Safe Spaces, and Free Speech, Too |
|
|
615 | (5) |
|
Shannon Palus, The Latest Study on Trigger Warnings Finally Convinced Me They're Not Worth It |
|
|
620 | (5) |
|
Visual Argument: Ben Heine, Censorship (Illustration) |
|
|
625 | (1) |
|
Casebook: How Can We Stem the Tide of Gun Violence? |
|
|
626 | (2) |
|
German Lopez, Guns Are the Problem |
|
|
628 | (6) |
|
Sean Gregory and Chris Wilson 6 Real Ways We Can Reduce Gun Violence in America |
|
|
634 | (7) |
|
William V. Glastris Jr., A Real Long-Term Solution to Gun Violence |
|
|
641 | (8) |
|
Clifton Leaf, How Australia All but Ended Gun Violence |
|
|
649 | (5) |
|
Visual Argument: MAD Magazine, From "The Ghastlygun Tinies" (Illustrated Poem) |
|
|
654 | (2) |
|
Writing Assignments for Argumentation |
|
|
656 | (1) |
|
Collaborative Activity for Argumentation |
|
|
657 | (2) |
|
15 Combining the Patterns |
|
|
659 | (44) |
|
Structuring an Essay by Combining the Patterns |
|
|
660 | (1) |
|
Combining the Patterns: Revising and Editing |
|
|
661 | (1) |
|
Grammar In Context: Agreement with Indefinite Pronouns |
|
|
661 | (2) |
|
A Student Writer: Combining the Patterns |
|
|
663 | (1) |
|
Michael Huu Truong, The Park (Student Essay) |
|
|
663 | (4) |
|
Points for Special Attention |
|
|
665 | (1) |
|
|
|
666 | (1) |
|
Peer-Editing Worksheet: Combining The Patterns |
|
|
667 | (1) |
|
Lars Eighner, On Dumpster Diving |
|
|
668 | (15) |
|
Olivia Judson, Long Live the Albatross |
|
|
683 | (4) |
|
|
|
687 | (6) |
|
Jonathan Swift, A Modest Proposal |
|
|
693 | (9) |
|
Writing Assignments for Combining the Patterns |
|
|
702 | (1) |
|
Collaborative Activity for Combining the Patterns |
|
|
702 | (1) |
|
Part Three Working with Sources |
|
|
703 | (50) |
|
16 Finding and Evaluating Sources |
|
|
705 | (12) |
|
Finding Information in the Library |
|
|
705 | (2) |
|
Finding Information on the Internet |
|
|
707 | (2) |
|
Finding Useful Information |
|
|
709 | (1) |
|
|
|
710 | (7) |
|
Is the Source Authoritative? |
|
|
711 | (1) |
|
|
|
711 | (1) |
|
|
|
712 | (2) |
|
|
|
714 | (1) |
|
Is the Source Comprehensive? |
|
|
714 | (3) |
|
17 Integrating Sources and Avoiding Plagiarism |
|
|
717 | (12) |
|
|
|
717 | (1) |
|
|
|
718 | (1) |
|
|
|
719 | (1) |
|
Integrating Source Material into Your Writing |
|
|
720 | (1) |
|
|
|
721 | (1) |
|
|
|
722 | (7) |
|
Avoiding Common Errors That Lead to Plagiarism |
|
|
724 | (2) |
|
Avoiding Plagiarism with Online Sources |
|
|
726 | (3) |
|
18 Documenting Sources: MLA |
|
|
729 | (24) |
|
Parenthetical References in the Text |
|
|
729 | (3) |
|
|
|
732 | (10) |
|
|
|
733 | (3) |
|
|
|
736 | (3) |
|
|
|
739 | (2) |
|
|
|
741 | (1) |
|
|
|
742 | (1) |
|
Model Student Research Paper in MLA Style |
|
|
742 | (1) |
|
Philip Lau, The Limitations of Wikipedia (Student Essay in MLA Style) |
|
|
743 | (10) |
|
Appendix: Documenting Sources: APA |
|
|
753 | (16) |
|
Using Parenthetical References |
|
|
753 | (2) |
|
Examples of APA Citations |
|
|
755 | (2) |
|
|
|
755 | (1) |
|
|
|
755 | (1) |
|
|
|
756 | (1) |
|
Model Student Paper in APA Style |
|
|
757 | (1) |
|
Philip Lau, The Limitations of Wikipedia (Student Essay in APA Style) |
|
|
758 | (11) |
| Glossary |
|
769 | (10) |
| Acknowledgments |
|
779 | (4) |
| Index |
|
783 | |
