| Writing Projects |
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xv | |
| Project Checklists |
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xxiii | |
| Preface |
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xxv | |
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PART 1 Managing Your Writing |
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3 | (118) |
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Writing and Rhetoric in Context |
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5 | (12) |
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Context Shapes Readers' Responses |
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6 | (1) |
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7 | (2) |
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Context Shapes the Writer's Purpose |
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9 | (3) |
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Kairos: Suiting Word to Occasion |
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12 | (2) |
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A Student Writes about Context |
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14 | (1) |
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15 | (2) |
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Planning Your Writing Projects |
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17 | (14) |
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Writing to Respond to a Need |
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18 | (1) |
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Reading the Assignment Carefully |
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19 | (1) |
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Considering the Rhetorical Situation |
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20 | (1) |
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21 | (3) |
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Developing a Process for Writing |
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24 | (2) |
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Considering Technology Needs |
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26 | (1) |
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Contributing to Group Projects |
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27 | (1) |
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A Student Shapes Her Writing to Suit the Assignment |
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28 | (1) |
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29 | (2) |
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31 | (14) |
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Writing as Inquiry and Invention |
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32 | (1) |
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A Student Writer Enlivens the Past |
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33 | (1) |
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34 | (2) |
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36 | (1) |
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Dialogue and Role-Playing |
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37 | (1) |
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38 | (1) |
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39 | (2) |
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Researching What You Don't Already Know |
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41 | (1) |
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42 | (3) |
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Drafting and Shaping Content |
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45 | (24) |
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46 | (1) |
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Composing Thesis Statements |
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47 | (4) |
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51 | (3) |
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Developing Body Paragraphs |
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54 | (2) |
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Threading the Thesis through the Paragraphs |
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56 | (2) |
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Using Transitions to Make Connections |
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58 | (1) |
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59 | (2) |
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Using Outlines to Organize a Draft |
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61 | (3) |
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A Student Responds to an Article |
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64 | (3) |
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67 | (2) |
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69 | (18) |
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Paragraph Format, Length, Style |
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70 | (1) |
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Paragraph Unity: Sticking to One Main Idea |
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71 | (1) |
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Coherence: The Networked Paragraph |
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72 | (4) |
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Development: Patterns and Purposes |
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76 | (9) |
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85 | (2) |
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Revising, Editing, and Proofreading |
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87 | (34) |
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Assessing Your Writing to Aid Revision |
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88 | (1) |
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Revising to Suit the Context |
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89 | (3) |
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Revising to Strengthen Content |
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92 | (3) |
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95 | (1) |
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Revising for Organization |
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96 | (1) |
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97 | (2) |
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99 | (2) |
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101 | (5) |
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106 | (4) |
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Proofreading on a Computer |
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110 | (4) |
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A Student's Narrative Essay |
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114 | (4) |
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118 | (3) |
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PART 2 Reading and Writing Critically |
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121 | (124) |
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Understanding Academic Genres |
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123 | (8) |
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Genre as a Social Learning Process |
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124 | (2) |
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Genres Vary across the Curriculum |
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126 | (1) |
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Genres Convey Attitudes toward Knowledge |
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127 | (3) |
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130 | (1) |
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131 | (22) |
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132 | (7) |
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139 | (4) |
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143 | (8) |
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151 | (2) |
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Reading Literature Critically |
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153 | (22) |
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Reading Literature in Context |
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154 | (6) |
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Terms for Understanding Fiction |
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160 | (1) |
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Applying Critical Approaches to Fiction |
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161 | (1) |
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Terms for Understanding Poetry |
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162 | (2) |
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Terms for Understanding Drama |
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164 | (2) |
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166 | (3) |
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Sample Student Paper in MLA Style |
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169 | (4) |
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Resources for Writing about Literature |
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173 | (2) |
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Reading Images Critically |
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175 | (16) |
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Reading inside the Frame: Composition |
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176 | (5) |
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Reading beyond the Frame: Context |
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181 | (3) |
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Reading Images on the Web Critically |
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184 | (3) |
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187 | (2) |
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A Student Writes about Paintings |
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189 | (1) |
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190 | (1) |
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191 | (26) |
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Making Arguments in Academic Contexts |
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192 | (2) |
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194 | (1) |
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Developing a Working Thesis |
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195 | (1) |
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Understanding Multiple Viewpoints |
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196 | (1) |
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Considering Your Audience and Aims |
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197 | (1) |
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Arguing to Inquire: Rogerian Argument |
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198 | (1) |
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Arguing to Persuade: The Classical Form |
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199 | (1) |
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200 | (4) |
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204 | (4) |
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Analyzing Your Argument Using the Toulmin Method |
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208 | (1) |
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209 | (1) |
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Conceding and Refuting Other Viewpoints |
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210 | (1) |
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A Student Writes an Argument |
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211 | (5) |
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216 | (1) |
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Writing for Business and the Workplace |
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217 | (22) |
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Professional Writing's Relevance in College |
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218 | (1) |
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The Role of Technology in Business and Workplace Writing |
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219 | (1) |
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Writing Effective Cover Letters and Resumes |
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220 | (12) |
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232 | (2) |
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Writing Effective Case Analyses |
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234 | (1) |
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Writing Effective White Papers |
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235 | (2) |
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Writing Effective Recommendation Reports |
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237 | (1) |
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238 | (1) |
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Writing on the Spot: Essay Examinations |
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239 | (6) |
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Managing Your Time Wisely |
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240 | (1) |
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Understanding the Exam Question |
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241 | (1) |
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Outlining and Writing the Essay |
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242 | (2) |
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Leaving Time to Proofread Your Work |
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244 | (1) |
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PART 3 Conducting Research |
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245 | (130) |
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Conceptualizing the Research Project |
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247 | (42) |
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Manage the Research Process by Thinking Ahead |
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248 | (3) |
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Analyze Potential Research Subjects |
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251 | (1) |
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252 | (2) |
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Develop a Research Hypothesis |
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254 | (2) |
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256 | (1) |
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Find Background Information |
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257 | (5) |
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262 | (2) |
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Record Complete Bibliographic Information |
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264 | (2) |
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Create a Working Annotated Bibliography |
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266 | (1) |
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Establish Your Authority on the Subject |
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267 | (1) |
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Conducting Research in the Disciplines |
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267 | (1) |
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Conducting Research in the Humanities |
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268 | (6) |
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Conducting Research in the Social Sciences |
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274 | (6) |
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Conducting Research in the Sciences |
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280 | (6) |
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286 | (3) |
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289 | (26) |
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Basic Online Research Strategies |
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290 | (5) |
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Understanding Search Engine Features |
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295 | (3) |
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Understanding the Kinds of Searches You Can Conduct |
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298 | (4) |
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Popular Search Engines in English |
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302 | (1) |
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Search Engines for Multilingual Writers |
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303 | (1) |
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304 | (1) |
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Four Key Strategies for Effective Online Searches |
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305 | (2) |
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Evaluating Online Sources of Information |
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307 | (5) |
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Rhetorical Analysis of Online Sources of Information |
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312 | (2) |
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314 | (1) |
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Library and Field Research |
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315 | (22) |
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Surveying Library Resources |
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316 | (2) |
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Subject-Area Research Guides: A Great Place to Start |
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318 | (2) |
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Other Reference Works: Finding Background Information |
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320 | (3) |
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Searching the Library Catalog to Find Books and Other Materials |
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323 | (5) |
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Searching Indexes and Databases to Find Articles |
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328 | (2) |
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Working with Government Documents |
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330 | (1) |
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331 | (1) |
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Conducting Field Research |
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332 | (4) |
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336 | (1) |
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Using Information Effectively |
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337 | (20) |
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Three Ways to Use Information |
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338 | (1) |
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Using Information Ethically and Responsibly |
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339 | (1) |
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Using Summaries Effectively |
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340 | (4) |
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Using Paraphrases Effectively |
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344 | (2) |
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Using Quotations Effectively |
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346 | (10) |
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A Process for Integrating Sources |
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356 | (1) |
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356 | (1) |
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Research and Plagiarism in the Digital Age |
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357 | (18) |
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358 | (1) |
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Defining Common Knowledge |
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359 | (4) |
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Plagiarism and Academic Integrity in Context |
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363 | (7) |
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Examples: Plagiarism or Effective Use of Sources? |
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370 | (2) |
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Strategies to Avoid Misusing Sources |
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372 | (2) |
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374 | (1) |
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375 | (180) |
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Citing Sources in MLA Style |
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377 | (66) |
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378 | (1) |
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379 | (12) |
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391 | (34) |
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MLA Format Using Microsoft Word |
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425 | (7) |
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432 | (11) |
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Citing Sources in APA Style |
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443 | (50) |
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444 | (1) |
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445 | (12) |
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457 | (21) |
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478 | (15) |
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Citing Sources in CMS Style |
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493 | (30) |
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494 | (2) |
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496 | (2) |
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CMS Models: Notes and Bibliography |
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498 | (18) |
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516 | (7) |
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Citing Sources in CSE Style |
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523 | (22) |
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523 | (1) |
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CSE Citation-Sequence Method |
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524 | (1) |
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525 | (1) |
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526 | (19) |
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Using CGOS Citations for Online Sources |
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545 | (10) |
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545 | (2) |
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CGOS Works Cited or References List |
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547 | (8) |
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PART 5 Designing and Presenting Information |
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555 | (46) |
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Using Visuals to Inform and Persuade |
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557 | (14) |
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Informative and Persuasive Content vs. Design Content |
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557 | (3) |
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Choosing and Integrating Visual Content |
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560 | (2) |
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562 | (2) |
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Using Visual Content to Inform |
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564 | (4) |
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Using Visual Content to Persuade |
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568 | (2) |
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570 | (1) |
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Desktop Publishing and Graphic Design for Writers |
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571 | (18) |
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Contexts for Desktop Publishing in College and Beyond |
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572 | (1) |
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Basic Principles of Graphic Design |
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573 | (4) |
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Using Typography Effectively |
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577 | (3) |
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Managing Color Effectively |
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580 | (1) |
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Creating Effective Display Documents |
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581 | (4) |
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Making Newsletters for an Organization |
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585 | (1) |
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Students Develop Display Documents for a Nonprofit |
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586 | (2) |
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588 | (1) |
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Designing Interactive Oral Presentations |
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589 | (12) |
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Basic Principles of Effective Oral Communication |
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590 | (1) |
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Designing and Rehearsing an Oral Presentation |
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591 | (2) |
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Preparing Visual Aids and Handouts |
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593 | (2) |
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Presentations Using Multiple Technologies |
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595 | (2) |
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Handling Anxiety about Public Speaking |
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597 | (2) |
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Writing Project: Delivering a Collaborative Oral Progress Report |
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599 | (2) |
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PART 6 Writing in Digital Spaces |
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601 | (120) |
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Reading and Writing Email Purposefully |
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603 | (18) |
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The Rhetorical Context of Email |
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604 | (4) |
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The Six Components of an Email Message |
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608 | (10) |
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Participating on Email Discussion Lists |
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618 | (3) |
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Networking with Others on the Web |
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621 | (20) |
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622 | (2) |
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Overview of Online Communication |
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624 | (1) |
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Effective Asynchronous Writing |
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625 | (7) |
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Participating in Class Discussion Postings |
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632 | (3) |
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Effective Synchronous Writing |
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635 | (6) |
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Writing and Rhetoric on the Web |
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641 | (18) |
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The Web as a Scene of Persuasion |
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642 | (1) |
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643 | (2) |
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Rhetorical Contexts for Writing on the Web |
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645 | (3) |
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648 | (4) |
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Intellectual Property and Copyright Issues |
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652 | (4) |
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Accessibility and Usability: Writing and Designing for All Readers |
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656 | (3) |
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Designing Simple Web Pages |
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659 | (22) |
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660 | (1) |
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661 | (1) |
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Four Basic Components of a Web Page |
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662 | (16) |
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Publishing the Site to a Server |
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678 | (3) |
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Designing Complex Websites |
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681 | (24) |
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Planning a Complex Website |
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682 | (1) |
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Developing a Site Specification |
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683 | (1) |
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Stages of Site Development |
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684 | (1) |
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685 | (11) |
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Managing Folders and Files |
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696 | (1) |
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Using Cascading Style Sheets |
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697 | (4) |
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Managing Fonts and Typography |
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701 | (1) |
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702 | (1) |
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Using Blogs and Content Management Systems as Websites |
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703 | (1) |
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Analyzing the San Diego Zoo Website |
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704 | (1) |
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705 | (16) |
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What Is Multimedia Composing? |
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706 | (1) |
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The Rhetorical Principles of Multimedia |
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707 | (1) |
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Planning Multimedia Projects |
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708 | (2) |
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Composing Multimedia Essays |
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710 | (6) |
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Writing Project: Multimedia Technology Autobiography |
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716 | (2) |
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Designing a Multimedia Portfolio |
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718 | (2) |
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720 | (1) |
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PART 7 Making Choices about Style |
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721 | (74) |
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723 | (7) |
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724 | (1) |
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Good Sentences Are Effective in Context |
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725 | (1) |
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Sentence Clarity Depends on Context |
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726 | (1) |
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The Five General Principles of Readability |
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727 | (3) |
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730 | (6) |
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Understanding Parallelism |
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730 | (1) |
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731 | (2) |
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Parallelism with Lists and Headings |
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733 | (3) |
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Coordination and Subordination |
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736 | (10) |
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Understanding Coordination and Subordination in Context |
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737 | (1) |
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Forming Compound Sentences |
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738 | (2) |
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Revising Faulty Coordination |
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740 | (1) |
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Forming Complex Sentences |
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741 | (3) |
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Revising Faulty Subordination |
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744 | (2) |
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746 | (11) |
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Cutting Empty Words and Phrases |
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747 | (3) |
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750 | (1) |
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Condensing Clauses to Phrases and Phrases to Words |
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751 | (1) |
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752 | (1) |
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753 | (4) |
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757 | (12) |
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Variety and Emphasis in Context |
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758 | (1) |
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Varying Sentence Structure |
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759 | (1) |
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760 | (1) |
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Understanding Sentence Patterns and Word Order |
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761 | (1) |
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Emphasizing Key Ideas by Making Them Topics of Sentences |
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762 | (1) |
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Varying Sentence Openings |
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763 | (1) |
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Reversing Subject-Verb Order |
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764 | (1) |
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765 | (1) |
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Using Climactic Order for Items in a Series |
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766 | (1) |
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Using Questions, Commands, or Exclamations |
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767 | (1) |
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Using Repetition to Emphasize Key Ideas |
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768 | (1) |
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769 | (13) |
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Be Aware of the Varieties of English |
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770 | (1) |
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Use Standard Written English in Most College Writing |
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771 | (1) |
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Understand the Levels of Diction |
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772 | (2) |
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Consider Denotation and Connotation |
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774 | (2) |
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Balance the Specific and the General, the Concrete and the Abstract |
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776 | (1) |
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Prefer Strong, Plain Words |
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777 | (3) |
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Use Figurative Language Effectively |
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780 | (2) |
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Language and Diverse Audiences |
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782 | (13) |
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782 | (2) |
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784 | (1) |
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785 | (5) |
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Eliminating Racial and Ethnic Bias |
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790 | (2) |
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Eliminating Bias Related to Disability |
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792 | (1) |
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Eliminating Bias Related to Other Group Affiliations |
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|
793 | (2) |
|
PART 8 Understanding and Revising Sentences |
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|
795 | (116) |
|
Parts of Speech and Sentence Structure |
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797 | (23) |
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What Are Parts of Speech? |
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798 | (1) |
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799 | (1) |
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800 | (2) |
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802 | (1) |
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803 | (1) |
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804 | (1) |
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805 | (1) |
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806 | (1) |
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807 | (1) |
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808 | (1) |
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808 | (1) |
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Five Basic Patterns of English Sentences |
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809 | (3) |
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812 | (3) |
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815 | (3) |
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Classifying Sentences by Grammatical Structure |
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818 | (1) |
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Classifying Sentences by Discourse Function |
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819 | (1) |
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820 | (12) |
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Fragments vs. Sentences: Identifying the Subject-Verb Pair |
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821 | (1) |
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Incomplete and Missing Verbs |
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822 | (2) |
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824 | (1) |
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Subject-Verb Pairs That Can't Act as Sentences: Dependent Clauses |
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825 | (3) |
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Missing Subjects and Missing Verbs: Phrase Fragments |
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|
828 | (3) |
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831 | (1) |
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Run-Ons and Comma Splices |
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|
832 | (9) |
|
Understanding Run-On Sentences and Comma Splices |
|
|
833 | (2) |
|
Revising by Separating into Two Distinct Sentences |
|
|
835 | (1) |
|
Revising with a Comma and Coordinating Conjunction |
|
|
835 | (1) |
|
Revising by Using a Semicolon or Colon |
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|
836 | (1) |
|
Punctuation with Transitional Expressions |
|
|
837 | (1) |
|
Revising by Recasting the Sentence |
|
|
838 | (1) |
|
|
|
839 | (2) |
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|
841 | (25) |
|
|
|
842 | (1) |
|
|
|
|
Understanding Pronoun Case |
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|
843 | (2) |
|
Pronoun Case in Compounds |
|
|
845 | (1) |
|
Pronoun Case after than or as |
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|
846 | (1) |
|
Pronoun Case and Appositives |
|
|
846 | (1) |
|
Pronoun Case with Infinitives |
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|
847 | (1) |
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|
848 | (4) |
|
Pronoun Case with Gerunds and Participles |
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|
852 | (1) |
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|
|
|
Understanding Pronoun Agreement |
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|
853 | (1) |
|
Agreement with Antecedents Joined by and, or, nor |
|
|
854 | (1) |
|
Agreement with Collective Nouns |
|
|
855 | (1) |
|
Agreement with Indefinite Pronouns and Generic Nouns |
|
|
856 | (1) |
|
Using Inclusive Language with Pronouns |
|
|
857 | (1) |
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|
|
|
Understanding Pronoun Reference |
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|
857 | (1) |
|
Reference to More Than One Possible Antecedent |
|
|
858 | (1) |
|
Reference to a Distant Antecedent |
|
|
859 | (1) |
|
Antecedent Implied, Vague, or Missing |
|
|
860 | (4) |
|
Using who, which, and that |
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|
864 | (2) |
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|
866 | (22) |
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|
867 | (2) |
|
Regular and Irregular Verbs |
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|
869 | (3) |
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|
872 | (3) |
|
Transitive and Intransitive Verbs |
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|
875 | (2) |
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|
877 | (6) |
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|
883 | (2) |
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|
885 | (3) |
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|
888 | (11) |
|
What Is Subject-Verb Agreement? |
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|
889 | (1) |
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|
890 | (2) |
|
Words Intervening between Subject and Verb |
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|
892 | (1) |
|
Linking Verbs Agree with Subjects, Not Subject Complements |
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|
892 | (1) |
|
Agreement When Subject Follows Verb |
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|
893 | (1) |
|
Indefinite Pronouns as Subjects |
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|
894 | (1) |
|
Collective Nouns as Subjects |
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|
895 | (1) |
|
Measurement Words as Subjects |
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|
896 | (1) |
|
Singular Words Ending in -s as Subjects |
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|
896 | (1) |
|
Titles, Names, Words Used as Words, and Gerunds as Subjects |
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|
897 | (1) |
|
Agreement in Relative Clauses and with Clauses Beginning with what |
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|
897 | (2) |
|
Adjectives, Adverbs, and Modifying Phrases |
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|
899 | (12) |
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|
900 | (1) |
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|
900 | (1) |
|
Commonly Misused Adjectives and Adverbs |
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|
901 | (1) |
|
Understanding Comparatives and Superlatives |
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|
902 | (1) |
|
Do Not Use Double Comparatives or Superlatives |
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|
903 | (1) |
|
Using Absolute Adjectives |
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|
904 | (1) |
|
Do Not Use Double Negatives |
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|
904 | (1) |
|
Understanding the Placement of Modifiers |
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|
905 | (2) |
|
Placing Modifiers Near the Words They Modify |
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|
907 | (1) |
|
Placing Limiting Modifiers Carefully |
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|
907 | (1) |
|
Revising Squinting Modifiers |
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|
908 | (1) |
|
Revising Disruptive Modifiers |
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|
908 | (1) |
|
Approaching Split Infinitives with Common Sense |
|
|
909 | (1) |
|
Revising Dangling Modifers |
|
|
909 | (2) |
|
PART 9 Punctuating with Purpose |
|
|
911 | (58) |
|
End Punctuation: Defining Sentence Types and Boundaries |
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|
913 | (8) |
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|
913 | (3) |
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|
|
916 | (2) |
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|
918 | (3) |
|
Commas: Defining Boundaries within Sentences |
|
|
921 | (16) |
|
Use a Comma between Independent Clauses |
|
|
922 | (2) |
|
Avoid Creating Comma Splices |
|
|
924 | (1) |
|
Use Commas after Introductory Elements |
|
|
924 | (2) |
|
Use Commas between Items in a Series |
|
|
926 | (2) |
|
Use Commas between Coordinate Adjectives |
|
|
928 | (1) |
|
Use Commas to Set Off Nonrestrictive (Nonessential) Elements |
|
|
929 | (2) |
|
Use Commas to Set Off Parenthetical and Transitional Expressions |
|
|
931 | (1) |
|
Use Commas to Set Off Contrasts, Interjections, Direct Address, and Tag Sentences |
|
|
932 | (1) |
|
Use Commas to Set Off Quotations |
|
|
933 | (1) |
|
Use Commas with Dates, Places, Addresses, and Numbers |
|
|
934 | (1) |
|
Use Commas with Names and Titles and in Correspondence |
|
|
935 | (1) |
|
|
|
936 | (1) |
|
Semicolons: Expressing Equal Relationships among Closely Related Ideas |
|
|
937 | (4) |
|
Use a Semicolon between Closely Related Independent Clauses |
|
|
938 | (1) |
|
Use a Semicolon between Independent Clauses Connected with Words Such as however, then, and for example |
|
|
939 | (1) |
|
Use a Semicolon between Items in a Series Containing Other Punctuation |
|
|
939 | (1) |
|
Avoid Misusing Semicolons |
|
|
940 | (1) |
|
Colons: Introducing Explanations and Quotations |
|
|
941 | (5) |
|
Use Colons after Independent Clauses to Introduce Appositives |
|
|
942 | (1) |
|
Use Colons after Independent Clauses to Introduce Lists |
|
|
942 | (1) |
|
Use Colons after Independent Clauses to Introduce Quotations |
|
|
943 | (1) |
|
Use a Colon to Introduce a Second Independent Clause |
|
|
943 | (1) |
|
Conventional Uses of Colons |
|
|
944 | (2) |
|
Apostrophes: Showing Possession and Forming Contractions |
|
|
946 | (5) |
|
Use an Apostrophe to Form the Possessive Case |
|
|
946 | (2) |
|
Use Apostrophes to Form Contractions |
|
|
948 | (1) |
|
Use Apostrophes to Form Plurals of Letters, Symbols, Words Used as Words, and Abbreviations |
|
|
949 | (1) |
|
Avoid Misusing Apostrophes |
|
|
950 | (1) |
|
Quotation Marks: Attributing Words to People and Conveying Tone |
|
|
951 | (8) |
|
Use Quotation Marks to Enclose Short Direct Quotations |
|
|
952 | (1) |
|
Use Single Quotation Marks for Quotations within Quotations |
|
|
952 | (2) |
|
Use Quotation Marks in Dialogue |
|
|
954 | (1) |
|
Use Quotation Marks to Set Off the Titles of Short Works |
|
|
955 | (1) |
|
Use Quotation Marks to Set Off Words Used in Special Senses |
|
|
956 | (1) |
|
Use Quotation Marks Correctly with Other Punctuation Marks |
|
|
957 | (2) |
|
|
|
959 | (10) |
|
Using Dashes for Emphasis --- |
|
|
960 | (2) |
|
Using Parentheses to Enclose Nonessential Information () |
|
|
962 | (2) |
|
Using Brackets for Specialized Purposes [ ] |
|
|
964 | (1) |
|
Using Ellipsis Points to Indicate Omissions or Unfinished Statements ... |
|
|
965 | (2) |
|
Using Slashes to Separate Parts or Indicate Options / |
|
|
967 | (2) |
|
PART 10 Understanding Mechanics |
|
|
969 | (36) |
|
|
|
971 | (6) |
|
Abbreviations in Academic Writing |
|
|
972 | (1) |
|
Abbreviating Titles, Ranks, and Degrees |
|
|
973 | (1) |
|
Abbreviating Names of Agencies and Organizations |
|
|
974 | (1) |
|
|
|
974 | (1) |
|
Abbreviating Units of Measure |
|
|
974 | (1) |
|
|
|
975 | (1) |
|
Using Abbreviations for Latin Expressions |
|
|
976 | (1) |
|
Using Abbreviations for Book Divisions |
|
|
976 | (1) |
|
|
|
977 | (6) |
|
|
|
978 | (1) |
|
|
|
979 | (1) |
|
Combining Words and Numerals |
|
|
979 | (1) |
|
Punctuating Numbers and Making Them Plural |
|
|
980 | (1) |
|
Using Numerals for Exact Measurements |
|
|
981 | (1) |
|
Using Words for Inexact Amounts |
|
|
981 | (1) |
|
Using Numerals for Dates and Times |
|
|
981 | (1) |
|
Using Numerals for Parts of Books and Plays |
|
|
982 | (1) |
|
|
|
982 | (1) |
|
|
|
983 | (3) |
|
Use Italics for the Titles of Long Works |
|
|
983 | (1) |
|
Take Care When Using Italics or Underlining for Emphasis |
|
|
984 | (1) |
|
Use Italics for Words and Letters Referred to as Such |
|
|
984 | (1) |
|
Use Italics for the Names of Spacecraft, Aircraft, Ships, and Trains |
|
|
984 | (1) |
|
Use Italics for Some Foreign Words and Phrases |
|
|
985 | (1) |
|
Substitutes for Italics in Email Messages |
|
|
985 | (1) |
|
|
|
986 | (8) |
|
Using a Capital Letter at the Beginning of a Sentence |
|
|
987 | (1) |
|
Capitalizing Proper Nouns and Proper Adjectives |
|
|
988 | (2) |
|
Using Capital Letters in Titles |
|
|
990 | (1) |
|
Using Capital Letters When Quoting Prose |
|
|
990 | (1) |
|
Using Capital Letters When Quoting Poetry |
|
|
991 | (1) |
|
Capitalizing the Pronoun / and the Interjection 0 |
|
|
991 | (1) |
|
Using Capital Letters in the Parts of a Letter |
|
|
991 | (1) |
|
Using Capitals with Abstractions |
|
|
992 | (1) |
|
Using Capital Letters in Lists |
|
|
992 | (1) |
|
Using Capital Letters in Email Addresses and URLs |
|
|
993 | (1) |
|
|
|
994 | (11) |
|
|
|
|
Developing Good Spelling Habits |
|
|
994 | (2) |
|
Checking for Commonly Misspelled Words |
|
|
996 | (1) |
|
Watching for Homonyms and Other Commonly Confused Words |
|
|
997 | (1) |
|
|
|
997 | (5) |
|
|
|
|
Using Hyphens in Compound Words |
|
|
1002 | (1) |
|
Using Hyphens with Prefixes and Suffixes |
|
|
1002 | (1) |
|
Using Hyphens to Eliminate Ambiguity |
|
|
1003 | (1) |
|
Using Hyphens with Numbers |
|
|
1003 | (1) |
|
Special Considerations with Hyphens |
|
|
1004 | (1) |
|
PART 11 Grammar for Multilingual Writers |
|
|
1005 | |
|
Writing in English for Academic Purposes |
|
|
1007 | (9) |
|
Preferred Patterns of Organization |
|
|
1008 | (1) |
|
Learning from Your Teacher's Comments |
|
|
1009 | (7) |
|
|
|
1016 | (8) |
|
Understanding Three Main Distinctions in the English Noun System |
|
|
1017 | (4) |
|
Using Definite Articles with Proper Nouns |
|
|
1021 | (1) |
|
Using Determiners with Common Nouns |
|
|
1022 | (1) |
|
Using the Definite Article the |
|
|
1023 | (1) |
|
|
|
1024 | (16) |
|
|
|
1025 | (3) |
|
Infinitives and -ing Forms |
|
|
1028 | (4) |
|
Verbs That Can Take Infinitive and -ing Complements |
|
|
1032 | (1) |
|
Present (-ing) and Past (-ed) Participles as Adjectives |
|
|
1033 | (1) |
|
|
|
1034 | (6) |
|
English Sentence Structure |
|
|
1040 | |
|
|
|
1041 | (1) |
|
Order of Direct and Indirect Objects Following Different Verbs |
|
|
1041 | (3) |
|
|
|
1044 | (1) |
|
|
|
1045 | (2) |
|
|
|
1047 | |
| Glossary of Technology and Web Terms |
|
1 | (7) |
| Glossary of Grammatical Terms |
|
8 | (5) |
| Glossary of Usage |
|
13 | |
| Credits |
|
1 | (1) |
| Index |
|
1 | |
