Contents

• PREFACE FOR INSTRUCTORS
• PART 1 A Process for Writing
  • 1 Exploring, planning, and drafting
    • 1a Assess your writing situation.
    • 1b Explore your subject.
    • 1c Draft and revise a working thesis statement.
    • 1d Draft a plan.
    • 1e Draft an introduction.
    • 1f Draft the body.
    • 1g Draft a conclusion.
  • 2 Building effective paragraphs
    • 2a Focus on a main point.
    • 2b Make paragraphs coherent.
    • 2c Choose a suitable strategy for developing paragraphs.
  • 3 Revising, editing, and proofreading
    • 3a Use peer review: Revise with comments.
    • 3b Use peer review: Give constructive comments.
    • 3c Approach global revision in cycles.
    • 3d Revise and edit sentences.
    • 3e Format and proofread the final version of your writing.
    • 3f Reflect on your writing.
• PART 2 Academic Reading and Writing
  • 4 Reading critically; writing analytically
    • 4a Read actively.
    • 4b Summarize to deepen your understanding.
    • 4c Analyze to demonstrate your critical reading.
    • 4d Sample student writing: Analysis of an article
    • 4e Read and write about multimodal texts.
  • 5 Reading arguments
    • 5a Read with an open mind and a critical eye.
    • 5b Evaluate ethical, logical, and emotional appeals.
    • 5c Evaluate the evidence behind an argument.
    • 5d Evaluate how fairly a writer handles opposing views.
  • 6 Writing arguments
    • 6a View your audience as a panel of jurors.
    • 6b In your introduction, establish credibility and state your position.
    • 6c Back up your thesis with persuasive lines of argument.
    • 6d Support your thesis with specific evidence.
    • 6e Anticipate objections; counter opposing arguments.
    • 6f Build common ground.
    • 6g Sample student writing: Argument
  • 7 Writing in the disciplines
    • 7a Recognize the questions that writers in a discipline ask.
    • 7b Understand the kinds of evidence that writers in a discipline use.
    • 7c Become familiar with a discipline’s preferred genres.
    • 7d Become familiar with a discipline’s language conventions.
    • 7e Use a discipline’s preferred citation style.
• PART 3 Clear Sentences
  • 8 Prefer active verbs.
    • 8a Choose the active voice or the passive voice depending on your writing situation.
    • 8b Replace be verbs that result in dull or wordy sentences.
  • 9 Balance parallel ideas.
    • 9a Balance parallel ideas in a series.
    • 9b Balance parallel ideas presented as pairs.
  • 10 Add needed words.
    • 10a Add words needed to complete compound structures.
    • 10b Add the word that where needed for clarity.
    • 10c Add words needed to make comparisons logical and complete.
  • 11 Untangle mixed constructions.
    • 11a Untangle the grammatical structure.
    • 11b Straighten out the logical connections.
    • 11c Avoid is when, is where, and reason . . . is because constructions.
  • 12 Repair misplaced and dangling modifiers.
    • 12a Put limiting modifiers in front of the words they modify.
    • 12b Place phrases and clauses so that readers can see at a glance what they modify.
    • 12c Avoid split infinitives when they are awkward.
    • 12d Repair dangling modifiers.
  • 13 Eliminate distracting shifts.
    • 13a Make the point of view consistent in person and number.
    • 13b Maintain consistent verb tenses.
  • 14 Emphasize key ideas.
    • 14a Coordinate equal ideas; subordinate minor ideas.
    • 14b Combine choppy sentences.
    • 14c Avoid ineffective or excessive coordination.
    • 14d Do not subordinate major ideas.
  • 15 Provide some variety.
    • 15a Vary your sentence openings.
    • 15b Use a variety of sentence structures.
    • 15c Try inverting sentences occasionally.
• PART 4 Word Choice
  • 16 Tighten wordy sentences.
    • 16a Eliminate redundancies.
    • 16b Cut empty or inflated phrases.
    • 16c Simplify the structure.
    • 16d Reduce clauses to phrases, phrases to single words.
  • 17 Choose appropriate language.
    • 17a Choose an appropriate level of formality.
    • 17b Avoid jargon, except in specialized writing situations.
    • 17c Avoid most euphemisms and doublespeak.
    • 17d In most contexts, avoid slang.
    • 17e Avoid sexist language.
  • 18 Find the exact words.
    • 18a Select words with appropriate connotations.
    • 18b Prefer specific, concrete nouns.
    • 18c Use standard idioms.
    • 18d Do not rely heavily on clichés.
    • 18e Use figures of speech with care.
  • 19 Use the right words. (Glossary of usage)
• PART 5 Grammatical Sentences
  • 20 Repair sentence fragments.
    • 20a Attach fragmented subordinate clauses or turn them into sentences.
    • 20b Attach fragmented phrases or turn them into sentences.
    • 20c Attach other fragmented word groups or turn them into sentences.
  • 21 Revise run-on sentences.
    • 21a Consider separating the clauses with a comma and a coordinating conjunction.
    • 21b Consider separating the clauses with a semicolon, a colon, or a dash.
    • 21c Consider making the clauses into separate sentences.
    • 21d Consider restructuring the sentence, perhaps by subordinating one of the clauses.
  • 22 Make subjects and verbs agree.
    • 22a Learn to recognize standard subject-verb combinations.
    • 22b Make the verb agree with its subject, not with a word that comes between.
    • 22c Treat most subjects joined with and as plural.
    • 22d With subjects joined with or or nor, make the verb agree with the part of the subject nearer to the verb.
    • 22e Treat most indefinite pronouns as singular.
    • 22f Treat collective nouns as singular unless the meaning is clearly plural.
    • 22g Make the verb agree with its subject even when the subject follows the verb.
    • 22h Make the verb agree with its subject, not with a subject complement.
    • 22i With who, which, and that, use verbs that agree with their antecedents.
    • 22j Treat titles of works, company names, and words mentioned as words as singular.
  • 23 Make pronouns and antecedents agree.
    • 23a Take care with indefinite pronouns (anybody, everyone) and generic nouns.
    • 23b Treat collective nouns as singular unless the meaning is clearly plural.
    • 23c Take care with compound antecedents.
  • 24 Make pronoun references clear.
    • 24a Avoid ambiguous pronoun reference.
    • 24b Generally, avoid making broad references with this, that, which, and it.
    • 24c Do not use a pronoun to refer to an implied antecedent.
    • 24d Avoid the indefinite use of they and it.
    • 24e To refer to persons, use who, whom, or whose, not which or that.
  • 25 Choose between pronouns such as I and me.
    • 25a Use the subjective case (I, you, he, she, it, we, they) for subjects and subject complements.
    • 25b Use the objective case (me, you, him, her, it, us, them) for all objects.
    • 25c Put an appositive and the word to which it refers in the same case.
    • 25d Following than or as, choose the pronoun that expresses your intended meaning.
    • 25e For we or us before a noun, choose the pronoun that would be appropriate if the noun were omitted.
    • 25f Use the objective case for subjects and objects of infinitives.
    • 25g Use the possessive case to modify a gerund.
  • 26 Choose between who and whom.
    • 26a Use who and whom correctly in subordinate clauses.
    • 26b Use who and whom correctly in questions.
  • 27 Choose adjectives and adverbs with care.
    • 27a Use adjectives to modify nouns.
    • 27b Use adverbs to modify verbs, adjectives, and other adverbs.
    • 27c Distinguish between good and well, bad and badly.
    • 27d Use comparatives and superlatives with care.
  • 28 Choose appropriate verb forms, tenses, and moods in Standard English.
    • 28a Choose Standard English forms of irregular verbs.
    • 28b Distinguish among the forms of lie and lay.
    • 28c Use -s (or -es) endings on present-tense verbs that have third-person singular subjects.
    • 28d Do not omit -ed endings on verbs.
    • 28e Do not omit needed verbs.
    • 28f Choose the appropriate verb tense.
    • 28g Use the subjunctive mood in the few contexts that require it.
  • 29 Review grammar topics for multilingual writers.
    • 29a Use modal verbs to express appropriate meaning.
    • 29b Be familiar with articles and other noun markers.
    • 29c Overcome certain challenges when writing sentences in English.
    • 29d Become familiar with prepositions that show time and place.
• PART 6 Punctuation
  • 30 The comma
    • 30a Use a comma before a coordinating conjunction joining independent clauses.
    • 30b Use a comma after an introductory clause or phrase.
    • 30c Use a comma between all items in a series.
    • 30d Use a comma between coordinate adjectives not joined with and.
    • 30e Use commas to set off nonrestrictive (nonessential) elements, but not restrictive (essential) elements.
    • 30f Use commas to set off transitional and parenthetical expressions, absolute phrases, and word groups expressing contrast.
    • 30g Use commas to set off nouns of direct address, the words yes and no, interrogative tags, and mild interjections.
    • 30h Use commas with expressions such as he said to set off direct quotations.
    • 30i Use commas with dates, addresses, titles, and numbers.
  • 31 Unnecessary commas
    • 31a Do not use a comma with a coordinating conjunction that joins only two words, phrases, or subordinate clauses.
    • 31b Do not use a comma to separate a verb from its subject or object.
    • 31c Do not use a comma before the first or after the last item in a series.
    • 31d Do not use a comma between cumulative adjectives, between an adjective and a noun, or between an adverb and an adjective.
    • 31e Do not use a comma to set off a concluding adverb clause that is essential for meaning.
    • 31f Do not use a comma after a phrase that begins an inverted sentence.
    • 31g Avoid other common misuses of the comma.
  • 32 The semicolon and the colon
    • 32a Use a semicolon between closely related independent clauses not joined with a coordinating conjunction.
    • 32b Use a semicolon between independent clauses linked with a transitional expression.
    • 32c Use a semicolon between items in a series containing internal punctuation.
    • 32d Avoid common misuses of the semicolon.
    • 32e Use a colon after an independent clause to direct attention to a list, an appositive, a quotation, or a summary or an explanation.
    • 32f Follow conventions for colon use.
    • 32g Avoid common misuses of the colon.
  • 33 The apostrophe
    • 33a Use an apostrophe to indicate that a noun is possessive.
    • 33b Use an apostrophe and -s to indicate that an indefinite pronoun is possessive.
    • 33c Use an apostrophe to mark omissions in contractions and numbers.
    • 33d Do not use an apostrophe in certain situations.
    • 33e Avoid common misuses of the apostrophe.
  • 34 Quotation marks
    • 34a Use quotation marks to enclose direct quotations.
    • 34b Use single quotation marks to enclose a quotation within a quotation.
    • 34c Use quotation marks around the titles of short works.
    • 34d Follow conventions for the use of punctuation with quotation marks.
    • 34e Avoid common misuses of quotation marks.
  • 35 End punctuation
    • 35a The period
    • 35b The question mark
    • 35c The exclamation point
  • 36 Other punctuation marks
    • 36a The dash
    • 36b Parentheses
    • 36c Brackets
    • 36d The ellipsis mark
    • 36e The slash
• PART 7 Mechanics
  • 37 Abbreviations, numbers, and italics
    • 37a Use standard abbreviations for titles immediately before and after proper names.
    • 37b Use abbreviations only when you are sure your readers will understand them.
    • 37c Units of measurement
    • 37d Plural of abbreviations
    • 37e Follow the conventions in your discipline for spelling out or using numerals to express numbers.
    • 37f Follow conventions for using numerals in dates, addresses, and so on.
    • 37g Follow conventions for italicizing the titles of works.
    • 37h Italicize non-English words used in an English sentence.
  • 38 Spelling and the hyphen
    • 38a Become familiar with the major spelling rules.
    • 38b Consult the dictionary to determine how to treat a compound word.
    • 38c Hyphenate two or more words used together as an adjective before a noun.
    • 38d Hyphenate fractions and certain numbers when they are spelled out.
    • 38e Use a hyphen with the prefixes all-, ex- (meaning “former”), and self- and with the suffix -elect.
    • 38f Check for correct word breaks when words must be divided at the end of a line.
  • 39 Capitalization
    • 39a Capitalize proper nouns and words derived from them; do not capitalize common nouns.
    • 39b Capitalize titles of persons when used as part of a proper name but usually not when used alone.
    • 39c Follow conventions for capitalizing titles.
    • 39d Capitalize the first word of a sentence or quoted sentence.
    • 39e Know your options when the first word after a colon begins an independent clause.
• PART 8 Grammar Basics
  • 40 Parts of speech
    • 40a Nouns
    • 40b Pronouns
    • 40c Verbs
    • 40d Adjectives
    • 40e Adverbs
    • 40f Prepositions
    • 40g Conjunctions
    • 40h Interjections
  • 41 Sentence patterns
    • 41a Subjects
    • 41b Verbs, objects, and complements
  • 42 Subordinate word groups
    • 42a Prepositional phrases
    • 42b Verbal phrases
    • 42c Appositive phrases
    • 42d Absolute phrases
    • 42e Subordinate clauses
  • 43 Sentence types
    • 43a Sentence structures
    • 43b Sentence purposes
• PART 9 Researched Writing
  • 44 Thinking like a researcher; gathering sources
    • 44a Manage the project.
    • 44b Pose questions worth exploring.
    • 44c Map out a search strategy.
    • 44d Search efficiently; master a few shortcuts to finding good sources.
    • 44e Write a research proposal.
    • 44f Conduct field research, if appropriate.
  • 45 Managing information; taking notes responsibly
    • 45a Maintain a working bibliography.
    • 45b Keep track of source materials.
    • 45c As you take notes, avoid unintentional plagiarism.
  • 46 Evaluating sources
    • 46a Evaluate the reliability and usefulness of a source.
    • 46b Consider how sources might contribute to your research project.
    • 46c Read with an open mind and a critical eye.
    • 46d Assess web sources with special care.
    • 46e Construct an annotated bibliography.
  • 47 Writing a research paper
    • 47a Form a working thesis statement.
    • 47b Organize your ideas.
  • 48 Citing sources; avoiding plagiarism
    • 48a Understand what plagiarism is.
    • 48b Understand the MLA and APA systems of documentation.
    • 48c Use quotation marks around borrowed language.
    • 48d Put summaries and paraphrases in your own words.
  • 49 Integrating sources
    • 49a Summarize and paraphrase effectively.
    • 49b Use quotations effectively.
    • 49c Use signal phrases to integrate sources.
    • 49d Synthesize sources.

    MLA STYLE

  • 50 Documenting sources in MLA style
    • 50a MLA in-text citations
    • 50b MLA list of works cited
    • 50c MLA information notes (optional)
  • 51 MLA format; sample research paper
    • 51a MLA format
    • 51b Sample MLA research paper

    APA STYLE

  • 52 Documenting sources in APA style
    • 52a APA in-text citations
    • 52b APA list of references
  • 53 APA format; sample research paper
    • 53a APA format
    • 53b Sample APA research paper
• ANSWERS TO EXERCISES
• INDEX