Writing Responsibly guidance. Contextualized best practices encourage the writer- as-citizen. As a researcher, you have a responsibility to avoid bias. Consider all sides of an argument, especially those that challenge the positions you hold. Use difficult sources, too: Do not reject a source because it is written for a more expert audience than you.
Find the time to study it carefully and gain at least a provisional understanding of it. Quick Reference boxes. Major concepts are summarized to focus students on the important skills, strategies, and issues to keep in mind when writing. Was the source saw it? Is the text clearly written, Expertise.
Is the author an authority on well organized, and carefully edited the subject? Do tone, logic, quality of Domain. Does the main portion of the the evidence, and coverage of the URL end in. Does the author attempt to test cial purpose?
Does the host promote Citations. Was the text subjected to scrutiny by someone else before you. Self-Assessment checklists. Helpful checklists guide students to review their work at every step of the writing process, from drafting to revising to proofreading a piece before publication.
Convey the attitude of your source. Show where each source use begins and ends, even when it is unpaginated. Comment on or analyze the source, rather than just repeat it.
Explain why you chose and trusted your sources. EFL tips. Targeted advice on grammar, usage, and culture provide additional support for students for whom English is a foreign language. EF For example, they do not change form to indicate number or tense.
Tech tips. Tech Grammar Checkers and Verb Problems Grammar checkers in word processing programs will spot some errors that involve irregular or missing verbs, verb endings, and the subjunctive mood, but they will miss other errors and may suggest incorrect solutions. You must look for verb errors yourself and carefully evaluate any suggestions from a grammar checker. Annotated student and professional models. Grammar tutorial. Tab 10, Grammar Matters, begins with a six-page reference section that explores common grammar challenges such as subject- verb agreement, comma splices, and shifting tenses.
In the example below, two sentence fragments are modeled, each with edits showing how to correct the problem. Cross-references point students to the pages that discuss the concept. Recognizing and Correcting Fragments —60 A fragment is an incomplete sentence punctuated as if it were complete. Without an understanding of its causes that goes beyond simplistic explanations. Connect Composition Connect Composition helps instructors use class time to focus on the highest course expectations, by offering their students meaningful, independent, and personalized learning, and an easy, efficient way to track and document student performance and engagement.
Feature Description Instructional Value. Integration management system. Can replace a costly stand-alone reader. They can see ments with learning outcomes. How are my students doing? How is this student doing?
How is my section doing? How is this assignment working? How are my assignments working? Post-tests offer a concluding assessment of student progress.
Spotlight on Three Tools in Connect LearnSmart Achieve LearnSmart Achieve helps learners establish a baseline understanding of the language and concepts that make up the critical processes of composition— writing, critical reading, research, reasoning and argument, grammar, mechanics, and style—as well as guidance for writers whose first language is not English.
Across 8 broad units, LearnSmart Achieve focuses learners on proficiency in more than 60 topics and learning outcomes. Power of Process provides strategies that guide students learning how to critically read a piece of writing or consider a text as a possible source for incorporation into their own work. After they progress through the strategies, responding to prompts by annotating and highlighting, students are encouraged to reflect on their processes and interaction with the text.
Power of Process provides strategies that guide students as they learn to read critically. Outcomes-Based Assessment of Writing The Outcomes-Based Assessment assignment tool in Connect Composition is a way for any instructor to grade a writing assignment simply, using a rubric of outcomes and proficiency levels. A preloaded rubric is available that uses the current Writing Program Administrators WPA outcomes for composition courses; however, instructors may adapt any of these outcomes or use their own.
The Outcomes-Based Assessment tool offers a range of clear, simple reports that allow instructors to view progress and achievement in a variety of ways. These reports may also satisfy department or college-level requests for data relating to program goals or for accreditation purposes.
Connect Composition Reports Connect Composition generates a number of powerful reports and charts that allow instructors to quickly review the performance of a specific student or an entire section. Students have their own set of reports limited to include only their individual performance that can demonstrate at a glance where they are doing well and where they are struggling.
Students will have their course materials on the first day of class thanks to a day courtesy access period for Connect Composition. Writing Matters provides you with answers to your questions. Check the table of contents. If you know the topic you are looking for, try scanning the brief contents on the inside front cover, which includes the tab and chapter titles as well as any student or professional models in the tab.
If you are looking for specific information within a general topic how to evaluate a source for relevance and reliability, for example , scan- ning the detailed table of contents on the inside back cover will help you find the section you need.
Look up your topic in the index. The comprehensive index at the end of Writing Matters includes cross-references to all of the topics covered in the book. Access the documentation resources for citation models.
By looking at the examples of different types of sources and the documentation models displayed in Tabs 6—8, you can determine where to find the information on MLA, APA, Chicago, and CSE style that you need to document a source.
Look in the Grammar Matters pages for guidance on errors similar to the ones you sometimes make. Tab 10 explores the most common errors stu- dents make.
Each chapter gives examples of grammar challenges, models how to correct them, and gives cross-references to pages where the con- cept is discussed. Look up a word in the Glossary of Usage. If you are unfamiliar with a grammatical term or are not sure if you are using a particular word such as who or whom, less or fewer, can or may correctly, try looking it up in the Glossary of Key Terms G1—G11 or the Glossary of Usage Chapter Refer to Tab 11 if you are a multilingual writer.
Chapters 46—50 provide tips on the use of articles, helping verbs, prepositions, and other problem areas for writers for whom English is a foreign language. Check the Quick Reference menu of resources. Go to Connect Composition for online help with your writing. Connect Composition provides individualized instruction and practice with all aspects of writing and research, with immediate feedback on every activ- ity. In addition, a digital version of the handbook gives you the ability to build your own personalized online writing resource.
For the same reason, they provide an easy sub- discussed. They may help you frame a subject in the early drafts of a project, but they can also make your writing sound trite and unimaginative. As the following example indicates, writing that is loaded. Examples, many of them with hand ening, the candidates abandoned their promises of civility and released a barrage of unscrupulous attack ads. The only thing. If you are a native English speaker, be alert to idioms that appear often in popular sources and in conversation, and try to avoid those in academic and professional writing.
If you are not a native English speaker, you may not. Reference Quick. Use a colon, not a semicolon, to introduce a list. Annotations show how to edit or correct a sentence to make writing 53a Using Apostrophes to Indicate Possession The possessive form of a noun or pronoun indicates ownership. In spoken more effective. English, the possessive form of most nouns and indefinite pronouns ends with an s sound. Writing Matters includes an array of resources for instructors and students.
Under the leadership of Rebecca Moore Howard, experienced instructors cre- ated supplements that help instructors and students Acknowledgments fulfill their course responsibilities. The creation and evolution of Writing Matters has been an exciting and humbling experience. Instruction Matters connects each instructor and know. Writing Matters lists a single author, Rebecca student resource to the core material and makes the exer- Moore Howard, but that author is actually the central cises relevant to instructors and students.
Talking with instructors at all chapter. Particularly helpful were aspects of the text. I also thank the many students who have shared their thoughts with us through class tests and design reviews. I particularly thank the students who have shared their writing with me and allowed me to publish some of it in this book. Writing Matters has been improved greatly by their contributions. Personal Acknowledgments McGraw-Hill has supported the project from beginning to end. My special thanks go to Victoria ning to the end, and his intelligence and ingenuity are DeRosa, my Product Developer, and Carla Samodulski, evident everywhere in this project.
Colleagues have my Senior Product Developer, whose energy, patience, also drafted sections of Writing Matters: Amy Rupiper and intelligence have made a third edition that shines. Thaler drafted many of ties with aplomb. To Topic Support your claims with logical reasons and solid evidence from relevant and reliable sources and consider alternative viewpoints and evidence, even when they undermine your claims.
To Other Writers Acknowledge borrowed words and ideas, and represent the ideas of others fairly and accurately. To Yourself Select a topic you find engaging, synthesize information from sources to produce fresh ideas, and create a persona that reflects your best self. Understanding Your a. Understanding Your d. Understanding Your b. In truth, though, no one is a born writer. There are no three-year-old children who are amaz- ing writers. It is also a valuable asset in the workplace: A report from the National.
Eighty percent of finance, insurance, and real estate employers take writing skills into consideration when making their hiring decisions. With the spread of literacy has come the spread of information, which has led to improvements in health and pro- ductivity.
The ability to read is needed to understand the safety warn- ings on medication inserts and to check the ingredients on a jar of baby food. The ability to write is needed to craft and convey documents ranging from emergency plans to instructions for assembling shelving from Ikea.
More importantly, the spread of literacy has strengthened our democratic institutions. These are just a few of the many reasons our society values print literacy.
But just as the Internet revolution changes our understanding of what a page is, it also expands our concept of literacy Figure 1. Today, a page can be a sheet of paper, but it can also be a website on a screen or an email. Today, readers can view its pages on their phones, but to do so they must be multiliterate: Not only must they be able to read and write, but they must also know how to access multiple media online.
It can include not only words, but also images and sound files, links to other web pages, and animations. More about This handbook focuses on print literacy because it remains Writing business central, yet it also addresses digital, visual, oral, and information literacies documents, because they have become impossible to separate from one another and 56—59 Creating Power- from traditional print literacy.
As a reader, you must be able not only to Points, 64—65 decipher written language but also to interpret visuals, drawing meaning Creating web- from advertisements, for example, and subjecting them to the scrutiny of a sites, 59—60 careful shopper.
As a writer, you may incorporate graphics into papers in Writing in litera- ture, 88—98 economics and psychology, contribute to class blogs or Twitter discussions, Reading critically, search online databases and electronic library catalogs, or create presenta- 7—13 tions using Prezi.
As both a reader and a writer, you will be expected to Interpreting manage all the information you receive and transmit. Your opportunities to express and even create yourself in words come with responsibilities. They include the responsibilities you have to your read- ers, to the topics you address, to the other writers from whom you borrow and to whom you respond, and perhaps especially to yourself as a writer with.
To evidence, 24, 31—35, —36 write clearly, build a logical structure; use transitional techniques Evaluating to guide readers; and correct errors of grammar, punctuation, and sources, —22 spelling. They must revise —86 thoughtfully and edit and proofread carefully to fulfill their responsibilities Writing with flair, to their readers.
To your audience 3. To other writers 2. To your topic 4. To yourself. You treat your topic responsibly when you provide enough evidence to persuade readers of your claims and when you acknowledge evidence even when it does not support your position.
In a college writing project, not fulfilling your responsibilities to your topic might lead to a bad grade. In the workplace, it could have great financial, even life- and-death consequences: The Merck pharmaceutical company, for example, was accused of suppressing evidence that its drug Vioxx could cause heart attacks and strokes.
As a result, Merck faced a host of lawsuits, trials, and out-of-court settlements. More about When to quote, 1. Acknowledge your sources paraphrase, or summarize, Writing circulates easily today, and vast quantities of it are available online, —29 readily accessible through search engines such as Google and databases such Using quotation as JSTOR.
It may seem natural, then, simply to copy the information you need marks, —59 Formatting block from a website and paste it into your own text, as you might if you were quotations, , collecting information about a disease you are facing or a concert you hope , to attend.
But when you provide readers with information, ideas, language, Adjusting quo- tations using or images that others have collected or created, you have a responsibility to brackets and acknowledge those sources. Such acknowledgment gives credit to those who ellipses, contributed to your thinking, and it allows your audience to read your sources —64, for themselves. Avoiding pla- To acknowledge sources in academic writing, you must do all three of giarism and patchwriting, the following: —29, —57 1.
If you are unsure what the policy means, talk with your adviser or instructor. Include an in-text citation to the source, whether you are quoting, paraphrasing, or summarizing. Document the source, providing enough information for your readers to locate the source and to identify the type of source you used.
This documentation usually appears in a bibliography often called a list of works cited or a reference list at the end of college research projects. Where one may see cooperation, another may see plagiarism. Even if borrowing ideas and language without acknowledgment is a familiar custom for you, writers in the United States especially in academic contexts must explicitly acknowledge all ideas and information borrowed from another source.
Treat other writers fairly Your responsibility to other writers does not end with the need to acknowledge your use of their ideas or language. You must also represent accurately and fairly what your sources say: Quoting selectively to distort meaning or taking a comment out of context is irresponsible. So is treating other writers with scorn. It is perfectly acceptable to criticize the ideas of others.
In fact, exam- More about ining ideas under the bright light of careful scrutiny is central to higher Bias, —17 Ad hominem, 82 education. But treating the people who developed the ideas with derision is not. You can escape from this vicious cir- cle by remembering that writing is not an inborn talent, but rather a skill to be learned. If you speak or have studied another language, think of yourself Synthesis, as someone who is learning to draw on that experience.
Punctuation and If you graduate from college having learned to be an effective writer, mechanics, —86 you will have learned something employers value highly. More importantly, though, you will have fulfilled a key responsibility to yourself.
To Audience Choose language that readers will find appro- priate and compelling; craft paragraphs and writing projects that readers will find relevant, unified, and coherent; integrate source material fully; and revise, edit, and proofread to provide readers with a worthwhile reading experience.
To Topic Fully engage with texts so that you can put source material in context and respond creatively, devise thesis statements that en- courage insight into your topic, develop solid reasons of your own, and provide evidence from sources to support your ideas.
To Yourself Get as much as you can from your reading, consider your writing situation and assignment so you can meet your goals, choose a topic that engages your interest, and manage your time to create a text that is a reflection of your best self. Writing Relevant Spelling Checker! Analyzing Your Writing c. Writing Introductory b.
Writing Concluding c. When you read critically, you peel back a text to uncover its meaning. You begin with comprehension, just getting the gist of a text. Next comes reflection, when you annotate and analyze the text. As you prepare to write, you explore not only what is written but also what is left unstated, and you draw on your own expe- rience and other texts to hone your evalua- tion.
The process of peeling back a text, as you would the layers of an onion, is what drives and deepens the intellectual process. They may also have a sec- ondary purpose: to persuade you to accept a position on that issue or topic. For others, taking notes in a notebook or com- puter or discussing the text with a classmate or friend works best.
If you lunch? Then try to overcome the barrier: Use a are struggling, begin by determining which bar- dictionary to acquaint yourself with the unfamil- rier is keeping you from making a connection iar vocabulary; consider the material as a primer with the text: Is the language too challenging?
Is your sandwich. Note specifics in the text that prompted your reaction. Bias, — The Washington Post, October cost to nature is too great. District Court in Greenbelt. I Because of the bats. That has will have to look Cowan, 72, a longtime cav- it up! The At the heart of the Beech Virginia? A estimate con- wrong one. Some biol- Which biologists? Echeverria, a some of the calls. Sentence seems Vermont Law School professor Any deaths would be a blow vague.
They are enthu- partly because females have siastic; at the same time, they only one baby each year, the adverse— realize there are these adverse plaintiffs say.
When a consultant put up Invenergy and miles of the wind farm, which nets at or near the site in sum- therefore could be would provide energy to tens mer and to search for biased. Some bat experts say that Does that mean Would the bats fly in the path the females prefer lower areas that other types of the turbines that will be when they have their young of bats were built along a mile stretch of and that the ridge is too high.
The company also stresses that Eric R. Glitzenstein, an attor- there is no confirmed killing of ney for the plaintiffs, said in his an Indiana bat at any wind farm How many bats opening statement that both nationwide. Article causes over the types over the next 20 years. Some context to whether there is some reason limbo over a rare bat nobody has would be helpful.
But they able to deliver clean energy for or hostile say this setting, a lush rural area years. The project has twice sur- about the bats. If the we have to look at these alter- the lawsuit. What is expected to be running next nuclear and coal. The house he and his for three years. Their car has a bat ing, maybe?
When bumper sticker. Used by permission and protected by the Copyright Laws of the United states. Exploratory arguments are likely to use inductive logic, citing particular examples and then drawing a general conclusion. Persuasive arguments are likely to use deductive logic, offering generally accepted truths from which conclusions can be drawn about specific instances. Conclusions based on facts are fair; those Why are such assumptions significant?
Aim for the former and avoid the latter. College assignments often ask you to synthesize—to connect what you have read to ideas you have discussed in class or read about in other texts.
When evaluating visuals, consider the background? If so, how does this affect following questions. Return to these your understanding? When was the standing? How do accompanying words from others that you know? Have you if any affect your understanding? Why or been cropped, for example, to eliminate why not? You may be used to think- fault. What might others gain by seeing these texts together?
A critique is a well-informed evaluation. It may be positive, negative, or a bit of both. A movie review, for example, is a critique; it provides readers with an evaluation, supported by evidence from the film, to help them decide whether to see it. Does she or he achieve them? Are they worth achieving? Are you persuaded by them? Why or why not? Is the evidence verifiable and rele- vant? More about Student Model Critique of an Advertisement Claims, 21—23, 74—75 Michael Wedd uses analysis, interpretation, and synthesis as well as critique Evidence, 40, in his assessment of an advertisement designed to encourage energy con- 75—77, 92 servation.
As you read, consider whether Wedd fulfills his responsibility to Authority, 75 Relevance, his topic by analyzing the visual thoroughly and by supplying accurate and Reliability, —20 persuasive evidence to support his claim. The bold white letters set against the black background give the message force and a sense of urgency, and the photograph of a Native American shedding a tear for the degeneration of the land adds an emotional appeal.
Advertising Council, n. The implied connection between the Native American and his concern about pollution is implicitly contrasted with the attitude of most Americans, those people who have not yet got- ten involved in the fight against pollution. The television spot we saw in class makes this con- trast explicit; it shows the Native American in traditional Indian dress weeping over pollution, while a white American man on a car-choked highway throws garbage out his car window. Aldo Hendricks, my environmental studies teacher, called this ad a major influence in heighten- ing awareness and generating support for the environmental movement.
The tear shed by Iron Eyes Cody reinforces the personal responsibility we each have to protect our environment. Source: Keep America Beautiful, Inc. Before producing a new line of clothing or an automobile, designers sketch the product, planning and arranging the shapes before dressing them in colors and textures. Writers, too, begin with. They take into account the writing situation purpose, audience, topic, context, and genre , then sketch their ideas in words and arrange them in sentences and paragraphs.
Both designers and writ- ers sometimes erase initial ideas and revise early efforts. For both, until that first sketch is penned, the finished work is merely an idea. What might you accomplish with the text? Who will be reading the text you produce, and why? What information about the topic might the audience be expected already to know, and what might you need to explain? How will your context and genre affect the way you write this project? Informative writing projects: To entertain.
Michael Wedd, To express feelings or beliefs. An informative or expository text may explain a con- DeGroot, —56 cept, describe a sequence of events or a process, or analyze a relation- ship. As you explore an issue, give thor- revised. Then, as you write, no matter which posi- ough, respectful attention to interpretations that tion you support in your text, let your audience contradict or conflict with yours.
Figure out what see all the viewpoints and the reasons for them. To persuade or argue. Texts that try to convince readers to adopt beliefs More about or opinions or to take action have a persuasive or argumentative purpose. Analyzing and crafting argu- To learn. As writers struggle to find the words to express a complex ments, 73—87 thought, they are actually struggling to understand the topic.
Many college writing assignments are designed not only to have you practice your writing techniques but also to help you grasp the material you are writing about. Audience Student Models Persuasive writing A text is seldom written for the writer alone.
Rather, it is intended for an projects: audience. Comics, Batman! Topic —14 Frequently in college writing, a topic, or subject, will be assigned. When you are expected to devise your own topic, however, consider not only what will sustain your interest, but also what you have special insight into and what your reader will find intriguing and relevant.
More about Level of diction, 4. Tone —07 Connotation and When you speak, your tone of voice, gestures, facial expressions, and body denotation, language all convey your attitude. Are you patient, annoyed, angry, pleas- —19, antly surprised?
Writers also convey their attitude toward their readers Regionalisms, colloquialisms, and their subject through their tone. In writing, tone is conveyed primarily slang, online through level of formality and the connotation emotional resonance of shortcuts, the words you choose. Business writing, 56—59 Most instructors will expect you to write at a fairly formal level and to adopt a measured tone. Shrill or sarcastic prose will suggest to your audi- ence that your opinions spring from your heart and not your head.
This does not mean that emotional topics are off limits in college writing or that you may not express your beliefs. Rather, you should look at all sides of an issue carefully before drawing a conclusion, and show respect for those with whom you disagree. Context and genre The context or setting in which your text is to be read will affect all your writing decisions.
So, too, will the genre or type of writing you produce. The contexts in which you are likely to write, now and in the future, are academic, business, public, and personal. Like academic writing, business and public writing generally adopt a formal level of diction. In business writ- ing, use words with neutral connotations. In public writing, which ranges from blog posts to press releases and reports, you may sometimes use more impassioned language. Whether you are writing a business email, a scientific report, a grant proposal, or a letter to the editor, the expectations readers have for this type, or genre, of writing will affect every choice you make, from whether to use the first person I to how to structure the text.
If you are unfamiliar with the context and genre in which you will be writing, read several examples to determine what they have in common. Almost any eighteen-year-old can 1. Is my topic timely or relevant? Do I have something to add? Is it worth reading and writing about? Whatever topic you Thinking critically about saturated topics such as choose, you will have your best shot at engaging abortion and gun control is difficult. The approach is. If you are More about asked to argue for or against the goals of the plain speech movement of the Argument, 73—87 Analysis, 10—12, s, for example, and, instead, you describe those goals, you will probably 34, 88, 90, not get an A.
When analyzing an assignment, look for words that indicate Critique, 12, , purpose. See the Quick Reference above. In addition, most instructors want to see that you can express yourself clearly and correctly in writing. Frequently, an assignment will specify the approach you should take. If you are asked to analyze, your instructor will expect you to break the topic, issue, or text into its component parts and determine how those parts work together. Sometimes, an assignment will specify the genre, although the genre may be taken for granted.
A biology instructor teaching a laboratory class may assume that you understand that a laboratory report is required. If you are not sure what the genre of the assignment is, or what it requires, ask your instructor. Finally, writing assignments will generally include a due date. Be sure to take into consideration your other obligations, such as other assignments and Avoiding plagia- exams, work, rehearsals or team practices, and family and social obligations.
You can create special knowledge by doing research and by thinking critically about your topic. Invention techniques, like those that follow, can help you devise and More about develop a topic.
No single strategy will work for everyone, and most writers Finding informa- tion, —15 use several methods. If English is not L EF your first language, you might find it helpful to keep a journal, freewrite, or brainstorm in English.
If you get stuck, try using words and phrases from your first language. But be careful when returning to your notes to translate not merely your words but also your ideas into English that is appropriate for your readers. Freewrite Freewriting is writing the first thing that enters your head and then con- tinuing to write nonstop for ten to fifteen minutes or for a set number of pages.
To be useful, freewriting must be fast and spontaneous. If you find that you cannot resist correcting and revising, turn the brightness down until your screen is very dim or even black. Once the time has elapsed, read through what you wrote and look for usable ideas. A variation of freewriting is focused freewriting. Instead of starting from the first idea to pop into your head, start from something specific: your topic, a quotation, a memory, an image, an idea from your freewriting.
Even those and on time including multiple drafts , and setting who write their own essays tend to copy more aside chunks of time to work on the project at a from their sources when they are pressed for time. Brainstorming helps get ideas percolating and provides a record of Wedd, 24—27 first that percolation.
Their different arguments. Cluster Clustering, or mapping Figure 4. To create a cluster or idea map, write your topic in the middle of the page and circle it. Write other ideas related to your topic around the central idea bubble, and circle each of them. Then draw connecting lines from the word bubbles to the central topic or to the other word bubbles to show how the ideas fit together.
When considering a topic, ask yourself questions like those Michael Wedd asked himself Figure 4. Discuss your topics with friends and classmates Sometimes, just batting ideas around with friends or classmates can help you generate ideas. A blog can open up the discussion to others interested in your topic. Endangers wildlife Alternative energy.
Dangerous to animals. Tech Brainstorming with Word Clouds Your word choices echo the ideas and opinions that resonate most strongly with you. The visualization of that information may help you figure out what you are emphasizing, which can help you develop your thesis. Who will benefit from their construction? What impact do they have on the environment? What impact will the wind farms have?
When will the courts rule on the challenges to these wind farms? How can animals be protected? Subject Complements b. Case in Compounds:She and I vs. Her and Me c. Appositives d. We and Us before Nouns e. Infinitives f. Case with -ing Words g. Comparisons with Than or As h. Ambiguous Reference j. Broad Reference k. Implied Reference l. You for Direct Address m.
Indefinite They, It n. Who, Whom vs. That, Which Adjectives vs. Adverbs b. Subject Complements c. Bad vs. Badly, Good vs. Well d. Double Negatives e. Nouns as Adjectives f. Comparatives and Superlatives Tense b.
Mood and Voice c. Person and Number d. Direct and Indirect Quotations Confusing Placement b. Identifying d. Mixed Constructions b. Essential Words d. Comparisons Normal Word Order b. Stated Subject c. There and It Sentences d. Redundant Pronouns e. Objects f. Questions g. Inversions Noun Types b. Articles, Other Determiners Phrasal Verbs b.
Gerunds and Infinitives c. Participles as Adjectives d. Helping Verbs Adjective Order b. Prepositions with Adjectives c.
Adverb Placement d. Confusing Adverbs Recognizing Prepositions b. Functions of Prepositions c. Using Prepositions d. Necessary, Unnecessary Prepositions Compound Sentences b. Introductory Elements c. Conjunctive Adverbs, Transitional Phrases d. Interjections, Contrasting Information, e. Items in a Series f. Coordinate Adjectives g.
Nonessential Elements h. Quotations i. Numbers, Names, Titles, Dates, etc. Avoiding Ambiguity k. Linking Independent Clauses b. Conjunctive Adverbs, Transitional Phrases c. Series with Commas d. Comma Splices, Fused Sentences e. Misuse Possession b. Contractions, Abbreviated Years c. Direct Quotations b. Titles of Short Works c. Words Used in a Special Sense d. Misuse e. Punctuating Quotations f. Altering Quotations: Ellipses, Square Brackets g.
Introducing, Identifying Quotations Periods b. Question Marks c. Exclamation Points Dashes b. Parentheses c. Brackets d. Colons e. Ellipses f. Slashes First Word of a Sentence b. Proper Nouns, Proper Adjectives c. Titles and Subtitles d. Pronoun I and InterjectionO e. Abbreviations and Acronyms Titles of Longer Works b. Emphasis c. Names of Vehicles d. Words, Letters, Numbers as Words e. Hyperlinks Titles b. Acronyms and Initialisms c.
Years, Hours, Numbers, Dollars d. Misuse with Names, Words, States, etc. Latin Abbreviations When to Spell Out b. With Dates, Times, Addresses, Money, etc. Compounds b. Breaking Words Reduce course material costs for your students while still providing full access to everything they need to be successful.
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Writing Matters emphasizes the responsibility writers share, whether collaborating online in peer review or conducting research with digital and print sources, to treat information fairly and accurately and to craft writing that is unique and original—their own!
Writing Matters emphasizes the need to use conventions appropriate to the readership, to write clearly, and to provide readers with the information and interpretation they need to make sense of a topic.
Writing Matters encourages writers to explore a topic thoroughly and creatively, to assess sources carefully, and to provide reliable information at a depth that does the topic justice. My Bookshelf C. Forgot your password? Don't have an account? Create an account now. A brief and versatile reader about food at an affordable price Food Matters, Second Edition, explores questions about the seemingly simple concept of food: What is the purpose of food: sustenance, pleasure, health?
How does what we eat determine and reflect our identities? What political, social, and cultural forces affect our food choices? Download Product Flyer Slideshare uses cookies to improve functionality and performance, and to provide you with relevant advertising. You had me at meow book. The dead don t dance movie.
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