A Writer's Resource 5e MLA 2016 Update

5. Auflage 2016
ISBN: 978-1-259-98857-8
Verlag: PAPERBACKSHOP UK IMPORT

Buch, Englisch, 672 Seiten, Format (B × H): 173 mm x 216 mm, Gewicht: 680 g

A Writer’s Resource helps writers identify the fundamental elements of any writing situation—from academic papers to blog posts to 140-character tweets. Its innovative, transferable techniques and practices build confidence for composing across genres, media, and the academic curriculum. And with its numerous examples from a rich cross-section of disciplines, the fifth edition clearly demonstrates that every major, every field of study, and every potential career path depends on written communication.Connect Composition supports instruction across multiple semesters and courses with interactive exercises, online learning videos, enriched ebook materials,annotation and writing tools, and much more!• LearnSmartAchieve – a continuously adaptive learning system that pinpoints students’ individual strengths and weaknesses and provides personalized support to help them master key topics and material. LearnSmart Achieve provides foundational support on key course areas such as the writing process, critical reading, the research process, reasoning and argument, grammar and common sentence problems,punctuation and mechanics, style and word choice, and multilingual writer support.
• Power of Process – a critical reading and writing tool that guides students through instructor-chosen strategies and helps them engage directly with a text through highlighting, annotation, and short answer questions.
•Analytics - Progress dashboards that quickly show how you are performing on your assignments and tips for improvement.

Autoren/Hrsg.

Maimon, Elaine

Peritz, Janice

Blake Yancey, Kathleen

Inhaltsverzeichnis

A Writer's Resource, Fifth Edition by Elaine Maimon — Table of ContentsTAB 1 - Writing TodaySTART SMART: ADDRESSING THE WRITING SITUATION1. Writing across the Curriculum and beyond College2. Writing Situations - a. Approaching writing via the situation
- b. Using multimodal elements and genre
- c. Choosing the best medium
- d. The persuasive power of images
- e. Online tools for learning
3. Audience and Academic English - a. Becoming aware of audience
- b. Using reading, writing, and speaking to learn about English
- c. Tools for multilingual students
TAB 2 - Writing and Designing Texts4. Reading and Writing: The Critical Connection - a. Reading critically
- b. Writing critically
5. Planning and Shaping - a. Approaching assignments
- b. Exploring ideas
- c. Developing a working thesis
- d. Planning a structure
- e. Considering visuals and multimodal elements
6. Drafting Text and Visuals - a. Using electronic tools for drafting
- b. Patterns of organization and visuals
- c. Writing paragraphs
- d Integrating visuals and multimodal elements
7. Revising and Editing - a. Getting comments
- b. Using electronic tools for revising
- c. Focusing on the situation
- d. Testing your thesis
- e. Reviewing structure
- f. Revising paragraphs
- g. Revising visuals and multimodal elements
- h. Editing sentences
- i. Proofreading carefully
- j. Using campus, Internet, community resources
- k. One student’s revisions
STUDENT REFLECTIVE TEXT8. Designing Academic Texts and Portfolios - a. Considering audience and purpose
- b. Using computer tools
- c. Thinking intentionally about design
- d. Compiling a print or electronic portfolio
TAB 3 - Common Assignments9. Informative ReportsSTUDENT SAMPLE10.  Interpretive Analyses and Writing about LiteratureSTUDENT SAMPLE11. ArgumentsSTUDENT SAMPLE12. Other Kinds of Assignments - a. Personal essays
- b. Lab reports
- c. Case studies
- d. Essay exams
- e. Coauthored projects
13. Oral Presentations14. Multimodal Writing - a. Tools for creating multimodal texts
- b. Analyzing images
- c. Web sites
- d. Blogs and wikis
TAB 4 - Writing Beyond College15. Service Learning and Community-Service Writing16. Letters to Raise Awareness and Share Concern - a. Writing about a public issue
- b. Writing as a consumer
17. Writing to Get and Keep a Job - a. Internships
- b. Résumés
- c. Job application letters
- d. Job interviews
- e. Writing on the job
TAB 5 - Researching18. Understanding Research - a. Primary and secondary research
- b. Research and college writing
- c. Understanding theresearch assignment
- d. Choosing a research question
- e. Creating a research plan
19. Finding and Managing Print and Online Sources - a. Using the library
- b. Kinds of sources
- c. Printed and online reference works
- d. Keyword searches
- e. Print indexes and online databases
- f. Search engines and subject directories
- g. Using the library’s catalog to find books
- h. Government documents
- i. Online communication
20. Finding and Creating Effective Visuals, Audio Clips, and Videos - a. Finding and displaying quantitative data
- b. Searching for images
- c. Searching for or creating audio clips or videos
21. Evaluating Sources - a. Print sources
- b. Internet sources
- c. Evaluating a source’s arguments
22. Doing Research in the Archive, Field, and Lab - a. Ethics
- b. Archival research
- c. Field research
- d. Lab research
23. Plagiarism, Copyright, and Intellectual Property - a. Some definitions
- b. Avoiding plagiarism
- c. Fair use
24. Working with Sources and Avoiding Plagiarism - a. Working bibliographies
- b. Annotated bibliographies
- c. Taking notes
- d. Paraphrasing, summarizing, quoting, synthesizing
- e. Integrating quotations, paraphrases, summaries
TAB 6 - MLA Documentation StyleFINDING SOURCE INFORMATIONAND DOCUMENTING SOURCES IN MLA STYLE - MLA Style: In-Text Citations
- MLA Style: List of Works Cited
- MLA Style: Explanatory Notes and Acknowledgments
- MLA Style: Format
- SAMPLE RESEARCH PROJECT IN MLA STYLE
TAB 7 - APA Documentation StyleFINDING SOURCE INFORMATION AND IDENTIFYING AND DOCUMENTING SOURCES IN APA STYLE - APA Style: In-Text Citations
- APA Style: References
- APA Style: Format
- SAMPLE RESEARCH PROJECT IN APA STYLE
TAB 8 - Chicago and CSE Documentation Styles - Chicago Documentation Style: Elements
- SAMPLE FROM A STUDENT RESEARCH PROJECT IN CHICAGO STYLE
- CSE Documentation Style
TAB 9 - Editing for ClarityIDENTIFYING AND EDITING COMMON PROBLEMS AND QUICK REFERENCE FOR MULTILINGUAL WRITERS - Wordy Sentences
- Missing Words
- Mixed Constructions
- Confusing Shifts
- Faulty Parallelism
- Misplaced/Dangling Modifiers
- Coordination and Subordination
- Sentence Variety
- Active Verbs
- Appropriate Language
- Exact Language
- The Dictionary and the Thesaurus
- Glossary of Usage
TAB 10 - Editing for Grammar Conventions - 51 Sentence Fragments
- Comma Splices and Run-on Sentences
- Subject-Verb Agreement
- Problems with Verbs
- Problems with Pronouns
- Problems with Adjectives and Adverbs
TAB 11 - Editing for Correctness: Punctuation, Mechanics, and Spelling - Commas
- Semicolons
- Colons
- Apostrophes
- Quotation Marks
- Other Punctuation Marks
- Capitalization
- Abbreviations and Symbols
- Numbers
- Italics (Underlining)
- Hyphens
- Spelling
TAB 12 - Basic Grammar Review with Tips for Multilingual Writers - Parts of Speech
- Parts of Sentences
- Phrases and Dependent Clauses
- Types of Sentences
TAB 13 - Further Resources for Learning - Selected Terms from across the Curriculum
- Discipline-Specific Resources
- Index
- Index for Multilingual Writers
- Quick Guide to Key Resources
- Abbreviations and Symbols for Editing and Proofreading

Über Autor(innen)

Blake Yancey, Kathleen
Kathleen Blake Yancey is the Kellogg W. Hunt Professor of English and Distinguished Research Professor at Florida State University. She has held several national leadership positions, including as President of the Council of Writing Program Administrators (CWPA), Chair of the Conference on College Composition and Communication (CCCC), President of the National Council of Teachers of English (NCTE), and President of the South Atlantic Modern Language Association (SAMLA). She also co-edited the journal Assessing Writing for seven years, and she is the immediate past editor of College Composition and Communication. Her scholarship ranges from reflection and ePortfolios to writing transfer and digital literacies. Previously, she taught at UNC Charlotte and at Clemson University, where she directed the Pearce Center for Professional Communication and created the Class of 1941 Studio for Student Communication, both of which are dedicated to supporting communication across the curriculum.

Peritz, Janice
Janice Haney Peritz is an Associate Professor of English who has taught college writing for more than thirty years, first at Stanford University, where she received her PhD in 1978, and then at the University of Texas at Austin; Beaver College; and Queens College, City University of New York. From 1989 to 2002, she directed the Composition Program at Queens College, where in 1996, she also initiated the colleges writing-across-the-curriculum program and the English Departments involvement with the Epiphany Project and cyber-composition. She also worked with a group of CUNY colleagues to develop The Write Site, an online learning center, and more recently directed the CUNY Honors College at Queens College for three years. Currently, she is back in the English Department doing what she loves most: research, writing, and full-time classroom teaching of writing, literature, and culture.

Maimon, Elaine
Elaine P. Maimon is President of Governors State University in the south suburbs of Chicago, where she is also Professor of English. Previously she was Chancellor of the University of Alaska Anchorage, Provost (Chief Campus Officer) at Arizona State University West, and Vice President of Arizona State University as a whole. In the 1970s, she initiated and then directed the Beaver College writing-across-the-curriculum program, one of the first WAC programs in the nation. A founding Executive Board member of the National Council of Writing Program Administrators (WPA), she has directed national institutes to improve the teaching of writing and to disseminate the principles of writing across the curriculum. With a PhD in English from the University of Pennsylvania, where she later helped to create the Writing Across the University (WATU) program, she has also taught and served as an academic administrator at Haverford College, Brown University, and Queens College.