The McGraw-Hill Handbook

3rd Auflage
ISBN: 978-0-07-338404-7
Verlag: McGraw Hill LLC

Buch, Englisch, 1024 Seiten, Format (B × H): 140 mm x 216 mm, Gewicht: 1225 g

This hardcover version of the comprehensive McGraw-Hill Handbook includes foldouts on documentation/sourcing, and new sections including "Start Smart" to help students know where to begin and how to navigate the writing situation for all their common assignments. The Maimon handbooks support student and instructor success by consistently presenting and using the writing situation as a framework for beginning, analyzing and navigating any type of writing. Start Smart offers an easy, step-by-step process map to navigate three common types of writing assignments. Other new features support critical thinking and deeper understandings of common assignments. Its digital program addresses critical instructor and administrator needs – with adaptive diagnostic tools, individualized learning plans, peer review, and outcomes based assessment. Connect Composition will also fully integrate into the Blackboard CMS for single sign on and autosync for all assignment and grade book utilities.

Autoren/Hrsg.

Maimon, Elaine P

Maimon, Elaine

Peritz, Janice H

Peritz, Janice

Yancey, Kathleen Blake

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Schreiben und Publizieren, Kreatives Schreiben

Inhaltsverzeichnis

The McGraw-Hill Handbook, Third Edition
*Indicates new content or a chapter/section with major revisions.
Part One: Writing and Designing Texts
Chapter 1: Writing Today
*(Foldout) RESOURCES FOR WRITERS Start Smart: Addressing the Writing Situation
a. Use writing to learn across the curriculum and beyond college *b. Explore the situation as a means of approaching any writing task*c. Recognize audience and academic English in a multilingual world
Chapter 2: Understanding Assignments a. Recognize that writing is a process. b. Understand the writing situation.c. Find an appropriate topic. d. Be clear about the purpose of your assignment. e. Ask questions about your audience. f. Determine the appropriate stance and tone.g. Use the appropriate genre and medium. h. Meet early to discuss coauthored projects.
Chapter 3: Planning and Shaping the Whole Essay a. Explore your ideas. b. Decide on a thesis. c. Plan a structure that suits your assignment. *d. Consider using visuals and multimedia for multimodal texts.
Chapter 4: Drafting Paragraphs and Visuals a. Use electronic tools for drafting. b. Write focused paragraphs. c. Write paragraphs that have a clear organization. d. Develop ideas and use visuals strategically. *e. Integrate visuals and multimedia effectively. f. Craft an introduction that establishes your purpose. g. Conclude by answering "So what?"
Chapter 5: Revising and Editing a. Get comments from readers. b. Use resources available on your campus, on the Internet, and in your community. c. Use electronic tools for revising. d. Focus on the writing situation (topic, purpose, audience, medium, genre).e. Make sure you have a strong thesis. f. Review the structure of your project as a whole. g. Revise your composition for paragraph development, paragraph unity, and coherence. *h. Revise visuals and multimedia. i. Edit sentences. j. Proofread carefully before you turn in your composition. k. Learn from one student's revisions (with three sample drafts).
Chapter 6: Designing Academic Texts and Preparing Portfolios a. Consider audience and purpose when making design decisions. b. Use the tools available in your word-processing program. c. Think intentionally about design. d. Compile a print or an electronic portfolio that presents your work to your advantage.
Part Two: Common Assignments across the Curriculum
Chapter 7: Reading, Thinking, and Writing: the Critical Connection a. Recognize that critical reading is a process. b. Preview the text or visual (with professional sample). c. Read and record your initial impressions. d. Reread using annotation and summary to analyze and interpret. e. Synthesize your observations in a critical response paper (with student sample).
Chapter 8: Informative Reports a. Understand the assignment. b. Approach writing an informative report as a process. *c. Write informative reports on social science research (with new student sample). d. Write reviews of the literature to summarize current knowledge in a specific area. e. Write informative papers in the sciences to share discoveries. f. Write lab reports to demonstrate understanding (with student sample). g. Write informative reports on events or findings in the humanities (with professional sample).
Chapter 9: Interpretive Analyses and Writing about Literature a. Understand the assignment. b. Approach writing an interpretive analysis as a process. c. Learn to write interpretive papers in the humanities. d. Write a literary interpretation of a poem (with student sample). e. Write a literary interpretation of a work of fiction (with student sample). f. Write a literary interpretation of a play (with student sample). g. Write case studies and other interpre

Über Autor(innen)

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.

Yancey, Kathleen Blake
Kathleen Blake Yancey is the Kellogg W. Hunt Professor of English and Director of the Graduate Program in Rhetoric and Composition at Florida State University. Past President of the Council of Writing Program Administrators (WPA) and Past Chair of the Conference on College Composition and Communication (CCCC), she is President of the National Council of Teachers of English (NCTE). In addition, she co-directs the Inter/National Coalition on Electronic Portfolio Research. She has directed several institutes focused on electronic portfolios and on service learning and reflection, and with her colleagues in English Education, she is working on developing a program in new literacies. Previously, she has 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.

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.