Writing Intensive

Revised
ISBN: 978-0-07-338405-4
Verlag: McGraw Hill LLC

Buch, Englisch, 464 Seiten, Format (B × H): 127 mm x 213 mm, Gewicht: 408 g

Writing Intensive includes grammar basics and sourcing information in an ultra brief format. 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.

Autoren/Hrsg.

Maimon, Elaine Peritz

Maimon, Elaine

Peritz, Janice

Yancey, Kathleen

Blake Yancey, Kathleen

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik

Inhaltsverzeichnis

Part 1 Common Assignments across the Curriculum 1 *Indicates a new section or a chapter/section with major revisions. In addition, content is being updated and revised throughout.

1. Writing in College 2 a. Learning about college assignments b. Learning how to understand assignments *c. The Writing Situation 2. Informative Reports 5a. Understanding the assignmentb. Approaching writing an informative report as a process3. Interpretive Analyses and Writing about Literature 7a. Understanding the assignmentb. Approaching writing an interpretive analysis as a process4. Arguments 11a. Understanding the assignmentb. Approaching writing an argument as a process5. Other Kinds of Assignments 20a. Personal essaysb. Lab reports in the experimental sciencesc. Case studies in the social sciencesd. Essay examse. Oral presentationsf. Coauthored projectsg. Portfolios6. Designing Academic Texts 32*a. Considering audience and purpose *b. Using electronic tools c. Thinking intentionally about design *d. Using and integrating visuals, audio, and video *e. Designing pages for the Web *f. Creating blogs and wikis

Part 2 Researching 49

7. Understanding the Purpose of Research Projects 50a. Understanding primary and secondary researchb. Recognizing the connection between research and college writing*c. Understanding the research assignmentd. Choosing an interesting research question e. Creating a research plan8. Finding Print and Online Sources 56a. Consulting various kinds of sourcesb. Keyword searchesc. Using the library d. Searching the Internet9. Evaluating Your Sources 67a. Questioning all sourcesb. Questioning Internet sourcesc. Evaluating a source’s arguments*10. Finding and Creating Effective Visuals 71 a. Finding quantitative data and displaying it visually b. Searching for appropriate images in online and print sources11. Conducting Research in the Archive, Field, and Lab 75a. Adhering to ethical principlesb. Preparing for archival researchc. Planning your field researchd. Keeping a notebook when doing lab research*12. Working with Sources and Avoiding Plagiarism 79a. Maintaining a working bibliographyb. Creating an annotated bibliography c. Note taking d. Paraphrasing, summarizing, and quoting sources e. Avoiding plagiarism and copyright infringement 13. Writing the Paper 92a. Planning and draftingb. Integrating quotationsc. Documenting your sources

Part 3 MLA Documentation Style 99

*14. MLA Style: In-Text Citations 104MLA In-Text Citations: Directory to Sample Types*15. MLA Style: List of Works Cited116MLA Works-Cited Entries: Directory to Sample Types16. MLA Style: Explanatory Notes and Acknowledgments 15017. MLA Style: Format 151*18. Pages from a Research Project in MLA Style 153

Part 4 APA Documentation Style 159

*19. APA Style: In-Text Citations 163APA In-Text Citations: Directory to Sample Types20. APA Style: References 170APA In-Text Citations: Directory to Sample Types21. APA Style: Format 193*22. Pages from a Research Project in APA Style 195

Part 5 Chicago Documentation Style 200

23. Chicago Documentation Style: Elements 201Chicago Style: Directory to Sample Note and Bibliography Entries 24. Pages from a Research Project in Chicago Style 225

Part 6 Editing for Clarity 229

25. Avoid Wordiness 230a. Redundancies and unnecessary modifiersb. Wordy phrasesc. Roundabout sentences26. Adding Missing Words 233a. Compound structuresb. The word thatc. Words in comparisonsd. The articles a, an, the27. Unscramble Mixed Constructions 235a. Mixed-up grammarb. Illogical predicates28. Fixing Confusing Shifts 237a. Shifts in point of viewb. Shifts in tensec. Shifts in mood and voice29. Using Parallel Construction 241a. Items in a seriesb. Paired ideas c. Function words30. Fixing Misplaced and Dangling Modifiers 244a. Misplaced modifiersb. Ambiguous modifiersc. Disruptive modifiersd. Split infinitivese. Dangling modifiers31. Using Coordination and Subordination Effectively 249a. Coordination used for ideas of unequal importanceb. Major ideas in main clausesc. Combining short, choppy sentences d. Avoiding excessive subordination32. Vary Your Sentences 252a. Sentence openingsb. Sentence length and structurec. Cumulative and periodic sentencesd. An occasional inversion, a rhetorical question, or an exclamation33. Choosing Active Verbs 256a. Alternatives to be verbsb. The active voice34. Using Appropriate Language 258a. Slang, regional expressions, and nonstandard Englishb. Levels of formalityc. Jargond. Euphemisms and doublespeake. Biased or sexist language35. Using Exact Language 263a. Connotationsb. Specific and concrete wordsc. Standard idiomsd. Clichése. Figures of speechf. Misusing words36. Glossary of Usage 266

Part 7 Editing for Grammar Conventions 279

37. Sentence Fragments 280a. Dependent-clause fragmentsb. Phrase fragmentsc. Other types of fragments38. Comma Splices and Run-on Sentences 285a. Joining two clauses with a comma and a coordinating conjunction such as and or butb. Joining two clauses with a semicolonc. Separating clauses into two sentencesd. Turning one of the independent clauses into a dependent clausee. Transforming two clauses into one independent clause39. Subject-Verb Agreement 290a. When a word group separates the subject from the verbb. Compound subjectsc. Collective subjectsd. Indefinite subjectse. When the subject comes after the verbf. Subject complementg. Relative pronounsh. Phrases beginning with –ing verbs i. Titles of works, names of companies, or words representing themselves40. Problems with Verbs 297a. Regular and irregular verbsb. Lay and lie, sit and set, rise and raisec. Adding an –s or –es endingd. Adding a –d or an –ed endinge. Tensesf. Use of the past perfect tenseg. Uses of the present tenseh. Complete verbsi. Mood41. Master Problems with Pronouns 309a. Pronoun-antecedent agreement b. Pronoun referencec. Pronoun cased. Who and whom42. Problems with Adjectives and Adverbs 321a. Adverbsb. Adjectivesc. Positive, comparative, and superlative adjectives and adverbsd. Double negatives43. Problems with English Grammar of Special Concern to Multilingual Writers 326a. Using articles (a, an, the) appropriatelyb. Using helping verbs with main verbs*c. Using verbs followed by gerunds or infinitives d. Using complete subjects and verbse. Using only one subject or object *f. Using adjectives correctly *g. Putting adverbs in the correct place *h. Using prepositions *i. Using direct objects with two-word verbs

Part 8 Editing for Correctness: Punctuation, Mechanics, and Spelling 339

44. Commas 340a. After an introductory word groupb. Between items in a seriesc. In front of a coordinating conjunction joining independent clausesd. Between coordinate adjectivese. To set off nonessential elementsf. With transitional and parenthetical expressions, contrasting comments, and absolute phrasesg. To set off words of direct address, yes and no, mild interjections, and tag questionsh. To separate a direct quotation from the rest of the sentencei. With dates, addresses, titles, and numbersj. To take the place of an omitted word or phrase or to prevent misreadingk. Common errors45. Semicolons 352 a. To join independent clausesb. With transitional expressions that separate independent clausesc. To separate items in a series when the items contain commasd. Common errors 46. Colons 356a. To introduce lists, appositives, or quotationsb. When a second independent clause elaborates on the first onec. Other conventional usesd. Common errors47. Apostrophes 358a. To indicate possessionb. With indefinite pronounsc. To mark contractionsd. To form plural numbers, letters, abbreviations, and words used as wordse. Common errors48. Quotation Marks 361a. To indicate direct quotationsb. To enclose titles of short worksc. To indicate that a word or phrase is being used in a special wayd. Other punctuation with quotation markse. Common errors49. Other Punctuation Marks 366a. The periodb. The question markc. The exclamation pointd. Dashese. Parenthesesf. Bracketsg. Ellipsesh. Slashes50. Capitalization 372a. Proper nounsb. Personal titlesc. Titles of creative worksd. Names of areas or regionse. Names of races, ethnic groups, and sacred thingsf. First word of a sentence or quoted sentenceg. First word after a colon51. Abbreviations and Symbols 377a. Titles that always precede or follow a person’s name b. Familiar abbreviationsc. Latin abbreviationsd. Inappropriate abbreviations and symbols52. Numbers 381a. Numerals versus wordsb. Numbers that begin sentencesc. Conventional uses of numerals53. Italics (Underlining) 383a. Titles of works or separate p
ublicationsb. Names of ships, trains, aircraft, and spaceshipsc. Foreign termsd. Scientific namese. Words, letters, and numbers referred to as themselvesf. For emphasis54. Hyphens 386a. To form a compound wordb. To create a compound adjective or noun formsc. To spell out fractions and compound numbersd. To attach some prefixes and suffixese. To divide words at the ends of lines55. Spelling 388

Discipline-Specific Resources in the Library and on the Internet D-1Glossary of Terms G-1 Index I-1 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 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.

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 college’s writing-across-the-curriculum program and the English Department’s 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.