Book, Print in English

The Bedford guide for college writers: with reader, research manual, and handbook

X.J. Kennedy, Dorothy M. Kennedy, Marcia F. Muth.
  • Boston : Bedford/St. Martin's, ©2011.
  • 9th ed.
  • lviii, 903, 72, 17 pages : illustrations(some colored) ; 24 cm.
Also known as
  • Bedford guide for college writers : a writer's guide
  • Bedford guide for college writers : a writer's reader
  • Bedford guide for college writers : a writer's research manual
  • Bedford guide for college writers : a writer's handbook
Subjects
Contents
  • Book 1 Writer's Guide
  • Introduction: Writing in College
  • pt. One College Writer's Processes
  • 1. Writing Processes
  • Writing, Reading, and Critical Thinking
  • Process of Writing
  • Getting Started
  • Generating Ideas
  • Learning by Doing: Reflecting on Ideas
  • Planning, Drafting, and Developing
  • Learning by Doing: Reflecting on Drafts
  • Revising and Editing
  • Learning by Doing: Reflecting on Finishing
  • Purpose and Audience
  • Writing for a Reason
  • Learning by Doing: Considering Purpose
  • Writing for Your Audience
  • Learning by Doing: Considering Audience
  • Targeting a College Audience
  • Learning by Doing: Considering a College Audience
  • Additional Writing Activities
  • 2. Reading Processes
  • Process of Critical Reading
  • Learning by Doing: Describing Your Reading Strategies
  • Getting Started
  • Preparing to Read
  • Learning by Doing: Preparing to Read
  • Responding to Reading
  • Learning by Doing: Annotating a Passage
  • Learning by Doing: Responding in a Reading Journal
  • Learning from Another Writer: Reading Summary and Response
  • Student Response: The Problems with Masculinity / Olof Eriksson
  • Reading on Literal and Analytical Levels
  • Learning by Doing: Reading Analytically
  • Generating Ideas from Reading
  • Learning from Another Writer: Reading Summary, Critique, and Application
  • Student Journal: A Response to "Free the Children" / Stephanie Switzer
  • Learning by Doing: Reading Critically
  • Jeffery M. Leving and Glenn Sacks, Women Don't Want Men? Ha!
  • Reading Online and Multimodal Texts
  • Learning by Doing: Reading a Web Site
  • Additional Writing Activities
  • 3. Critical Thinking Processes
  • Process of Critical Thinking
  • Learning by Doing: Thinking Critically to Solve a Campus Problem
  • Getting Started
  • Learning by Doing: Thinking Critically to Explore an Issue
  • Applying Critical Thinking to Academic Problems
  • Learning by Doing: Thinking Critically to Respond to an Academic Problem
  • Supporting Critical Thinking with Evidence
  • Types of Evidence
  • Learning by Doing: Looking for Evidence
  • Testing Evidence
  • Using Evidence to Appeal to Your Audience
  • Logical Appeal (Logos)
  • Emotional Appeal (Pathos)
  • Ethical Appeal (Ethos)
  • Learning by Doing: Identifying Types of Appeals
  • Learning from Another Writer: Rhetorical Analysis
  • Student Analysis: Young Americans and Media News / Richard Anson
  • Presenting Your Critical Thinking
  • Learning by Doing: Testing Logical Patterns
  • Avoiding Faulty Thinking
  • Learning by Doing: Analyzing Reasoning
  • Perhaps We Should Move to Save Dogs from Their Owners / Al Knight
  • Additional Writing Activities
  • pt. Two Writer's Situations
  • 4. Recalling an Experience
  • Learning from Other Writers
  • Russell Baker, The Art of Eating Spaghetti
  • Student Essay: What Is a Hunter? / Robert G. Schreiner
  • Learning by Writing
  • Assignment: Recalling a Personal Experience
  • Generating Ideas
  • Learning by Doing: Creating Your Writing Space
  • Planning, Drafting, and Developing
  • Learning by Doing: Stating the Importance of Your Experience
  • Learning by Doing: Selecting and Arranging Events
  • Revising and Editing
  • Learning by Doing: Appealing to the Senses
  • Additional Writing Assignments
  • 5. Observing a Scene
  • Learning from Other Writers
  • Chinatown Idea / Eric Liu
  • Student Essay: Communications / Michael Coil
  • Learning by Writing
  • Assignment: Observing a Scene
  • Generating Ideas
  • Learning by Doing: Enriching Sensory Detail
  • Planning, Drafting, and Developing
  • Learning by Doing: Experimenting with Organization
  • Revising and Editing
  • Learning by Doing: Strengthening Your Main Impression
  • Additional Writing Assignments
  • 6. Interviewing a Subject
  • Learning from Other Writers
  • Surfing Savant / Paul Solotaroff
  • Student Essay: Looking Backwards, Moving Forward / Lorena A. Ryan-Hines
  • Learning by Writing
  • Assignment: Inteviewing
  • Generating Ideas
  • Learning by Doing: Transcribing Your Interview Notes
  • Planning, Drafting, and Developing
  • Learning by Doing: Stating a Dominant Impression
  • Revising and Editing
  • Learning by Doing: Screening Your Details
  • Additional Writing Assignments
  • 7. Comparing and Contrasting
  • Learning from Other Writers
  • Neat People vs. Sloppy People / Suzanne Britt
  • Student Essay: Take Me Out to the Ball Game, but Which One? / Tim Chabot
  • Learning by Writing
  • Assignment: Comparing and Contrasting
  • Generating Ideas
  • Learning by Doing: Making a Comparison-and-Contrast Table
  • Planning, Drafting, and Developing
  • Learning by Doing: Pinpointing Your Purpose
  • Learning by Doing: Building Cohesion with Transitions
  • Revising and Editing
  • Additional Writing Assignments
  • 8. Explaining Causes and Effects
  • Learning from Other Writers
  • Lay Off the Layoffs / Jeffrey Pfeffer
  • Student Essay: Invisible Women / Yun Yung Choi
  • Learning by Writing
  • Assignment: Explaining Causes and Effects
  • Generating Ideas
  • Learning by Doing: Visualizing the Situation
  • Learning by Doing: Making a Cause-and-Effect Table
  • Planning, Drafting, and Developing
  • Learning by Doing: Focusing Your Introduction
  • Revising and Editing
  • Additional Writing Assignments
  • 9. Taking a Stand
  • Learning from Other Writers
  • Last Rites for Indian Dead / Suzan Shown Harjo
  • Student Essay: More Pros Than Cons in a Meat-Free Life / Marjorie Lee Garretson
  • Learning by Writing
  • Assignment: Taking a Stand
  • Generating Ideas
  • Learning by Doing: Asking Your Question
  • Learning by Doing: Supporting a Claim
  • Planning, Drafting, and Developing
  • Learning by Doing: Refining Your Plans
  • Learning by Doing: Making Columns of Appeals
  • Revising and Editing
  • Take Action Strengthening Support for a Stand
  • Recognizing Logical Fallacies
  • Additional Writing Assignments
  • 10. Proposing a Solution
  • Learning from Other Writers
  • Why Prisons Don't Work / Wilbert Rideau
  • Student Essay: It's Not Just a Bike / Lacey Taylor
  • Learning by Writing
  • Assignment; Proposing a Solution
  • Generating Ideas
  • Learning by Doing: Describing Your Audience
  • Planning, Drafting, and Developing
  • Learning by Doing: Making Problem-Solution Columns
  • Revising and Editing
  • Learning by Doing: Revising for Clear Organization
  • Additional Writing Assignments
  • 11. Evaluating and Reviewing
  • Learning from Other Writers
  • Soft Sell: Why Quiet, Understated TV Ads Are So Effective / Seth Stevenson
  • Student Essay: Katrina Documentary Gives Voice to Survivors / Dennis O'Neil
  • Learning by Writing
  • Assignment: Writing an Evaluation
  • Generating Ideas
  • Learning by Doing: Developing Criteria
  • Planning, Drafting, and Developing
  • Learning by Doing: Stating Your Overall Judgment
  • Learning by Doing: Supporting Your Judgments
  • Revising and Editing
  • Additional Writing Assignments
  • 12. Supporting a Position with Sources
  • Learning from Other Writers
  • Popular Crowd / Jake Halpern
  • Student Essay: Overworked! / Melissa Lamberth
  • Learning by Writing
  • Assignment: Supporting a Position with Sources
  • Generating Ideas
  • Learning by Doing: Selecting Reliable Sources
  • Planning, Drafting, and Developing
  • Learning by Doing: Connecting Evidence and Thesis
  • Revising and Editing
  • Learning by Doing: Launching Your Sources
  • Learning by Doing: Checking Your Presentation of Sources
  • Take Action Integrating Source Information Effectively
  • Additional Writing Assignments
  • pt. Three Other Writing Situations
  • 13. Responding to Literature
  • Using Strategies for Literary Analysis
  • Learning from Other Writers
  • Lottery / Shirley Jackson
  • Preparing to Write a Literary Analysis
  • Student Literary Analysis: The Hidden Truth: An Analysis of Shirley jackson's "The Lottery" / Jonathan Burns
  • Glossary of Terms for Literary Analysis
  • Learning by Writing: Literary Analysis
  • Assignment: Analyzing a Literary Work
  • Generating Ideas
  • Learning by Doing: Developing Your Literary Analysis
  • Planning, Drafting, and Developing
  • Learning by Doing: Developing Your Thesis
  • Revising and Editing
  • Learning from Another Writer: Synopsis
  • Student Synopsis: A Synopsis of "The Lottery" / Jonathan Burns
  • Learning by Writing: Synopsis
  • Assignment: Writing a Synopsis of a Story / Kate Chopin
  • Story of an Hour / Kate Chopin
  • Learning from Another Writer: Paraphrase
  • Student Paraphrase: A Paraphrase from "The Lottery" / Jonathan Burns
  • Learning by Writing: Paraphrase
  • Assignment: Writing a Paraphrase of a Poem
  • Additional Writing Assignments
  • 14. Responding to Visual Representations
  • Using Strategies for Visual Analysis
  • Level One Seeing the Big Picture
  • Source, Purpose, and Audience
  • Prominent Element
  • Focal Point
  • Learning by Doing: Seeing the Big Picture
  • Level Two Observing the Characteristics of an Image
  • Cast of Characters
  • Story of the Image
  • Design and Arrangement
  • Artistic Choices
  • Learning by Doing: Observing Characteristics
  • Level Three Interpreting the Meaning of an Image
  • General Feeling or Mood
  • Sociological, Political, Economic, or Cultural Attitudes
  • Language
  • Signs and Symbols
  • Themes
  • Learning by Doing: Interpreting Meaning
  • Learning from Another Writer: Visual Analysis
  • Student Analysis of an Advertisement: "Life, Liberty, and the Pursuit" / Rachel Steinhaus
  • Learning by Writing --
  • Contents note continued: Assignment: Analyzing a Visual Representation
  • Generating Ideas
  • Planning, Drafting, and Developing
  • Revising and Editing
  • Learning from Another Writer: Visual Essay
  • Student Photo Essay: Uphill Battle / Josh Birnbaum
  • Additional Writing Assignments
  • 15. Writing Online
  • Getting Started with Campus and Course Basics
  • Learning by Doing: Identifying Online Writing Expectations
  • Class Courtesy
  • Online Ethics
  • Learning by Doing: Making Personal Rules
  • Common Online Writing Situations
  • Messages to Your Instructor
  • Learning by Doing: Finding a College Voice
  • Learning from Other Writers: Messages to Your Instructor
  • Learning by Doing: Contacting Your Instructor
  • Online Profile
  • Learning by Doing: Posting a Personal Profile
  • Learning by Doing: Introducing a Classmate
  • Online Threaded Discussions or Responses
  • Learning from Other Writers: Threaded Discussion
  • Student Online Threaded Discussion: Instructor Kathleen Beauchene and Students Cristina Berrios, Joshua Tefft, Leah Threats, Arthur Wasilewski, Joel Torres, Discussion of Writing Processes
  • Learning by Doing: Joining a Threaded Discussion
  • Course Management Systems (CMS) and Other Online Tools
  • Course Management Systems
  • Learning by Doing: Exploring Your CMS
  • Other Online Tools
  • File Management
  • Learning by Doing: Preparing a Template
  • Learning by Doing: Organizing Your Files
  • Online Assessment
  • Additional Writing Assignments
  • 16. Writing and Presenting under Pressure
  • Essay Examinations
  • Preparing for the Exam
  • Learning from Another Writer: Essay Exam
  • Student Essay Answer: Response to Psychology Question / David Ian Cohn
  • Generating Ideas
  • Planning for Typical Exam Questions
  • Learning by Doing: Asking Questions
  • Drafting: The Only Version
  • Revising: Rereading and Proofing
  • Short-Answer Examinations
  • Timed Writings
  • Portfolio Assessment
  • Understanding Portfolio Assessment
  • Tips for Keeping a Portfolio
  • Oral Presentations
  • Learning from Other Writers: Visuals for Oral Presentations
  • Face-to-Face Class Presentation: Andrew Dillon Bustin, Traditional Urban Design
  • Future Conference Presentation: Michelle Sausen, Parental Involvement
  • Additional Writing Assignments
  • 17. Writing in the Workplace
  • Guidelines for Writing in the Workplace
  • Know Your Purpose
  • Keep Your Audience in Mind
  • Use an Appropriate Tone
  • Present Information Carefully
  • E-mail
  • Format for E-mail
  • Resumes and Application Letters
  • Resumes
  • Application Letters
  • Learning by Doing: Planning a Job Application
  • Business Letters
  • Format for Business Letters
  • Memoranda
  • Format for Memoranda
  • Brochures and Presentation Visuals
  • Format for Brochures
  • Format for Presentation Visuals
  • Additional Writing Assignments
  • pt. Four Writer's Strategies
  • 18. Strategies: A Case Study
  • Generating Ideas
  • Planning, Drafting, and Developing
  • Rough Draft with Peer and Instructor Responses
  • Learning by Doing: Responding as a Peer
  • Revising and Editing
  • Revised and Edited Draft
  • Final Draft for Submission
  • Student Essay: "Mr. Hertli" / Erin Schmitt
  • Reflecting as a Writer
  • Reflective Portfolio Letter
  • Learning by Doing: Writing a Reflective Letter
  • 19. Strategies for Generating Ideas
  • Finding Ideas
  • Building from Your Assignment
  • Learning by Doing: Building from Your Assignment
  • Brainstorming
  • Learning by Doing: Brainstorming
  • Freewriting
  • Learning by Doing: Freewriting
  • Doodling or Sketching
  • Learning by Doing: Doodling or Sketching
  • Mapping
  • Learning by Doing: Mapping
  • Imagining
  • Learning by Doing: Imagining
  • Asking a Reporter's Questions
  • Learning by Doing: Asking a Reporter's Questions
  • Seeking Motives
  • Learning by Doing: Seeking Motives
  • Keeping a Journal
  • Learning by Doing: Keeping a Journal
  • Getting Ready
  • Setting Up Circumstances
  • Preparing Your Mind
  • 20. Strategies for Stating a Thesis and Planning
  • Shaping Your Topic for Your Purpose and Your Audience
  • Learning by Doing: Considering Purpose and Audience
  • Stating and Using a Thesis
  • Learning by Doing: Identifying Theses
  • How to Discover a Working Thesis
  • Learning by Doing: Discovering a Thesis
  • How to State a Thesis
  • Learning by Doing: Examining Thesis Statements
  • How to Improve a Thesis
  • Take Action Building a Stronger Thesis
  • How to Use a Thesis to Organize
  • Learning by Doing: Using a Thesis to Preview
  • Organizing Your Ideas
  • Grouping Your Ideas
  • Learning by Doing: Clustering
  • Outlining
  • Learning by Doing: Moving from Outline to Thesis
  • Learning by Doing: Responding to an Outline
  • Learning by Doing: Outlining
  • 21. Strategies for Drafting
  • Making a Start Enjoyable
  • Restarting
  • Paragraphing
  • Using Topic Sentences
  • Learning by Doing: Shaping Topic Sentences
  • Writing an Opening
  • Writing a Conclusion
  • Learning by Doing: Opening and Concluding
  • Adding Cues and Connections
  • Learning by Doing: Identifying Transitions
  • 22. Strategies for Developing
  • Giving Examples
  • Learning by Doing: Giving Examples
  • Providing Details
  • Learning by Doing: Providing Details
  • Defining
  • Learning by Doing: Developing an Extended Definition
  • Reasoning Inductively and Deductively
  • Learning by Doing: Reasoning Inductively and Deductively
  • Analyzing a Subject
  • Learning by Doing: Analyzing a Subject
  • Analyzing a Process
  • Learning by Doing: Analyzing a Process
  • Dividing and Classifying
  • Learning by Doing: Dividing and Classifying
  • Comparing and Contrasting
  • Learning by Doing: Comparing and Contrasting
  • Identifying Causes and Effects
  • Learning by Doing: Identifying Causes and Effects
  • 23. Strategies for Revising and Editing
  • Re-viewing and Revising
  • Revising for Purpose and Thesis
  • Revising for Audience
  • Revising for Structure and Support
  • Learning by Doing: Tackling Macro Revision
  • Working with a Peer Editor
  • Meeting with Your Instructor
  • Decoding Your Instructor's Comments
  • Revising for Emphasis, Conciseness, and Clarity
  • Stressing What Counts
  • Cutting and Whittling
  • Keeping It Clear
  • Learning by Doing: Tackling Micro Revision
  • Editing and Proofreading
  • Editing
  • Proofreading
  • Learning by Doing: Editing and Proofreading
  • 24. Strategies for Future Writing
  • Transferring Knowledge
  • Learning by Doing: Transferring Learning
  • What Do They Want?
  • Analyzing Expectations
  • Connecting Expectations and Assessments
  • Learning by Doing: Decoding an Assignment
  • What is It?
  • Uncovering Assumptions
  • Analyzing Genre Models
  • Learning by Doing: Analyzing a Genre Model
  • How Do I Write It?
  • Learning by Doing: Reflecting on new Assignments
  • Learning from Another Writer: A Multigenre History Assignment
  • Professor Laird, Term Paper Assignment
  • Student Selections: Recognition / Sharl O'Malley
  • Book 2 Writer's Reader
  • Introduction: Reading to Write
  • 25. Families
  • Christy De'on Miller, Give Me Five More Minutes
  • What's Love Got to Do with It? / Anjula Razdan
  • Helicopter Parenting Turns Deadly / Judith Warner
  • When a Parent's "I Love You" Means "Do as I Say" / Alfie Kohn
  • Color of Love / Danzy Senna
  • [Paired Essays]
  • Mother Tongue / Amy Tan
  • Public and Private Language / Richard Rodriguez
  • 26. Men and Women
  • High Cost of Manliness / Robert Jensen
  • Black Men and Public Space / Brent Staples
  • From Now On, Let Women Kill Their Own Spiders / Dave Barry
  • I Want a Wife / Judy Brady
  • My Secret Life / Cheryl Mendelson
  • [Paired Essays]
  • Low Goals and Safe Targets / Sara Laschever
  • Disappearing Act: Where Have the Men Gone? No Place Good / Michael Gurian
  • 27. Popular Culture
  • Why We Crave Horror Movies / Stephen King
  • (Girl) Geek Stands Alone / Sarah Seltzer
  • Latino Style Is Cool. Oh, All Right: It's Hot / Ruth La Ferla
  • NFL: Dodging the Concussion Discussion? / Frank Deford
  • [Paired Essays]
  • America's War on the Overweight / Abby Ellin
  • Cooking Animal / Michael Pollan
  • 28. E-Technology
  • New Literacy / Clive Thompson
  • Computers Cannot Teach Children Basic Skills / David Gelernter
  • Have They Got a Deal for You / Joseph Turow
  • Seeking / Emily Yoffe
  • [Paired Essays]
  • How Computers Change the Way We Think / Sherry Turkle
  • Lazy Eyes / Michael Agger
  • 29. Explorations on Living Well
  • Be Cool to the Pizza Dude / Sarah Adams
  • Why Don't We Complain? / William F. Buckley Jr.
  • Right to Fail / William Zinsser
  • Finding Prosperity by Feeding Monkeys / Harold Taw
  • From The Geography of Bliss / Eric Weiner
  • [Paired Essays]
  • Creation of Discontent / Juliet Schor
  • In Defense of Consumerism / Llewellyn H. Rockwell Jr.
  • Book 3 Writer's Research Manual
  • Introduction: The Nature of Research
  • 30. Planning and Managing Your Research Project
  • Beginning Your Inquiry
  • Assignment: Writing from Sources
  • Generating Ideas and Asking a Research Question
  • Exploring Your Territory
  • Turning a Topic into a Question
  • Surveying Your Resources
  • Using Keywords and Links
  • Learning by Doing: Proposing Your Project
  • Managing Your Project
  • Creating a Schedule
  • Planning Collaborative Research
  • Recording Information
  • Starting a Research Archive
  • 31. Working with Sources
  • Drawing the Details from Your Sources
  • Starting a Working Bibliography --
  • Contents note continued: Learning by Doing: Building a Working Bibliography
  • Source Navigator: Article in a Magazine
  • Source Navigator: Article in a Scholarly Journal from a Database
  • Source Navigator: Book
  • Source Navigator: Page from a Web Site
  • Capturing Information in Your Source Notes by Quoting, Paraphrasing, and Summarizing
  • Quoting
  • Paraphrasing
  • Summarizing
  • Learning by Doing: Capturing Information from Sources
  • Developing an Annotated Bibliography
  • 32. Finding Sources in the Library, on the Internet, and in the Field
  • Searching the Library Online
  • Searching Library Databases
  • Using Other Library Resources
  • Consulting Reference Materials
  • Locating Special Materials
  • Using the Internet for Research
  • Finding Recommended Internet Resources
  • Selecting Search Engines
  • Learning by Doing: Comparing Web Searches
  • Conducting Advanced Electronic Searches
  • Finding Specialized Online Materials
  • Finding Sources in the Field
  • Interviewing
  • Observing
  • Using Questionnaires
  • Corresponding
  • Attending Public and Online Events
  • 33. Evaluating Sources
  • Evaluating Library and Internet Sources
  • Who Is the Author?
  • Who Else Is Involved?
  • What Is the Purpose?
  • When Was the Source Published?
  • Where Did You Find the Source?
  • Why Would You Use This Source?
  • How Would This Source Contribute to Your Paper?
  • Learning by Doing: Evaluating Your Sources
  • Evaluating Field Sources
  • Reconsidering Your Purpose and Your Thesis
  • 34. Integrating Sources
  • Using Sources Ethically
  • Capturing, Launching, and Citing Evidence from Sources
  • Quoting and Paraphrasing Accurately
  • Summarizing Concisely
  • Avoiding Plagiarism
  • Launching Source Material
  • Citing Each Source Clearly
  • Take Action Integrating and Synthesizing Sources
  • Synthesizing Ideas and Sources
  • Learning by Doing: Integrating and Synthesizing Your Sources
  • 35. Writing Your Research Paper
  • Planning and Drafting
  • Using Your Sources to Support Your Ideas
  • Launching and Citing Your Sources as You Draft
  • Beginning and Ending
  • Revising and Editing
  • Documenting Sources
  • Additional Writing Assignments
  • 36. MLA Style for Documenting Sources
  • Citing Sources in MLA Style
  • Take Action Citing and Listing Sources in MLA Style
  • Who Wrote It?
  • What Type of Source Is It?
  • How Are You Capturing the Source Material?
  • Listing Sources in MLA Style
  • Who Wrote It?
  • What Type of Source Is It?
  • Sample MLA Research Paper
  • Student Essay: Meet Me in the Middle: The Student, the State, and the School / Candace Rardon
  • 37. APA Style for Documenting Sources
  • Citing Sources in APA Style
  • Who Wrote It?
  • What Type of Source Is It?
  • How Are You Capturing the Source Material?
  • Listing Sources in APA Style
  • Who Wrote It?
  • What Type of Source Is It?
  • Sample APA Research Paper
  • Student Essay: Crucial Choices: Who Will Save the Wetlands If Everyone Is at the Mall? / Linn Bourgeau
  • Book 4 Writer's Handbook
  • Introduction: Grammar, or The Way Words Work
  • 38. Grammatical Sentences
  • 1. Sentence Fragments
  • 2. Comma Splices and Fused Sentences
  • 3. Verbs
  • 4. Subject-Verb Agreement
  • 5. Pronoun Case
  • 6. Pronoun Reference
  • 7. Pronoun-Antecedent Agreement
  • 8. Adjectives and Adverbs
  • 9. Shifts
  • 39. Effective Sentences
  • 10. Misplaced and Dangling Modifiers
  • 11. Incomplete Sentences
  • 12. Mixed Constructions and Faulty Predication
  • 13. Parallel Structure
  • 14. Coordination and Subordination
  • 15. Sentence Variety
  • 40. Word Choice
  • 16. Appropriateness
  • 17. Exact Words
  • 18. Bias-Free Language
  • 19. Wordiness
  • 41. Punctuation
  • 20. End Punctuation
  • 21. Commas
  • 22. Semicolons
  • 23. Colons
  • 24. Apostrophes
  • 25. Quotation Marks
  • 26. Dashes
  • 27. Parentheses, Brackets, and Ellipses
  • 42. Mechanics
  • 28. Abbreviations
  • 29. Capital Letters
  • 30. Numbers
  • 31. Italics
  • 32. Hyphens
  • 33. Spelling
  • Appendices and Other Resources
  • Quick Format Guide
  • A. Following the Format for an Academic Paper
  • B. Integrating and Crediting Visuals
  • C. Preparing a Document Template
  • D. Solving Common Format Problems
  • E. Designing Documents for Your Audience
  • Quick Research Guide
  • A. Defining Your Quest
  • B. Searching for Recommended Sources
  • C. Evaluating Possible Sources
  • D. Capturing, Launching, and Citing Evidence from Sources
  • E. Citing and Listing Sources in MLA or APA Style
  • Quick Editing Guide
  • A. Editing for Common Grammar Problems
  • B. Editing to Ensure Effective Sentences
  • C. Editing for Common Punctuation Problems
  • D. Editing for Common Mechanics Problems.
Other information
  • Includes index.
ISBN
  • 9780312601539
  • 0312601530
  • 9780312656638 (instructor's ed.)
  • 0312656637 (instructor's ed.)
Identifying numbers
  • OCLC: 704553700
  • OCLC: 704553700