Diana Hacker, Nancy Sommers

A Writer's Reference

• Broschiertes Buch

Produktbeschreibung

A Writer's Reference answers common writing questions, helps you accomplish college assignments with confidence, and gives you strategies for using AI tools responsibly to save time but still sound like you.

Produktdetails

• Verlag: Macmillan Learning
• Eleventh Edition
• Seitenzahl: 544
• Erscheinungstermin: 14. Februar 2025
• Englisch
• Abmessung: 216mm x 167mm x 26mm
• Gewicht: 688g
• ISBN-13: 9781319413002
• ISBN-10: 1319413005
• Artikelnr.: 72542749

Inhaltsangabe

C Composing and Revising C1 Planning * a. Build your academic intelligence. * b. Assess your writing situation. * c. Explore your subject. * d. Draft and revise a working thesis statement. * e Draft a plan. C2 Drafting * a. Draft an introduction. * b. Draft the body. * c. Draft a conclusion. C3 Writing paragraphs * a. Focus on a main point. * b. Develop the main point. * c. Make paragraphs coherent. * d. If necessary, adjust paragraph length. * e. Choose a suitable strategy for developing paragraphs. C4 Reviewing, revising, and editing * a. Use peer review: Give constructive comments. * b. Learn from peer review: Revise with comments. * c. Reflect on comments: Develop a revision plan. * d. One student's peer review process. * e. Approach global revision in cycles. * f. Revise globally by making a reverse outline. * g. Revise and edit sentences. * h. Proofread and format your work. * i. Sample student revision: Literacy narrative. C5 Reflecting on your writing; preparing a portfolio * a. Reflect on your writing. * b. Prepare a portfolio. * c. Student writing: Reflective letter for a portfolio. A Academic Reading and Writing A1 Reading and writing critically
* a. Read actively. * b. Outline a text to identify main ideas. * c. Summarize to deepen your understanding. * d. Analyze to demonstrate your critical thinking. * e. Sample student essay: Analysis of an article. A2 Reading and writing about multimodal texts * a. Read actively. * b. Summarize a multimodal text to deepen your understanding. * c Analyze a multimodal text to demonstrate your critical reading. * d Sample student writing: Analysis of an advertisement. A3 Reading arguments * a. Read with an open mind and a critical eye. * b. Evaluate ethical, logical, and emotional appeals as a reader. * c. Evaluate the evidence behind an argument. * d. Identify underlying assumptions. * e. Evaluate how fairly a writer handles opposing views.
A4 Writing arguments * a Identify your purpose and context. * b. View your audience as skeptical readers. * c. Build common ground with your audience. * d. In your introduction, establish credibility and state your position. * e. Back up your thesis with persuasive lines of argument. * f. Support your thesis with specific evidence. * g. Anticipate objections; counter opposing arguments. * h. Sample student writing: Argument. A5 Writing in the disciplines
* a. Find commonalities across disciplines. * b. Recognize the questions writers in a discipline ask. * c. Understand the kinds of evidence writers in a discipline use. * d. Become familiar with a discipline's language conventions. * e. Use a discipline's preferred citation style. R Researched writing R1 Thinking like a researcher; gathering sources * a. Manage the project. * b. Ask questions worth exploring. * c. Map out a search strategy. * d. Search efficiently; master a few shortcuts to finding good sources. * e. Keep yourself on track with a research proposal. * f. Conduct field research, if appropriate. R2 Managing information; taking notes responsibly * a. Maintain a working bibliography. * b. Keep track of source materials. * c. As you take notes, avoid unintentional plagiarism. R3 Evaluating sources * a. Evaluate the reliability and usefulness of sources. * b. Read with an open mind and a critical eye. * c. Assess sources for reliability and purpose. * d. Construct an annotated bibliography. MLA MLA Style List of MLA in-text citation models List of MLA works cited models MLA-1 Supporting a thesis * a. Form a working thesis. * b. Organize your ideas with a rough outline. * c. Consider how sources will contribute to your essay. MLA-2 Citing sources; avoiding plagiarism * a. Understand how the MLA system works. * b. Understand what plagiarism is. * c. Use quotation marks around borrowed language. * d. Put summaries and paraphrases in your own words. MLA-3 Integrating sources * a. Summarize and paraphrase effectively. * b. Use quotations effectively. * c. Use signal phrases to integrate sources. * d. Synthesize sources. MLA-4 Documenting sources * a. MLA in-text citations. * b. MLA list of works cited. * c. MLA information notes. (optional) MLA-5 MLA format; sample research essay * a. MLA format. * b. Sample research essay in MLA style. APA CMS APA Style and CMS Style List of APA in-text citation models List of APA reference list models APA-1 Supporting a thesis * a. Form a working thesis. * b. Organize your ideas. * c. Consider how sources will contribute to your essay. APA-2 Citing sources; avoiding plagiarism * a. Understand how the APA system works. * b. Understand what plagiarism is. * c. Use quotation marks around borrowed language. * d. Put summaries and paraphrases in your own words. APA-3 Integrating sources * a. Summarize and paraphrase effectively. * b. Use quotations effectively. * c. Use signal phrases to integrate sources. * d. Synthesize sources. APA-4 Documenting sources * a. APA in-text citations. * b. APA list of references. APA-5 APA format; sample research essay * a. APA format. * b. Sample research essay in APA style. CMS (Chicago) style List of CMS-style notes and bibliography entries CMS-1 Supporting a thesis * a. Form a working thesis. * b. Organize your ideas. * c. Consider how sources will contribute to your essay. CMS-2 Citing sources; avoiding plagiarism * a. Use the CMS system for citing sources. * b. Understand what plagiarism is. * c. Use quotation marks around borrowed language. * d. Put summaries and paraphrases in your own words. CMS-3 Integrating sources * a. Use quotations effectively. * b. Use signal phrases to integrate sources. CMS-4 Documenting sources * a. First and later notes for a source. * b. CMS-style bibliography. * c. Model notes and bibliography entries. CMS-5 Chicago format; sample research essay * a. CMS format. * b. Sample pages from a Chicago-style essay. S Sentence Style S1 Parallelism * a. Balance parallel ideas in a series. * b. Balance parallel ideas presented as pairs. * c Repeat function words to clarify parallels. S2 Needed words * a. Add words needed to complete compound structures. * b. Add the word that where needed for clarity. * c. Add words needed to make comparisons logical and complete. * d. Add the articles a, an, and the where necessary for grammatical completeness. S3 Problems with modifiers * a. Put limiting modifiers in front of the words they modify. * b. Place phrases and clauses so that readers can see at a glance what they modify. * c. Move awkwardly placed modifiers. * d. Avoid split infinitives when they are awkward. * e. Repair dangling modifiers. S4 Shifts * a. Make the point of view consistent in person and number. * b. Maintain consistent verb tenses. * c. Make verbs consistent in voice. * d. Avoid sudden shifts from indirect to direct questions or quotations. S5 Mixed constructions * a. Untangle the grammatical structure. * b. Straighten out the logical connections. * c. Avoid is when, is where, and reason . . . is because constructions S6 Sentence emphasis * a. Coordinate equal ideas; subordinate minor ideas. * b. Combine choppy sentences. * c. Avoid ineffective and excessive coordination. * d. Do not subordinate major ideas. * e. Do not subordinate excessively. * f. Experiment with techniques for gaining emphasis. S7 Sentence variety * a. Vary your sentence openings. * b. Use a variety of sentence structures. * c. Try inverting sentences occasionally. W Word Choice W1 Glossary of usage W2 Wordy sentences * a. Eliminate redundancies. * b. Avoid unnecessary repetition of words. * c. Cut empty or inflated phrases. * d. Simplify the structure. * e. Reduce clauses to phrases, phrases to single words. W3 Active verbs * a. Choose active voice or passive voice depending on your writing situation. * b. Replace be verbs that result in dull or wordy sentences. * c. As a rule, choose a subject that names the person or thing doing the action. W4 Language that fits the writing situation * a. Avoid jargon, except in specialized writing situations. * b. Avoid most euphemisms and doublespeak. * c. In most contexts, avoid slang. * d. Choose a level of formality that fits the writing situation. * e. Avoid sexist and noninclusive language. W5 Exact language * a. Select words with their connotations in mind. * b. Prefer specific, concrete nouns. * c. Do not misuse words. * d. Use common idioms. * e. Do not rely heavily on clichés. * f. Use figures of speech with care. G Grammatical Sentences G1 Subject-verb agreement * a. Learn to recognize typical subject-verb combinations. * b. Make the verb agree with its subject, not with a word the comes between. * c. Treat most subjects joined with and as plural. * d. With subjects joined with or or nor (or with either. . .or or neither. . .nor), make the verb agree with the part of the subject nearer to the verb. * e. Treat most indefinite pronouns as singular. * f. Treat collective nouns as singular unless the meaning is clearly plural. * g. Make the verb agree with its subject even when the subject follows the verb. * h. Make the verb agree with its subject, not with a subject complement. * i. Who, which and that take verbs that agree with their antecedents. * j. Words such as athletics, economics, physics, statistics, and news are usually singular, despite their plural form. * k. Titles of works, company names, words mentioned as words, and gerund phrases are singular. G2 Verb form, tenses, and moods * a. Choose among the forms of irregular verbs. * b. Distinguish among the forms of lie and lay. * c. Use -s (or -es) endings on present-tense verbs that have third-person singular subjects. * d. Do not omit -ed endings on verbs. * e. Do not omit needed verbs. * f. Choose the verb tense that suits your meaning. * g. Use the subjunctive mood in the few contexts that require it. G3 Pronouns * a. Make pronouns and antecedents agree. * b. Make pronoun references clear. * c. Distinguish between pronouns such as I and me. * d. Distinguish between who and whom. G4 Adjectives and adverbs * a. Use adjectives to modify nouns. * b. Use adverbs to modify verbs, adjectives, and other adverbs. * c. Distinguish between good and well, bad and badly. * d. Use comparatives and superlatives with care. * e. Avoid double negatives. G5 Sentence fragments * a. Test for sentence completeness. * b. Attach fragmented subordinate clauses or turn them into sentences. * c. Attach fragmented phrases or turn them into sentences.  * d. Attach other fragmented word groups or turn them into sentences.  * e. Exception: A fragment may be used for effect. G6 Run-on sentences * a. Recognize run-on sentences. * b. Consider separating the clauses with a comma and a coordinating conjunction. * c. Consider separating the clauses with a semicolon, a colon, or a dash. * d. Consider making the clauses into separate sentences. * e. Consider restructuring the sentence, perhaps by subordinating one of the clauses. M Multilingual Writers and ESL Topics M1 Verbs * a. Use an appropriate verb form and tense. * b.For a verb in the passive voice, use a form of be with the past participle. * c. Use the base form of the verb after a modal. * d. To make negative verb forms, add not in the appropriate place. * e. In a conditional sentence, choose verb tenses according to the type of condition. * f. Become familiar with verbs that may be followed by gerunds or infinitives. M2 Articles * a. Be familiar with articles and other noun markers. * b. Use the with most specific common nouns. * c. Use a (or an) with common singular count nouns that refer to "one" or "any." * d. Use a quantifier such as some or more, not a or an, with a noncount noun to express an approximate amount. * e. Do not use articles with nouns that refer to all of something or to something in general. * f. Do not use articles with most singular proper nouns. Use the with most plural proper nouns. M3 Sentence structure * a. Use a linking verb between a subject and its complement. * b. Include a subject in every sentence. * c. Do not use both a noun and a pronoun to perform the same grammatical function in a sentence. * d. Do not repeat a subject, an object, or an adverb in an adjective clause. * e. Avoid mixed constructions beginning with although or because. * f. Do not place an adverb between a verb and its direct object. M4 Using adjectives * a. Distinguish between present participles and past participles used as adjectives. * b. Place cumulative adjectives in an appropriate order. M5 Prepositions and idiomatic expressions * a. Become familiar with prepositions that show time and place. * b. Use nouns (including -ing forms) after prepositions. * c. Become familiar with common adjective + preposition combinations. * d. Become familiar with common verb + preposition combinations. M6 Paraphrasing sources effectively * a. Avoid replacing a source's words with synonyms. * b. Determine the meaning of the original source. * c. Present the author's meaning in your own words. P Punctuation and Mechanics P1 The comma * a. Use a comma before a coordinating conjunction joining independent clauses. * b. Use a comma after an introductory clause or phrase. * c. Use a comma between items in a series. * d. Use a comma between coordinate adjectives not joined with and. Do not use a comma between cumulative adjectives.  * e. Use commas to set off nonrestrictive (nonessential) elements. Do not use commas to set off restrictive (essential) elements. * f. Use commas to set off transitional and parenthetical expressions, absolute phrases, and word groups expressing contrast. * g. Use commas to set off nouns of direct address, yes/no, interrogative tags, and mild interjections. * h. Use commas with expressions such as he said to set off direct quotations. * i. Use commas with dates, addresses, titles, and numbers. P2 Unnecessary commas * a. Do not use a comma with a coordinating conjunction that joins only two words, phrases, or subordinate clauses.  * b. Do not use a comma to separate a verb from its subject or object. * c. Do not use a comma before the first or after the last item in a series. * d. Do not use a comma between cumulative adjectives, between an adjective and a noun, or between an adverb and an adjective. * e. Do not use commas to set off restrictive elements. * f. Do not use commas to set off a concluding adverb clause that is essential to the meaning. * g. Do not use a comma after a phrase that begins an inverted sentence. * h. Avoid other common misuses of the comma. P3 The semicolon and the colon * a. Use a semicolon between closely related independent clauses. * b. Use a semicolon between items in a series containing internal punctuation. * c. Avoid common misuses of the semicolon. * d. Use a colon after an independent clause for a list, an appositive, a quotation, or a summary. * e. Use a colon according to convention. * f. Avoid common misuses of the colon. P4 The apostrophe * a. Use an apostrophe to indicate that a noun is possessive. * b. Use an apostrophe to mark omissions in contractions and numbers. * c. Do not use an apostrophe in certain situations.  * d. Avoid common misuses of the apostrophe. P5 Quotation marks * a. Use quotation marks to enclose direct quotations. * b. Use single quotation marks to enclose a quotation within quotation. * c. Use quotation marks around the titles of short works. * d. Quotation marks may be used to set off words used as words. * e. Use punctuation with quotation marks according to convention. * f. Avoid common misuses of quotation marks. P6 Other punctuation marks * a. End punctuation. * b. The dash, parentheses, and brackets. * c. The ellipsis mark. * d. The slash. P7 Spelling and hyphenation * a. Become familiar with the major spelling rules. * b. Understand words that sound alike but have different meanings. * c. Be alert to commonly misspelled words. * d. Consult the dictionary to determine how to treat a compound word. * e. Hyphenate two or more words used together as an adjective before a noun. * f. Hyphenate fractions and certain numbers when they are spelled out. * g. Use a hyphen with certain prefixes and suffixes. * h. Use a hyphen in certain words to avoid ambiguity. * i. Check for correct word breaks when words must be divided at the end of a line. P8 Capitalization * a. Capitalize proper nouns and words derived from them; do not capitalize common nouns. * b. Capitalize titles of persons when used as part of a proper name but usually not when used alone. * c. Capitalize titles according to convention. * d. Capitalize the first word of sentence. * e. Capitalize the first word of a quoted sentence but not a quoted word or phrase. * f. Know your options when the first word after a colon begins an independent clause. P9 Abbreviations and numbers * a. Use common abbreviations for titles immediately before and after proper names. * b. Use abbreviations only when you are sure your readers will understand them. * c. Avoid texting abbreviations in college writing. * d. Use BCE, CE, a.m., p.m., No., and $ only with specific dates, times, numbers, and amounts. * e. Understand units of measurement. * f. Be sparing in your use of Latin abbreviations. * g. Follow other conventions for abbreviations. * h. Follow the conventions in your discipline for spelling out or using numerals to express numbers. * i. Use numerals according to convention in dates, addresses, and so on. P10 Italics * a. Italicize the titles of works according to convention. * b. Italicize other terms according to convention. B Basic Grammar B1 Parts of speech * a. Nouns. * b. Pronouns. * c. Verbs. * d. Adjectives. * e. Adverbs. * f. Prepositions. * g. Conjunctions. * h. Interjections. B2 Sentence patterns * a. Subjects. * b. Verbs, objects, and complements. B3 Subordinate word groups * a. Prepositional phrases. * b. Verbal phrases. * c. Appositive phrases. * d. Absolute phrases. * e. Subordinate clauses. B4 Sentence types * a. Sentence structures. * b. Sentence purposes. I Index