A Writer's Resource Student Edition
4th Edition
Published on 17. November 2011
Book
Spiral bound
672 pages
978-0-07-338403-0 (ISBN)
Description
A Writer's Resource is a tabbed version of the Maimon handbook and includes updated features like Start Smart which helps students know where to start and how to navigate all their common writing 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.
More details
Edition
4th Revised edition
Language
English
Place of publication
London
United States
Publishing group
McGraw-Hill Education - Europe
Target group
Adult education
Edition type
Revised edition
Dimensions
Height: 216 mm
Width: 163 mm
Thickness: 28 mm
Weight
828 gr
ISBN-13
978-0-07-338403-0 (9780073384030)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
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. 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. 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.
Content
A Writer's Resource, Fourth Edition *Indicates new content or a chapter/section with major revisions. In addition, content is being updated and revised throughout. Tab 1. Writing Today *RESOURCES FOR WRITERS (Foldout): Start Smart: Addressing the Writing Situation 1. Writing across the Curriculum and beyond College a. Studying the world through a range of disciplines b. Using writing as a tool for learning c. Taking responsibility for reading, writing, and research d. Recognizing that writing improves with practice *e. Achieving the core outcomes of successful writing *2. Writing Situations *a. Viewing the situation as the framework for approaching any writing task *b. Using multimedia elements and genre effectively *c. Choosing the best medium d. Becoming aware of the persuasive power of images e. Takng advantage of online and other electronic tools for learning *3. Audience and Academic English *a. Becoming aware of your audience *b. Using reading, writing, and speaking to learn more about Academic English c. Using learning tools that are available for multilingual students Tab 2. Writing and Designing Texts 4. Reading and Writing: The Critical Connection a. Reading critically b. Writing critically 5. Planning and Shaping a. Learning how to approach assignments b. Exploring your ideas c. Developing a working thesis d. Planning a structure that suits your assignment *e. Considering visuals and multimedia, depending on your purpose and audience 6. Drafting a. Developing ideas using patterns of organization and visuals b. Writing focused, clearly organized paragraphs *c. Integrating visuals and multimedia elements effectively 7. Revising and Editing a. Getting comments from readers b. Using electronic tools for revising [drop this section?] c. Focusing on the writing situation (topic, purpose, audience, medium, genre) d. Making sure your thesis is strong e. Reviewing the structure of your draft f. Revising for paragraph development, paragraph unity, and coherence *f. Revising visuals and multimedia g. Editing sentences h. Proofreading carefully i. Using campus, Internet, and community resources j. Learning from one student's revisions 8. Designing Academic Papers and Portfolios a. Thinking intentionally about design b. Compiling a portfolio Tab 3. Common Assignments across the Curriculum 9. Informative Reports a. Understanding the assignment b. Approaching writing an informative report as a process c. Student paper: Informative report d. Writing reviews of the literature 10. Interpretive Analyses and Writing about Literature a. Understanding the assignment b. Approaching writing an interpretive analysis as a process c. Student paper: Interpretive analysis 11. Arguments a. Understanding the assignment b. Thinking critically c. Approaching writing an argument as a process *d. Student paper: Argument 12. Other Kinds of Writing: Personal a. Personal essays b. Lab reports in the experimental sciences c. Case studies in the social sciences d. Essay exams e. Coauthored projects 13. Oral Presentations a. Planning and shaping your presentation b. Drafting your presentation c. Creating multimedia presentations d. Preparing for your presentation 14. Multimedia Writing a. Learning about tools for creating multimedia texts b. Analyzing images c. Creating a Web site *d. Creating and interacting with weblogs and wikis Tab 4. Writing beyond College 15. Service Learning and Community-Service Writing a. Addressing the community on behalf of your organization or yourself *b. Designing brochures, posters, and newsletters 16. Letters to Raise Awareness and Share Concern 17. Writing to Get and Keep a Job a. Exploring internship possibilities b. Keeping an up-to-date resume c. Writing an application letter d. Preparing for a job interview e. Applying college writing to writing on the job f. Writing as a consumer Tab 5. Researching 18. Understanding Research a. Understanding primary and secondary research b. Recognizing the connection between research and college writing c. Understanding the research assignment d. Choosing an interesting research question e. Creating a research plan 19. Finding and Managing Print and Online Sources a. Using the library in person and online b. Consulting various kinds of sources c. Understanding keywords and keyword searches d. Using printed and online reference works e. Using print indexes and online databases f. Using search engines and subject directories to find Internet sources g. Using your library's online catalog or card catalog to find books h. Taking advantage of printed and online government documents i. Exploring online communication *20. Finding and Creating Effective Visuals, Audio, and Video a. Finding quantitative data and displaying it visually b. Searching for appropriate images in online and print sources *c. Finding audio and video files 21. Evaluating Sources a. Questioning print sources b. Questioning Internet sources c. Evaluating a source's arguments 22. Doing Research in the Archive, Field, and Lab a. Adhering to ethical principles b. Preparing yourself for archival research c. Planning your field research carefully d. Keeping a notebook when doing lab research 23. Plagiarism, Copyright, and Intellectual Property a. Understanding how plagiarism relates to copyright and intellectual property b. Avoiding inadvertent and deliberate plagiarism c. Using copyrighted materials fairly 24. Working with Sources and Avoiding Plagiarism a. Maintaining a working bibliography b. Creating an annotated bibliography c. Taking notes on your sources d. Taking stock of what you have learned as you paraphrase, summarize, quote, and synthesize your sources e. Integrating quotations, paraphrases, and summaries f. Avoiding plagiarism and copyright infringement 25. Writing the Paper a. Planning and drafting your paper b. Revising your draft c. Documenting your sources Tab 6. MLA Documentation Style RESOURCES FOR WRITERS (Foldout): Identifying and Documenting Sources: MLA Style 26. MLA Style: In-Text Citations MLA In-Text Citations: Directory to Sample Types 27. MLA Style: List of Works Cited MLA Works-Cited Entries: Directory to Sample Types 28. MLA Style: Explanatory Notes 29. MLA Style: Paper Format *30. Student Paper in MLA Style Tab 7. APA Documentation Style RESOURCES FOR WRITERS (Foldout): Identifying and Documenting Sources: APA Style 31. APA Style: In-Text Citations APA In-Text Citations: Directory to Sample Types 32. APA Style: References APA Reference Entries: Directory to Sample Types 33. APA Style: Paper Format *34. Student Paper in APA Style Tab 8. Chicago and CSE Documentation Styles 35. Chicago Documentation Style a. Chicago style: In-text citations and notes b. Chicago style: Bibliography c. Sample Chicago-style notes and bibliography entries d. Sample from a student paper in Chicago style 36. CSE Documentation: Name-Year Style CSE Name-Year Style: Directory to Sample Types a. CSE name-year style: In-text citations b. CSE name-year style: List of references c. CSE name-year style: Sample references list Tab 9. Editing for Clarity RESOURCES FOR WRITERS (Foldout): Identifying and Editing Common Problems/Quick Reference for Multilingual Writers 38. Wordy Sentences a. Eliminating redundancies b. Avoiding unnecessary repetition c. Replacing wordy phrases d. Reducing clauses and phrases e. Combining sentences f. Making sentences straightforward 39. Missing Words a. Adding words needed in compound structures b. Including that when it is needed for clarity c. Making comparisons clear d. Adding articles (a, an, the) where necessary 40. Mixed Constructions a. Untangling mixed-up sentence structures b. Making sure predicates fit subjects c. Editing sentences with is when, is where, the reason ... is because 41. Confusing Shifts a. Making your point of view consistent in person and number b. Keeping verb tenses consistent c. Avoiding unnecessary shifts in mood and voice d. Avoiding shifts between direct and indirect quotations and questions 42. Faulty Parallelism a. Making items in a series parallel b. Making paired ideas parallel c. Repeating function words as needed 43. Misplaced and Dangling Modifiers a. Putting modifiers close to the words they modify b. Clarifying ambiguous modifiers c. Moving disruptive modifiers d. Checking split infinitives for ambiguity e. Fixing dangling modifiers 44. Coordination and Subordination a. Using coordination to express equal ideas b. Using subordination to express unequal ideas c. Avoiding subordination of ma jor ideas d. Combining short, choppy sentences e. Avoiding excessive subordination 45. Sentence Variety a. Varying sentence openings b. Varying sentence length and structure c. Including cumulative and periodic sentences and rhetorical questions d. Trying inversions 46. Active Verbs a. Considering alternatives to be verbs b. Preferring the active voice 47. Appropriate Language a. Avoiding slang, regionalisms, and nonstandard English b. Using an appropriate level of formality c. Avoiding jargon d. Avoiding euphemisms and doublespeak e. Removing biased or sexist language 48. Exact Language a. Choosing words with suitable connotations b. Including specific, concrete words c. Using standard idioms d. Avoiding cliches e. Creating suitable figures of speech f. Avoiding misuse of words 49. The Dictionary and the Thesaurus a. Using the dictionary as a habit b. Consulting a thesaurus 50. Glossary of Usage Tab 10. Editing for Grammar Conventions 51. Sentence Fragments a. Identifying sentence fragments b. Editing sentence fragments c. Phrases as fragments d. Dependent clauses as fragments 52. Comma Splices and Run-on Sentences a. Identifying commas splices and run-on sentences b. Learning five ways to edit commas splices and run-on sentences c. Joining two clauses with a comma and a coordinating conjunction d. Joining two clauses with a semicolon e. Separating the clauses into two sentences f. Making one clause dependent g. Transforming two clauses into one clause 53. Subject-Verb Agreement a. Standard subject-verb combinations b. A word group between subject and verb c. Compound subjects connected by conjunctions (and, but, either ...or) d. Collective subjects (committee, jury) e. Indefinite subjects (everybody, no one) f. Subject following verb g. Subject complements h. Relative pronouns (who, which, that) i. -ing phrases (gerund phrases) as subjects j. Titles, company names, words considered as words 54. Problems with Verbs a. Principal forms of regular and irregular verbs b. Lay and lie, sit and set, rise and raise c. -s or -es endings d. -d or -ed endings e. Complete verbs f. Verb tenses g. Past perfect tense h. Special uses of the present tense i. Tense with infinitives and participles j. Mood 55. Problems with Pronouns a. Pronoun-antecedent agreement b. Pronoun reference c. Making pronouns consistent d. Pronoun case (for example, I vs. me) e. Who vs. whom 56. Problems with Adjectives and Adverbs a. Adverbs b. Adjectives c. Positive, comparative, and superlative adjectives and adverbs d. Double negatives Tab 11. Editing for Correctness: Punctuation, Mechanics, and Spelling 57. Commas Common Uses of the Comma a. Introductory word groups b. Items in a series c. Independent clauses joined by a coordinating conjunction d. Series of adjectives e. Nonessential additions to a sentence f. Transitional and parenthetical expressions, contrasting comments, absolute phrases g. Words of direct address, yes and no, mild interjections, tag questions h. Direct quotations i. Parts of dates, letters, addresses, people's titles, and numbers j. Omitted words or phrases, confusing combinations Common Misuses of the Comma k. To separate major elements in an independent clause l. In front of the first or following the final item in a series m. To separate compound word groups that are not independent clauses n. To set off restrictive modifiers, appositives, or slightly parenthetical elements o. Other common errors 58. Semicolons a. Independent clauses b. Independent clauses with transitional expressions c. Items in a series that contain commas d. Common errors 59. Colons a. With lists, appositives, or quotations b. With a second independent clause that elaborates on the first one c. Other conventional uses d. Common errors 60. Apostrophes a. To indicate possession b. For missing letters in contractions and for missing numbers c. Distinguishing between possessive pronouns and contractions d. To form plural numbers, letters, abbreviations, words used as words e. Common errors 61. Quotation Marks a. Exact words of a speaker or writer b. Long quotations in indented blocks c. A quotation within a quotation d. Titles of short works e. A word or phrase used in a special way f. Other punctuation marks with quotation marks g. Common errors 62. Other Punctuation Marks a. Periods b. Question marks c. Exclamation points d. A dash or dashes e. Parentheses f. Brackets g. Ellipses h. Slashes 63. Capitalization a. Names of people and derived names, including brand names, certain abbreviations b. Titles of persons c. Titles of creative works d. Names of areas and regions e. Names of races, ethnic groups, and sacred things f. First word of a quoted sentence g. First word of a sentence h. First word of an independent clause after a colon 64. Abbreviations and Symbols a. Titles that precede or follow a person's name b. Familiar vs. unfamiliar abbreviations c. Words typically used with times, dates, and numerals; units of measurement in charts and graphs d. Latin abbreviations e. Inappropriate abbreviations and symbols 65. Numbers a. Numbers up to one hundred and round numbers over one hundred b. Numbers that begin a sentence c. Numbers in technical and business writing d. Dates, times of day, addresses 66. Italics a. Titles of lengthy works or separate publications b. Names of ships, trains, aircraft, and spaceships c. Foreign terms d. Scientific names e. Words, letters, and numbers referred to as themselves f. Overuse 67. Hyphens a. Compound words b. Compound adjective or noun forms c. Fractions and compound numbers d. With some prefixes and suffixes e. To divide words at the ends of lines 68. Spelling a. Spelling rules and exceptions b. Words pronounced alike but spelled differently Tab 12. Basic Grammar Review with Tips for Multilingual Writers 69. Parts of Speech Tip: Recognizing language differences a. Verbs Tip: Using verbs followed by gerunds or infinitives Tip: Matching helping verbs (do, have, be) with the appropriate form of the main verb Tip: Understanding the form and meaning of modal verbs b. Nouns Tip: Using quantifiers with count and noncount nouns Tip: Using articles (a, an, the) appropriately c. Pronouns d. Adjectives Tip: Using adjectives correctly e. Adverbs f. Prepositions Tip: Using prepositions g. Conjunctions Tip: Using coordination and subordination appropriately h. Interjections 70. Parts of Sentences Tip: Putting sentence parts in the correct order for English a. Subjects Tip: Including a subject (but not two) b. Verbs and their objects or complements Tip: Including a complete verb Tip: Including only one direct object 71. Phrases and Dependent Clauses a. Noun phrases b. Verb phrases and verbals c. Appositive phrases d. Absolute phrases e. Dependent clauses Tip: Understanding the purposes and constructions of if clauses 72. Types of Sentences a. Sentence structures b. Sentence purposes Tab 13. Further Resources for Learning Selected Terms from across the Curriculum RESOURCES FOR WRITERS (Foldout): Timeline of World History/World Map Index Index for Multilingual Writer Quick Guide to Key Resources Abbreviations and Symbols for Editing and Proofreading