Writing Intensive
2nd Edition
Will be published approx. on 1. March 2012
Book
Paperback/Softback
464 pages
978-0-07-338405-4 (ISBN)
Description
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.
More details
Edition
2nd Revised edition
Language
English
Place of publication
United States
Publishing group
McGraw-Hill Education - Europe
Target group
College/higher education
Edition type
Revised edition
Illustrations
25 Illustrations
Dimensions
Height: 213 mm
Width: 127 mm
Thickness: 20 mm
Weight
408 gr
ISBN-13
978-0-07-338405-4 (9780073384054)
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
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 5 a. Understanding the assignment b. Approaching writing an informative report as a process 3. Interpretive Analyses and Writing about Literature 7 a. Understanding the assignment b. Approaching writing an interpretive analysis as a process 4. Arguments 11 a. Understanding the assignment b. Approaching writing an argument as a process 5. Other Kinds of Assignments 20 a. Personal essays b. Lab reports in the experimental sciences c. Case studies in the social sciences d. Essay exams e. Oral presentations f. Coauthored projects g. Portfolios 6. 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 50 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 8. Finding Print and Online Sources 56 a. Consulting various kinds of sources b. Keyword searches c. Using the library d. Searching the Internet 9. Evaluating Your Sources 67 a. Questioning all sources b. Questioning Internet sources c. 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 sources 11. Conducting Research in the Archive, Field, and Lab 75 a. Adhering to ethical principles b. Preparing for archival research c. Planning your field research d. Keeping a notebook when doing lab research *12. Working with Sources and Avoiding Plagiarism 79 a. Maintaining a working bibliography b. Creating an annotated bibliography c. Note taking d. Paraphrasing, summarizing, and quoting sources e. Avoiding plagiarism and copyright infringement 13. Writing the Paper 92 a. Planning and drafting b. Integrating quotations c. Documenting your sources Part 3 MLA Documentation Style 99 *14. MLA Style: In-Text Citations 104 MLA In-Text Citations: Directory to Sample Types *15. MLA Style: List of Works Cited 116 MLA Works-Cited Entries: Directory to Sample Types 16. MLA Style: Explanatory Notes and Acknowledgments 150 17. 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 163 APA In-Text Citations: Directory to Sample Types 20. APA Style: References 170 APA In-Text Citations: Directory to Sample Types 21. 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 201 Chicago 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 230 a. Redundancies and unnecessary modifiers b. Wordy phrases c. Roundabout sentences 26. Adding Missing Words 233 a. Compound structures b. The word that c. Words in comparisons d. The articles a, an, the 27. Unscramble Mixed Constructions 235 a. Mixed-up grammar b. Illogical predicates 28. Fixing Confusing Shifts 237 a. Shifts in point of view b. Shifts in tense c. Shifts in mood and voice 29. Using Parallel Construction 241 a. Items in a series b. Paired ideas c. Function words 30. Fixing Misplaced and Dangling Modifiers 244 a. Misplaced modifiers b. Ambiguous modifiers c. Disruptive modifiers d. Split infinitives e. Dangling modifiers 31. Using Coordination and Subordination Effectively 249 a. Coordination used for ideas of unequal importance b. Major ideas in main clauses c. Combining short, choppy sentences d. Avoiding excessive subordination 32. Vary Your Sentences 252 a. Sentence openings b. Sentence length and structure c. Cumulative and periodic sentences d. An occasional inversion, a rhetorical question, or an exclamation 33. Choosing Active Verbs 256 a. Alternatives to be verbs b. The active voice 34. Using Appropriate Language 258 a. Slang, regional expressions, and nonstandard English b. Levels of formality c. Jargon d. Euphemisms and doublespeak e. Biased or sexist language 35. Using Exact Language 263 a. Connotations b. Specific and concrete words c. Standard idioms d. Cliches e. Figures of speech f. Misusing words 36. Glossary of Usage 266 Part 7 Editing for Grammar Conventions 279 37. Sentence Fragments 280 a. Dependent-clause fragments b. Phrase fragments c. Other types of fragments 38. Comma Splices and Run-on Sentences 285 a. Joining two clauses with a comma and a coordinating conjunction such as and or but b. Joining two clauses with a semicolon c. Separating clauses into two sentences d. Turning one of the independent clauses into a dependent clause e. Transforming two clauses into one independent clause 39. Subject-Verb Agreement 290 a. When a word group separates the subject from the verb b. Compound subjects c. Collective subjects d. Indefinite subjects e. When the subject comes after the verb f. Subject complement g. Relative pronouns h. Phrases beginning with -ing verbs i. Titles of works, names of companies, or words representing themselves 40. Problems with Verbs 297 a. Regular and irregular verbs b. Lay and lie, sit and set, rise and raise c. Adding an -s or -es ending d. Adding a -d or an -ed ending e. Tenses f. Use of the past perfect tense g. Uses of the present tense h. Complete verbs i. Mood 41. Master Problems with Pronouns 309 a. Pronoun-antecedent agreement b. Pronoun reference c. Pronoun case d. Who and whom 42. Problems with Adjectives and Adverbs 321 a. Adverbs b. Adjectives c. Positive, comparative, and superlative adjectives and adverbs d. Double negatives 43. Problems with English Grammar of Special Concern to Multilingual Writers 326 a. Using articles (a, an, the) appropriately b. Using helping verbs with main verbs *c. Using verbs followed by gerunds or infinitives d. Using complete subjects and verbs e. 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 340 a. After an introductory word group b. Between items in a series c. In front of a coordinating conjunction joining independent clauses d. Between coordinate adjectives e. To set off nonessential elements f. With transitional and parenthetical expressions, contrasting comments, and absolute phrases g. To set off words of direct address, yes and no, mild interjections, and tag questions h. To separate a direct quotation from the rest of the sentence i. With dates, addresses, titles, and numbers j. To take the place of an omitted word or phrase or to prevent misreading k. Common errors 45. Semicolons 352 a. To join independent clauses b. With transitional expressions that separate independent clauses c. To separate items in a series when the items contain commas d. Common errors 46. Colons 356 a. To introduce lists, appositives, or quotations b. When a second independent clause elaborates on the first one c. Other conventional uses d. Common errors 47. Apostrophes 358 a. To indicate possession b. With indefinite pronouns c. To mark contractions d. To form plural numbers, letters, abbreviations, and words used as words e. Common errors 48. Quotation Marks 361 a. To indicate direct quotations b. To enclose titles of short works c. To indicate that a word or phrase is being used in a special way d. Other punctuation with quotation marks e. Common errors 49. Other Punctuation Marks 366 a. The period b. The question mark c. The exclamation point d. Dashes e. Parentheses f. Brackets g. Ellipses h. Slashes 50. Cap italization 372 a. Proper nouns b. Personal titles c. Titles of creative works d. Names of areas or regions e. Names of races, ethnic groups, and sacred things f. First word of a sentence or quoted sentence g. First word after a colon 51. Abbreviations and Symbols 377 a. Titles that always precede or follow a person's name b. Familiar abbreviations c. Latin abbreviations d. Inappropriate abbreviations and symbols 52. Numbers 381 a. Numerals versus words b. Numbers that begin sentences c. Conventional uses of numerals 53. Italics (Underlining) 383 a. Titles of 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. For emphasis 54. Hyphens 386 a. To form a compound word b. To create a compound adjective or noun forms c. To spell out fractions and compound numbers d. To attach some prefixes and suffixes e. To divide words at the ends of lines 55. Spelling 388 Discipline-Specific Resources in the Library and on the Internet D-1 Glossary of Terms G-1 Index I-1 Abbreviations and Symbols for Editing and Proofreading