MARC details
| 000 -LEADER |
|---|
| fixed length control field |
26598cam a2200541 i 4500 |
| 001 - CONTROL NUMBER |
|---|
| control field |
ocn881401665 |
| 003 - CONTROL NUMBER IDENTIFIER |
|---|
| control field |
OCoLC |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20240726073645.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
130814s2015 ctua b 001 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
|---|
| LC control number |
2013947896 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9781285438016 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9781285437958 |
| 035 ## - SYSTEM CONTROL NUMBER |
|---|
| System control number |
(OCoLC)881401665 |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
DLC |
| Language of cataloging |
eng |
| Description conventions |
rda |
| Transcribing agency |
DLC |
| Modifying agency |
B6U |
| -- |
OCLCF |
| -- |
OCLCO |
| -- |
OCL |
| -- |
YDXCP |
| -- |
INU |
| -- |
OCLCQ |
| -- |
SGB |
| -- |
SWW |
| 042 ## - AUTHENTICATION CODE |
|---|
| Authentication code |
pcc |
| 049 ## - LOCAL HOLDINGS (OCLC) |
|---|
| Holding library |
SGEM |
| 050 04 - LIBRARY OF CONGRESS CALL NUMBER |
|---|
| Classification number |
PE1408.S443.C655 2015 |
| 050 04 - LIBRARY OF CONGRESS CALL NUMBER |
|---|
| Classification number |
PE1408 |
| 245 04 - TITLE STATEMENT |
|---|
| Title |
The college writer : |
| Remainder of title |
a guide to thinking, writing, and researching / |
| Statement of responsibility, etc. |
edited by] Randall VanderMey, Westmont College, Verne Meyer, Dordt College, John Van Rys, Redeemer University College, Pat Sebranek. |
| Medium |
[print] |
| 250 ## - EDITION STATEMENT |
|---|
| Edition statement |
Fifth edition. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
Stamford, Connecticut : |
| Name of publisher, distributor, etc. |
Cengage Learning, |
| Date of publication, distribution, etc. |
(c)2015. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xxxii, 735 pages : |
| Other physical details |
color illustrations ; |
| Dimensions |
24 cm |
| 336 ## - CONTENT TYPE |
|---|
| Content type term |
text |
| Content type code |
txt |
| Source |
rdacontent |
| 337 ## - MEDIA TYPE |
|---|
| Media type term |
unmediated |
| Media type code |
n |
| Source |
rdamedia |
| 338 ## - CARRIER TYPE |
|---|
| Carrier type term |
volume |
| Carrier type code |
nc |
| Source |
rdacarrier |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
|
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes bibliographies and index. |
| 505 00 - FORMATTED CONTENTS NOTE |
|---|
| Title |
Rhetoric : A College Student's Guide to Writing: |
| -- |
Critical Thinking Through Reading, Viewing, and Writing. -- |
| -- |
Critical Thinking Through Reading. -- |
| -- |
Read Actively ; |
| Statement of responsibility |
Dan Heath ; -- |
| Title |
Map the text ; -- |
| -- |
Outline the text ; -- |
| -- |
Evaluate the text -- |
| -- |
Responding to a Text. -- |
| -- |
Follow these guidelines for response writing. -- |
| -- |
Summarizing a Text. -- |
| -- |
Follow these guidelines for summary writing -- |
| -- |
Critical Thinking Through Viewing. -- |
| -- |
Actively view images ; -- |
| -- |
View an image -- |
| -- |
Interpreting an Image. -- |
| -- |
Interpret an image -- |
| -- |
Evaluating an Image. -- |
| -- |
Consider the purpose ; -- |
| -- |
Evaluate the quality ; -- |
| -- |
Determine the value ; -- |
| -- |
Evaluate an image -- |
| -- |
Critical Thinking Through Writing. -- |
| -- |
Develop sound critical-thinking habits ; -- |
| -- |
Ask probing questions ; -- |
| -- |
Practice inductive and deductive logic -- |
| -- |
Practice Modes of Thinking in Your Writing. -- |
| -- |
Think by using analysis ; -- |
| -- |
Think by using synthesis ; -- |
| -- |
Think by using evaluation ; -- |
| -- |
Think by using application -- |
| -- |
Critical-Thinking and Writing Activities. -- |
| -- |
Learning-Objectives Checklist -- |
| -- |
Beginning the Writing Process. -- |
| -- |
The Writing Process : From Start to Finish. -- |
| -- |
Consider the writing process ; -- |
| -- |
Adapt the process to your project -- |
| -- |
Understanding the Rhetorical Situation. -- |
| -- |
Think of your role as the writer ; -- |
| -- |
Understand your subject ; -- |
| -- |
Understand your purpose ; -- |
| -- |
Understand your audience ; -- |
| -- |
Understand the medium (form) ; -- |
| -- |
Think about the context -- |
| -- |
Aiming for Writing Excellence. -- |
| -- |
Common Traits of College Writing ; -- |
| -- |
Common Traits in Action ; |
| Statement of responsibility |
Mary Bruins -- |
| Title |
Understanding the Assignment. -- |
| -- |
Read the assignment . -- |
| -- |
Relate the assignment . -- |
| -- |
Reflect on the assignment -- |
| -- |
Developing a Topic. -- |
| -- |
Limit the subject area ; -- |
| -- |
Conduct your search ; -- |
| -- |
Explore for possible topics ; -- |
| -- |
Freewrite to discover and develop a topic ; -- |
| -- |
Freewriting -- |
| -- |
Collecting Information. -- |
| -- |
Find out what you already know ; -- |
| -- |
Ask questions ; -- |
| -- |
Identify possible sources ; -- |
| -- |
Track sources -- |
| -- |
Critical-Thinking and Writing Activities. -- |
| -- |
Learning-Objectives Checklist -- |
| -- |
Planning. -- |
| -- |
Revisit the Rhetorical Situation. -- |
| -- |
Rhetorical Checklist -- |
| -- |
Forming Your Thesis Statement. -- |
| -- |
Find a focus ; -- |
| -- |
State your thesis -- |
| -- |
Using a Thesis to Pattern Your Writing. -- |
| -- |
Let your thesis guide you -- |
| -- |
Developing a Plan or an Outline. -- |
| -- |
Quick Lists ; -- |
| -- |
Topic Outline ; -- |
| -- |
Sentence Outline ; -- |
| -- |
Writing Blueprints ; -- |
| -- |
Graphic Organizers -- |
| -- |
Critical-Thinking and Writing Activities. -- |
| -- |
Learning-Objectives Checklist ; -- |
| -- |
Cross-Curricular Connections -- |
| -- |
Drafting. -- |
| -- |
Reconsider the Rhetorical Situation. -- |
| -- |
Think about your role ; -- |
| -- |
Focus on your subject ; -- |
| -- |
Reconsider your purpose ; -- |
| -- |
Reconsider your audience ; -- |
| -- |
Review the form and context -- |
| -- |
Basic Essay Structure : Major Moves -- |
| -- |
Opening Your Draft. -- |
| -- |
Engage your reader ; -- |
| -- |
Establish your direction ; -- |
| -- |
Get to the point -- |
| -- |
Developing the Middle. -- |
| -- |
Advance your thesis ; -- |
| -- |
Test your ideas ; -- |
| -- |
Build a coherent structure ; |
| -- |
Arrange supporting details -- |
| -- |
Ending Your Draft. -- |
| -- |
Reassert the main point ; -- |
| -- |
Urge the reader ; -- |
| -- |
Complete and unify your message -- |
| -- |
Working with Sources -- |
| -- |
Critical-Thinking and Writing Activities. -- |
| -- |
Learning-Objectives Checklist ; -- |
| -- |
Cross-Curricular Connections. |
| 505 00 - FORMATTED CONTENTS NOTE |
|---|
| Title |
Revising. -- |
| -- |
Consider Whole-Paper Issues. -- |
| -- |
Revisit the rhetorical situation ; -- |
| -- |
Consider your overall approach -- |
| -- |
Revising Your First Draft. -- |
| -- |
Prepare to revise ; -- |
| -- |
Think globally -- |
| -- |
Revising for Ideas and Organization. -- |
| -- |
Examine your ideas ; -- |
| -- |
Examine your organization -- |
| -- |
Revising for Voice and Style. -- |
| -- |
Check the level of commitment ; -- |
| -- |
Check the intensity of your writing ; -- |
| -- |
Develop an academic style ; -- |
| -- |
Know when to use the passive voice -- |
| -- |
Addressing Paragraph Issues. -- |
| -- |
Remember the basics ; -- |
| -- |
Keep the purpose in mind ; -- |
| -- |
Check for unity ; -- |
| -- |
Check for coherence ; -- |
| -- |
Check for completeness ; -- |
| -- |
Working with Sources -- |
| -- |
Revising Collaboratively. -- |
| -- |
Know your role ; -- |
| -- |
Provide appropriate feedback ; -- |
| -- |
Respond according to a plan -- |
| -- |
Using the Writing Center -- |
| -- |
Critical-Thinking and Writing Activities. -- |
| -- |
Learning-Objectives Checklist ; -- |
| -- |
Cross-Curricular Connections -- |
| -- |
Editing and Proofreading. -- |
| -- |
Editing Your Revised Draft. -- |
| -- |
Review the overall style of your writing ; -- |
| -- |
Consider word choice -- |
| -- |
Combining Sentences -- |
| -- |
Edit short, simplistic sentences -- |
| -- |
Expanding Sentences. -- |
| -- |
Use cumulative sentences ; -- |
| -- |
Expand with details -- |
| -- |
Checking for Sentence Style; -- |
| -- |
Avoid these sentence problems ; -- |
| -- |
Review your writing for sentence variety ; -- |
| -- |
Vary sentence structures ; -- |
| -- |
Use parallel structure ; -- |
| -- |
Avoid weak constructions -- |
| -- |
Avoiding Imprecise, Misleading, and Biased Words. -- |
| -- |
Substitute specific words ; -- |
| -- |
Replace jargon and cliches ; -- |
| -- |
Change biased words -- |
| -- |
Proofreading Your Writing. -- |
| -- |
Review punctuation and mechanics ; -- |
| -- |
Look for usage and grammar errors ; -- |
| -- |
Check for spelling errors ; -- |
| -- |
Check the writing for form and presentation -- |
| -- |
Critical-Thinking and Writing Activities. -- |
| -- |
Learning-Objectives Checklist -- |
| -- |
Submitting Writing and Creating Portfolios. -- |
| -- |
Formatting Your Writing. -- |
| -- |
Strive for clarity in page design -- |
| -- |
Submitting Writing and Creating Portfolios. -- |
| -- |
Consider potential audiences; -- |
| -- |
Select appropriate submission methods ; -- |
| -- |
Use a writing portfolio -- |
| -- |
Critical-Thinking and Writing Activities. -- |
| -- |
Learning-Objectives Checklist ; -- |
| -- |
Cross-Curricular Connections -- |
| -- |
One Writer's Process. -- |
| -- |
Angela's Assignment and Response. -- |
| -- |
Angela examined the assignment ; -- |
| -- |
Angela explored and narrowed her assignment -- |
| -- |
Angela's Planning. -- |
| -- |
Angela focused her topic ; -- |
| -- |
Angela researched the topic ; -- |
| -- |
Angela decided how to organize her writing -- |
| -- |
Angela's First Draft. -- |
| -- |
Angela kept a working bibliography -- |
| -- |
Angela's First Revision -- |
| -- |
Angela's Second Revision -- |
| -- |
Angela's Edited Draft -- |
| -- |
Angela's Proofread Draft -- |
| -- |
Angela's Finished Essay -- |
| -- |
Critical-Thinking and Writing Activities. -- |
| -- |
Learning-Objectives Checklist ; -- |
| -- |
Cross-Curricular Connections -- |
| -- |
Traits of College Writing : A Checklist. |
| 505 00 - FORMATTED CONTENTS NOTE |
|---|
| Title |
Reader : Strategies and Samples: |
| -- |
Forms of College Writing. -- |
| -- |
Three Curricular Divisions -- |
| -- |
Writing in the Humanities. -- |
| -- |
The Purpose of Inquiry ; -- |
| -- |
Forms of Humanities Writing ; -- |
| -- |
Humanities Research Methods -- |
| -- |
Writing in the Social Sciences. -- |
| -- |
The Purpose of Inquiry ; -- |
| -- |
Forms of Social-Science Writing ; -- |
| -- |
Social-Science Research Methods -- |
| -- |
Writing in the Natural Sciences. -- |
| -- |
The Purpose of Inquiry ; -- |
| -- |
Forms of Natural-Science Writing ; -- |
| -- |
Natural-Science Research Methods -- |
| -- |
Critical-Thinking and Writing Activities. -- |
| -- |
Learning-Objectives Checklist -- |
| -- |
Narration, Description, and Reflection. -- |
| -- |
Strategies for Personal Essays. -- |
| -- |
The Rhetorical Situation ; -- |
| -- |
Principles of Narration ; -- |
| -- |
Principles of Description ; -- |
| -- |
Principles of Reflection ; -- |
| -- |
Principles of Organization ; -- |
| -- |
Reading Personal Writing -- |
| -- |
Brief Narratives : Anecdotes. -- |
| -- |
Anecdote Introducing a Topic ; -- |
| -- |
Anecdote Illustrating a Point ; -- |
| -- |
Anecdote Illustrating a Trait -- |
| -- |
Sample Personal Essays. -- |
| -- |
Exploring a Community. -- |
| -- |
Sample: The Entomology of Village Life |
| Statement of responsibility |
Robert Minto -- |
| Title |
Narrating an Encounter. |
| Statement of responsibility |
Teresa Zsuffa -- |
| Title |
Narrating a Comic Episode. -- |
| -- |
Sample: When Dreams Take Flight |
| Statement of responsibility |
Elizabeth Fuller -- |
| Title |
Reflecting on an Illness. -- |
| -- |
Sample: Call Me Crazy, But I Have to Be Myself |
| Statement of responsibility |
Mary Seymour -- |
| Title |
Reflecting on a Cultural Trend. -- |
| -- |
Sample: The Muscle Mystique |
| Statement of responsibility |
Barbara Kingsolver -- |
| Title |
Writing Guidelines -- |
| -- |
Critical-Thinking and Writing Activities. -- |
| -- |
Learning-Objectives Checklist -- |
| -- |
Analytical Writing. |
| -- |
Cause and Effect. -- |
| -- |
Strategies for Cause-Effect Essays. -- |
| -- |
The Rhetorical Situation ; -- |
| -- |
Principles of Cause-Effect Writing ; -- |
| -- |
Reading Cause-Effect Writing -- |
| -- |
Sample Cause-Effect Essays. -- |
| -- |
Analyzing an Eating Disorder -- |
| -- |
Sample: The Slender Trap |
| Statement of responsibility |
Trina Rys -- |
| Title |
Analyzing a Culture Clash. -- |
| -- |
Sample: Dutch Discord |
| Statement of responsibility |
Brittany Korver -- |
| Title |
Analyzing the Effects of Sports Participation. -- |
| -- |
Sample: If You Let Me Play ... |
| Statement of responsibility |
Mary Brophy Marcus -- |
| Title |
Analyzing the Effects of Technology. -- |
| -- |
Sample: Mind Over Mass Media |
| Statement of responsibility |
Steven Pinker -- |
| Title |
Writing Guidelines -- |
| -- |
Critical-Thinking and Writing Activities. -- |
| -- |
Learning-Objectives Checklist -- |
| -- |
Comparison and Contrast. -- |
| -- |
Strategies for Comparison-Contrast Essays. -- |
| -- |
The Rhetorical Situation ; -- |
| -- |
Principles of Comparison-Contrast Writing ; -- |
| -- |
Reading Comparison-Contrast Writing -- |
| -- |
Sample Comparison-Contrast Essays. -- |
| -- |
Analyzing Two Literary Characters. -- |
| -- |
Sample: Sethe in Beloved and Orleanna in Poisonwood Bible |
| Statement of responsibility |
Rachel De Smith -- |
| Title |
Analyzing an Islamic Cultural Practice. -- |
| -- |
Sample: Shrouded in Contradiction |
| Statement of responsibility |
Gelareh Asayesh -- |
| Title |
Analyzing the Nature of Prejudice. -- |
| -- |
Sample: Shades of Prejudice |
| Statement of responsibility |
Shankar Vedantam -- |
| Title |
Analyzing American and European Cultures. -- |
| -- |
Sample: The Likeness Across the Atlantic |
| Statement of responsibility |
Peter Baldwin -- |
| Title |
Writing Guidelines -- |
| -- |
Critical-Thinking and Writing Activities. -- |
| -- |
Learning-Objectives Checklist. |
| 505 00 - FORMATTED CONTENTS NOTE |
|---|
| Title |
Classification. -- |
| -- |
Strategies for Classification Essays. -- |
| -- |
The Rhetorical Situation ; -- |
| -- |
Principles of Classification Writing ; -- |
| -- |
Reading Classification Writing -- |
| -- |
Sample Classification Essays. -- |
| -- |
Analyzing Forms of Music. -- |
| -- |
Sample: Latin American Music |
| Statement of responsibility |
Kathleen Kropp -- |
| Title |
Analyzing Rhetorical Positions on Climate Change. -- |
| -- |
Sample: Four Sides to Every Story |
| Statement of responsibility |
Stewart Brand -- |
| Title |
Analyzing How Readers Read. -- |
| -- |
Sample: The Lion, the Witch and the Metaphor |
| Statement of responsibility |
Jessica Seigel -- |
| Title |
Writing Guidelines -- |
| -- |
Critical-Thinking and Writing Activities. -- |
| -- |
Learning-Objectives Checklist -- |
| -- |
Process. -- |
| -- |
Strategies for Process Essays. -- |
| -- |
The Rhetorical Situation ; -- |
| -- |
Principles of Process Writing ; -- |
| -- |
Reading Process Writing -- |
| -- |
Sample Process Essays. -- |
| -- |
Analyzing an Illness. |
| -- |
Wayward Cells |
| Statement of responsibility |
Kerri Mertz -- |
| Title |
Analyzing a Policy. -- |
| -- |
The Emancipation of Abe Lincoln |
| Statement of responsibility |
Eric Foner -- |
| Title |
Analyzing a Career. -- |
| -- |
Saint Cesar of Delano |
| Statement of responsibility |
Richard Rodriguez -- |
| Title |
Writing Guidelines -- |
| -- |
Critical-Thinking and Writing Activities. -- |
| -- |
Learning Objectives Checklist -- |
| -- |
Definition. -- |
| -- |
Strategies for Definition Essays. -- |
| -- |
The Rhetorical Situation ; -- |
| -- |
Principles of Definition Writing ; -- |
| -- |
Reading Definition Writing -- |
| -- |
Sample Definition Essays. -- |
| -- |
Defining Key Terms Within an Essay. |
| -- |
Economic Disparities Fuel Human Trafficking |
| Statement of responsibility |
Shon Bogar -- |
| Title |
Distinguishing Related Terms. |
| -- |
Deft or Daft |
| Statement of responsibility |
David Schelhaas -- |
| Title |
Defining a Personal Trait. |
| -- |
On Excellence |
| Statement of responsibility |
Cynthia Ozick -- |
| Title |
Analyzing the Meaning of Truth. |
| -- |
Wikipedia and the Meaning of Truth |
| Statement of responsibility |
Simson L. Garfinkle -- |
| Title |
Writing Guidelines -- |
| -- |
Critical-Thinking and Writing Activities. -- |
| -- |
Learning-Objectives Checklist -- |
| -- |
Reading Literature : A Case Study in Analysis. -- |
| -- |
Strategies for Analyzing Literature and the Arts. -- |
| -- |
The Rhetorical Situation ; -- |
| -- |
Principles of Literary-Analysis Writing ; -- |
| -- |
Reading Literary-Analysis Writing -- |
| -- |
Approaches to Literary Analysis. |
| -- |
Four Ways to Talk About Literature |
| Statement of responsibility |
John Van Rys -- |
| Title |
Analyzing a Poem. |
| -- |
Let Evening Come |
| Statement of responsibility |
Jane Kenyon -- |
| Title |
Analysis of Kenyon's Poem. |
| -- |
'Let Evening Come' : An Invitation to the Inevitable |
| Statement of responsibility |
Sherry Van Egdom -- |
| Title |
A Poem to Analyze. |
| -- |
My Last Duchess |
| Statement of responsibility |
Robert Browning -- |
| Title |
Analyzing a Short Story. |
| -- |
Good Country People |
| Statement of responsibility |
Flannery O'Connor -- |
| Title |
Analysis of O'Connor's Short Story. |
| -- |
'Good Country People' : Broken Body, Broken Soul |
| Statement of responsibility |
Anya Terenkina -- |
| Title |
Analyzing a Novel. |
| -- |
Ah, the Power of Women : Louise Erdrich's Love Medicine |
| Statement of responsibility |
Aleah Stenberg -- |
| Title |
Literary Terms -- |
| -- |
Poetry Terms -- |
| -- |
Writing Guidelines -- |
| -- |
Critical-Thinking and Writing Activities. -- |
| -- |
Learning-Objectives Checklist -- |
| -- |
Persuasive Writing. |
| 505 00 - FORMATTED CONTENTS NOTE |
|---|
| Title |
Strategies for Argumentation and Persuasion. -- |
| -- |
Building Persuasive Arguments -- |
| -- |
Preparing Your Argument. -- |
| -- |
Consider the situation ; -- |
| -- |
Develop a line of reasoning -- |
| -- |
Making and Qualifying Claims. -- |
| -- |
Distinguish claims from facts and opinions ; -- |
| -- |
Distinguish three types of claims ; -- |
| -- |
Develop a supportable claim -- |
| -- |
Supporting Your Claims. -- |
| -- |
Gather evidence ; -- |
| -- |
Use evidence -- |
| -- |
Identifying Logical Fallacies. -- |
| -- |
Distorting the Issue ; -- |
| -- |
Sabotaging the Argument ; -- |
| -- |
Drawing Faulty Conclusions from Evidence ; -- |
| -- |
Misusing Evidence ; -- |
| -- |
Misusing Language -- |
| -- |
Engaging the Opposition. -- |
| -- |
Make concessions ; -- |
| -- |
Develop rebuttals ; -- |
| -- |
Consolidate your claim -- |
| -- |
Using Appropriate Appeals. -- |
| -- |
Build credibility ; -- |
| -- |
Make logical appeals ; -- |
| -- |
Focus on readers' needs -- |
| -- |
Critical-Thinking and Writing Activities. -- |
| -- |
Learning-Objectives Checklist -- |
| -- |
Taking a Position. -- |
| -- |
Reading Position Writing. -- |
| -- |
Consider the rhetorical situation ; -- |
| -- |
Consider qualities of strong arguments ; -- |
| -- |
Reading Position Papers ; -- |
| -- |
Sample Position Paper. |
| -- |
Nuclear Is Not the Answer |
| Statement of responsibility |
Alyssa Woudstra -- |
| Title |
Essays Taking Contrary Positions. |
| -- |
Animal, Vegetable, Miserable |
| Statement of responsibility |
Gary Steiner -- |
| Title |
Sorry, Vegans |
| Statement of responsibility |
Natalie Angier -- |
| Title |
Sample Position Essay. |
| -- |
Fatherless America |
| Statement of responsibility |
David Blankenhorn -- |
| Title |
Writing Guidelines -- |
| -- |
Critical-Thinking and Writing Activities. -- |
| -- |
Learning-Objectives Checklist -- |
| -- |
Persuading Readers to Act. -- |
| -- |
Reading Persuasive Writing. -- |
| -- |
Consider the rhetorical situation ; -- |
| -- |
Look for convincing qualities ; -- |
| -- |
Reading call-to-action writing ; -- |
| -- |
Sample Persuasive Essay. |
| -- |
Our Wealth, Where Is It Taking Us? |
| Statement of responsibility |
Henry Veldboom -- |
| Title |
Sample Persuasive Speech. |
| -- |
I Have a Dream |
| Statement of responsibility |
Dr. Martin Luther King, Jr. -- |
| Title |
Sample Persuasive Essay. |
| -- |
In Africa, AIDS Has a Woman's Face |
| Statement of responsibility |
Kofi Annan -- |
| Title |
Sample Persuasive Essay. |
| -- |
Is It Now a Crime to Be Poor? |
| Statement of responsibility |
Barbara Ehrenreich -- |
| Title |
Writing Guidelines. -- |
| -- |
Critical-Thinking and Writing Activities ; -- |
| -- |
Learning-Objectives Checklist -- |
| -- |
Proposing a Solution. -- |
| -- |
Reading Problem-Solution Writing. -- |
| -- |
Consider the rhetorical situation ; -- |
| -- |
Consider the reasoning ; -- |
| -- |
Reading Problem-Solution Writing -- |
| -- |
Sample Problem-Solution Essay. |
| -- |
Dream Act May Help Local Student Fight for Residency |
| Statement of responsibility |
Renee Wielenga. -- |
| Title |
Sample Problem-Solution Essay. |
| -- |
Uncle Sam and Aunt Samantha |
| Statement of responsibility |
Anna Quindlen -- |
| Title |
Sample Problem-Solution Essay. |
| -- |
No Mercy |
| Statement of responsibility |
Malcolm Gladwell -- |
| Title |
Writing Guidelines -- |
| -- |
Critical-Thinking and Writing Activities. -- |
| -- |
Learning-Objectives Checklist -- |
| -- |
Taking Essay Tests. -- |
| -- |
Reviewing for Tests. -- |
| -- |
Perform daily reviews ; -- |
| -- |
Perform weekly reviews -- |
| -- |
Forming a Study Group -- |
| -- |
Consider the Testing Situation -- |
| -- |
Taking the Essay Test. -- |
| -- |
Look for key words ; -- |
| -- |
Plan and write the essay-test answer -- |
| -- |
Writing Under Pressure : The Essay Test Quick Guide -- |
| -- |
Taking an Objective Test -- |
| -- |
Tips for Coping with Test Anxiety -- |
| -- |
Writing for the Workplace. -- |
| -- |
Writing the Business Letter. -- |
| -- |
Parts of the Business Letter ; -- |
| -- |
Sample Letter -- |
| -- |
Writing Memos and Email. -- |
| -- |
Sending Email -- |
| -- |
Applying for a Job. -- |
| -- |
Sample Letter of Application ; -- |
| -- |
Sample Recommendation Request Letter ; -- |
| -- |
The Application Essay ; -- |
| -- |
Model Application Essay ; -- |
| -- |
Preparing a Resume ; -- |
| -- |
Sample Resume ; -- |
| -- |
Sample Electronic Resume -- |
| -- |
Preparing Oral Presentations. -- |
| -- |
Organizing Your Presentation. -- |
| -- |
Prepare an introduction ; -- |
| -- |
Develop the body ; -- |
| -- |
Come to a conclusion ; -- |
| -- |
Hold a Q and A session -- |
| -- |
Writing Your Presentation. |
| -- |
Save Now or Pay Later |
| Statement of responsibility |
Burnette Sawyer ; -- |
| Title |
Use visual aids -- |
| -- |
Developing Computer Presentations -- |
| -- |
Overcoming Stage Fright Checklist. |
| 505 00 - FORMATTED CONTENTS NOTE |
|---|
| Title |
Research and Writing. |
| -- |
Getting Started : From Planning Research to Evaluating Sources. -- |
| -- |
Quick Guide : Papers with Documented Research -- |
| -- |
The Research Process : A Flowchart -- |
| -- |
Getting Focused. -- |
| -- |
Establish a narrow, manageable topic ; -- |
| -- |
Brainstorm research questions ; -- |
| -- |
Develop a working thesis -- |
| -- |
Understanding Primary, Secondary, and Tertiary Sources. -- |
| -- |
Primary Sources ; -- |
| -- |
Secondary Sources ; -- |
| -- |
Tertiary Sources -- |
| -- |
Developing a Research Plan. -- |
| -- |
Choose research methods ; -- |
| -- |
Get organized to do research -- |
| -- |
Writing a Research Proposal. -- |
| -- |
Understand the parts of a research proposal -- |
| -- |
Film Studies 201 Proposal : Jane Austen's Pride and Prejudice as Fiction and Film |
| Statement of responsibility |
Gwendolyn Mackenzie -- |
| Title |
Exploring Information Resources and Sites. -- |
| -- |
Consider different information resources ; -- |
| -- |
Consider different information sites -- |
| -- |
Conducting Effective Keyword Searches. -- |
| -- |
Choose keywords carefully ; -- |
| -- |
Use keyword strategies ; -- |
| -- |
Engaging and Evaluating Sources. -- |
| -- |
Engage your sources ; -- |
| -- |
Rate source reliability and depth ; -- |
| -- |
Evaluate print and online sources -- |
| -- |
Creating a Working Bibliography. -- |
| -- |
Choose an orderly method ; -- |
| -- |
Annotate the source -- |
| -- |
Developing a Note-Taking System. -- |
| -- |
Develop note-taking strategies ; -- |
| -- |
Employ note-taking systems -- |
| -- |
Summarizing, Paraphrasing, and Quoting Source Material. -- |
| -- |
Summarize useful passages ; -- |
| -- |
Paraphrase key passages ; -- |
| -- |
Quote crucial phrases, sentences, and passages -- |
| -- |
Avoiding Unintentional Plagiarism. -- |
| -- |
Practice the principles of ethical research -- |
| -- |
Critical-Thinking and Writing Activities. -- |
| -- |
Learning-Objectives Checklist -- |
| -- |
Conducting Research : Primary, Library, Web. -- |
| -- |
Planning Primary Research. -- |
| -- |
Methods of Primary Research ; -- |
| -- |
Principles for doing Primary Research -- |
| -- |
Conducting Surveys. -- |
| -- |
Sample Survey -- |
| -- |
Analyzing Texts, Documents, Records, and Artifacts. -- |
| -- |
Choose evidence close to your topic ; -- |
| -- |
Put the document or artifact in context -- |
| -- |
Frame your examination with questions. -- |
| -- |
Draw coherent conclusions about meaning -- |
| -- |
Conducting Interviews. -- |
| -- |
Sample Interview Note-Taking Sheet -- |
| -- |
Making Observations. -- |
| -- |
Prepare to observe ; -- |
| -- |
Conduct your observations ; -- |
| -- |
Make sense of your observations -- |
| -- |
Becoming Familiar with the Library -- |
| -- |
Searching the Catalog. -- |
| -- |
Locating Resources by Call Numbers ; -- |
| -- |
Classification Systems -- |
| -- |
Using Books in Research. -- |
| -- |
Approach the book systematically -- |
| -- |
Using Reference Resources. -- |
| -- |
Check reference works that supply information ; -- |
| -- |
Check reference works that are research tools -- |
| -- |
Finding Articles Via Databases. -- |
| -- |
Search online databases ; -- |
| -- |
Generate citation lists of promising articles ; -- |
| -- |
Study citations and capture identifying information ; -- |
| -- |
Find and retrieve the full text of the article -- |
| -- |
Understanding Internet Basics -- |
| -- |
Using a Subject Guide/Directory -- |
| -- |
Using Search and Metasearch -- |
| -- |
Using Search Engines as Research Tools. -- |
| -- |
Use search engines well -- |
| -- |
Understanding the Uses and Limits of Wikipedia. -- |
| -- |
Know Wikipedia's strengths ; -- |
| -- |
Understand Wikipedia's standards for truth ; -- |
| -- |
Know Wikipedia's weaknesses ; -- |
| -- |
Use Wikipedia cautiously -- |
| -- |
Evaluating Online Sources. -- |
| -- |
Assignment Restrictions ; -- |
| -- |
Author/Organization ; -- |
| -- |
Balance or Bias ; -- |
| -- |
Quality of Information ; -- |
| -- |
Quality of Writing and Design ; -- |
| -- |
Evaluation Checklist -- |
| -- |
Sample Evaluations -- |
| -- |
Critical-Thinking and Writing Activities. -- |
| -- |
Learning-Objectives Checklist. |
| 505 00 - FORMATTED CONTENTS NOTE |
|---|
| Title |
Building Credibility : Avoiding Plagiarism. -- |
| -- |
Developing Credibility through Source Use. -- |
| -- |
Writing with Poor Use of Sources ; -- |
| -- |
Writing with Strong Use of Sources -- |
| -- |
Recognizing Plagiarism. -- |
| -- |
What is plagiarism? ; -- |
| -- |
What does plagiarism look like? -- |
| -- |
Understanding Why Plagiarism is Serious. -- |
| -- |
Academic Dishonesty ; -- |
| -- |
Theft from the Academic Community ; -- |
| -- |
Now and in the Future -- |
| -- |
Avoiding Plagiarism -- |
| -- |
Avoiding Other Source Abuses. -- |
| -- |
Critical-Thinking and Writing Activities. -- |
| -- |
Learning-Objectives Checklist -- |
| -- |
Drafting Papers with Documented Research. -- |
| -- |
Reviewing Your Findings. -- |
| -- |
Conduct Q and A ; -- |
| -- |
Deepen Your Thinking on the Topic ; -- |
| -- |
Imagine Your Paper -- |
| -- |
Sharpening Your Working Thesis. -- |
| -- |
Deepen Your Thesis ; -- |
| -- |
Question Your Thesis -- |
| -- |
Considering Methods of Organization. -- |
| -- |
Organizational Practices That Consider Sources ; -- |
| -- |
Traditional Organizational Patterns -- |
| -- |
Considering Drafting Strategies. -- |
| -- |
Choose a Drafting Method ; -- |
| -- |
Respect Your Sources While Drafting ; -- |
| -- |
Reason with Evidence -- |
| -- |
Using Source Material in Your Writing. -- |
| -- |
Integrate Source Material Carefully ; -- |
| -- |
Effectively Document Your Sources ; -- |
| -- |
Mark Changes to Quotations ; -- |
| -- |
Sample Research Paper: A Humanities Essay. |
| -- |
The Audience-Actor Relationship in Shakespeare's Globe |
| Statement of responsibility |
Paige Greco -- |
| Title |
Sample Research Paper -- |
| -- |
The Science IMRAD Report. |
| -- |
The Effects of the Eastern Red Cedar on Seedlings and Implications for Allelopathy |
| Statement of responsibility |
Dana Kleckner, Brittany Korver, Nicolette Storm, and Adam Verhoef -- |
| Title |
Critical-Thinking and Writing Activities. -- |
| -- |
Learning-Objectives Checklist -- |
| -- |
MLA Style. -- |
| -- |
MLA Documentation : A Quick Guide. -- |
| -- |
In-Text Citation : The Basics ; -- |
| -- |
Works Cited : The Basics -- |
| -- |
MLA Format Guidelines. -- |
| -- |
MLA Format at a Glance ; -- |
| -- |
Whole-Paper Format and Printing Issues ; -- |
| -- |
Typographical Issues ; -- |
| -- |
Page-Layout Issues -- |
| -- |
Guidelines for In-Text Citations. -- |
| -- |
Citations for regular sources ; -- |
| -- |
Citations for sources without traditional authorship and/or pagination -- |
| -- |
Sample In-Text Citations -- |
| -- |
MLA Works Cited Quick Guide -- |
| -- |
Works-Cited Entries : Nonperiodical Print Publications -- |
| -- |
Works-Cited Entries : Print Periodical Articles -- |
| -- |
Works-Cited Entries : Online Sources -- |
| -- |
Works-Cited Entries : Other Sources (Primary, Personal, and Multimedia) -- |
| -- |
Sample MLA Paper. |
| -- |
Why the World Deserves Better than Fair Trade |
| Statement of responsibility |
Paige Louter ; |
| Title |
Works-Cited List -- |
| -- |
Critical-Thinking and Writing Activities. -- |
| -- |
Learning-Objectives Checklist -- |
| -- |
APA Style. -- |
| -- |
APA Documentation : A Quick Guide. -- |
| -- |
In-Text Citation : The Basics ; -- |
| -- |
References : The Basics -- |
| -- |
APA Format Guidelines -- |
| -- |
Guidelines for In-Text Citations. -- |
| -- |
Sample In-Text Citations -- |
| -- |
APA References Quick Guide -- |
| -- |
Reference Entries : Books and Other Documents -- |
| -- |
Reference Entries : Print Periodical Articles -- |
| -- |
Reference Entries : Online Sources -- |
| -- |
Reference Entries : Other Sources (Primary, Personal, and Multimedia) -- |
| -- |
Sample APA Paper. |
| -- |
Teaching K-12 English Language Learners in the Mainstream Classroom |
| Statement of responsibility |
Amanda Khoe ; -- |
| Title |
Sample Title Page ; -- |
| -- |
Sample Abstract ; -- |
| -- |
APA Research Paper: The Body ; -- |
| -- |
Sample Paper: References List -- |
| -- |
Critical-Thinking and Writing Activities. -- |
| -- |
Learning-Objectives Checklist. |
| 505 00 - FORMATTED CONTENTS NOTE |
|---|
| Title |
Handbook. |
| -- |
Marking Punctuation. -- |
| -- |
Period ; -- |
| -- |
Ellipsis ; -- |
| -- |
Question Mark. |
| -- |
Comma. |
| -- |
Semicolon ; -- |
| -- |
Colon ; -- |
| -- |
Hyphen ; -- |
| -- |
Dash. |
| -- |
Quotation Marks ; -- |
| -- |
Italics (Underlining) ; -- |
| -- |
Parentheses ; -- |
| -- |
Diagonal ; -- |
| -- |
Brackets ; -- |
| -- |
Exclamation Point -- |
| -- |
Apostrophe. |
| -- |
Checking Mechanics. -- |
| -- |
Capitalization. |
| -- |
Plurals ; -- |
| -- |
Numbers. |
| -- |
Abbreviations ; -- |
| -- |
Acronyms and Initialisms. |
| -- |
Basic Spelling Rules ; -- |
| -- |
Commonly Misspelled Words ; -- |
| -- |
Steps to Becoming a Better Speller. |
| -- |
Using the Right Word. |
| -- |
33. -- |
| -- |
Understanding Grammar. -- |
| -- |
Noun. -- |
| -- |
Classes of Nouns -- |
| -- |
Forms of Nouns. |
| -- |
Pronoun. -- |
| -- |
Classes of Pronouns -- |
| -- |
Forms of Personal Pronouns. |
| -- |
Verb. -- |
| -- |
Classes of Verbs -- |
| -- |
Forms of Verbs -- |
| -- |
Verbals. -- |
| -- |
Irregular Verbs ; |
| -- |
Adjective -- |
| -- |
Adverb -- |
| -- |
Preposition -- |
| -- |
Conjunction -- |
| -- |
Interjection. |
| -- |
34. -- |
| -- |
Constructing Sentences. -- |
| -- |
Using Subjects and Predicates. -- |
| -- |
The Subject -- |
| -- |
The Predicate (Verb). |
| -- |
Using Phrases. -- |
| -- |
Types of Phrases -- |
| -- |
Using Clauses. -- |
| -- |
Types of Clauses -- |
| -- |
Using Sentence Variety. -- |
| -- |
Kinds of Sentences -- |
| -- |
Structure of Sentences. |
| -- |
35. -- |
| -- |
Avoiding Sentence Errors. -- |
| -- |
Subject-Verb Agreement -- |
| -- |
Pronoun-Antecedent Agreement. |
| -- |
Shifts in Sentence Construction -- |
| -- |
Fragments, Comma Splices, and Run-Ons. |
| -- |
Misplaced and Dangling Modifiers -- |
| -- |
Ambiguous Wording. |
| -- |
Nonstandard Language. |
| -- |
Avoiding Sentence Problems. -- |
| -- |
Quick Guide -- |
| -- |
Multilingual and ESL Guidelines. -- |
| -- |
Five Parts of Speech. -- |
| -- |
Noun -- |
| -- |
Articles and Other Noun Markers. |
| -- |
Verb -- |
| -- |
Objects and Complements of Verbs. |
| -- |
Adjective -- |
| -- |
Adverb -- |
| -- |
Preposition. |
| -- |
Understanding Sentence Basics -- |
| -- |
Sentence Problems. |
| -- |
Numbers, Word Parts, and Idioms. -- |
| -- |
Numbers -- |
| -- |
Prefixes, Suffixes, and Roots. |
| -- |
Idioms. |
| -- |
Targeting Trouble Spots. -- |
| -- |
Help for Speakers of Latin Languages ; -- |
| -- |
Help for Speakers of European Languages ; -- |
| -- |
Help for Speakers of African and Caribbean Languages ; -- |
| -- |
Help for Speakers of East Asian Languages ; -- |
| -- |
Help for Speakers of Middle-Eastern Languages. |
| -- |
Credits. |
| 520 0# - SUMMARY, ETC. |
|---|
| Summary, etc. |
Combining streamlined instruction in the writing process with outstanding accessibility, THE ColoradoLLEGE WRITER is a fully updated four-in-one book-with a rhetoric, a reader, a research guide, and a handbook-for users at any skill level. Throughout the book, numerous student and professional writing samples highlight important features of academic writing-from voice to documentation-and offer models for users' own papers. The fifth edition features a greater focus on writing across the curriculum, further supported within the research chapters by additional coverage of report writing, primary research, and avoiding plagiarism. -- |
| 530 ## - COPYRIGHT INFORMATION: |
|---|
| COPYRIGHT INFORMATION |
COPYRIGHT NOT covered - Click this link to request copyright permission: |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Rhetoric. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Report writing. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
VanderMey, Randall. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Meyer, Verne. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Van Rys, John. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Sebranek, Patrick. |
| 907 ## - LOCAL DATA ELEMENT G, LDG (RLIN) |
|---|
| a |
.b17259319 |
| b |
04-26-17 |
| c |
12-15-16 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Koha item type |
Circulating Book (checkout times vary with patron status) |
| Classification part |
PE |
| PUBLICATION YEAR |
2015 |
| VENDOR |
|
| Delivery Date: ACADEMIC YEAR - ie 2022-2023 |
2018-07-15 |
| COST |
0.00 |
| 945 ## - LOCAL PROCESSING INFORMATION (OCLC) |
|---|
| g |
1 |
| i |
31923001761135 |
| j |
2 |
| l |
cimc |
| n |
Donation Education Department |
| o |
|
| p |
0.00 |
| q |
|
| r |
|
| s |
- -- |
| t |
61 |
| u |
0 |
| v |
0 |
| w |
0 |
| x |
0 |
| y |
.i20375414 |
| z |
02-01-17 |
| 998 ## - LOCAL CONTROL INFORMATION (RLIN) |
|---|
| Operator's initials, OID (RLIN) |
04-25-17 |
| Cataloger's initials, CIN (RLIN) |
m |
| First date, FD (RLIN) |
a |
| 902 ## - LOCAL DATA ELEMENT B, LDB (RLIN) |
|---|
| a |
1 |
| b |
Cynthia Snell |
| c |
1 |
| d |
Cynthia Snell |