| 000 | 26598cam a2200541 i 4500 | ||
|---|---|---|---|
| 001 | ocn881401665 | ||
| 003 | OCoLC | ||
| 005 | 20240726073645.0 | ||
| 008 | 130814s2015 ctua b 001 0 eng | ||
| 010 | _a2013947896 | ||
| 020 | _a9781285438016 | ||
| 020 | _a9781285437958 | ||
| 035 | _a(OCoLC)881401665 | ||
| 040 |
_aDLC _beng _erda _cDLC _dB6U _dOCLCF _dOCLCO _dOCL _dYDXCP _dINU _dOCLCQ _dSGB _dSWW |
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| 042 | _apcc | ||
| 049 | _aSGEM | ||
| 050 | 0 | 4 | _aPE1408.S443.C655 2015 |
| 050 | 0 | 4 | _aPE1408 |
| 245 | 0 | 4 |
_aThe college writer : _ba guide to thinking, writing, and researching / _cedited by] Randall VanderMey, Westmont College, Verne Meyer, Dordt College, John Van Rys, Redeemer University College, Pat Sebranek. _hPR |
| 250 | _aFifth edition. | ||
| 260 |
_aStamford, Connecticut : _bCengage Learning, _c(c)2015. |
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| 300 |
_axxxii, 735 pages : _bcolor illustrations ; _c24 cm |
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| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_aunmediated _bn _2rdamedia |
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| 338 |
_avolume _bnc _2rdacarrier |
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| 504 | _a4.. | ||
| 504 | _a2 | ||
| 505 | 0 | 0 |
_tRhetoric : A College Student's Guide to Writing: _tCritical Thinking Through Reading, Viewing, and Writing. -- _tCritical Thinking Through Reading. -- _tRead Actively ; _rDan Heath ; -- _tMap the text ; -- _tOutline the text ; -- _tEvaluate the text -- _tResponding to a Text. -- _tFollow these guidelines for response writing. -- _tSummarizing a Text. -- _tFollow these guidelines for summary writing -- _tCritical Thinking Through Viewing. -- _tActively view images ; -- _tView an image -- _tInterpreting an Image. -- _tInterpret an image -- _tEvaluating an Image. -- _tConsider the purpose ; -- _tEvaluate the quality ; -- _tDetermine the value ; -- _tEvaluate an image -- _tCritical Thinking Through Writing. -- _tDevelop sound critical-thinking habits ; -- _tAsk probing questions ; -- _tPractice inductive and deductive logic -- _tPractice Modes of Thinking in Your Writing. -- _tThink by using analysis ; -- _tThink by using synthesis ; -- _tThink by using evaluation ; -- _tThink by using application -- _tCritical-Thinking and Writing Activities. -- _tLearning-Objectives Checklist -- _tBeginning the Writing Process. -- _tThe Writing Process : From Start to Finish. -- _tConsider the writing process ; -- _tAdapt the process to your project -- _tUnderstanding the Rhetorical Situation. -- _tThink of your role as the writer ; -- _tUnderstand your subject ; -- _tUnderstand your purpose ; -- _tUnderstand your audience ; -- _tUnderstand the medium (form) ; -- _tThink about the context -- _tAiming for Writing Excellence. -- _tCommon Traits of College Writing ; -- _tCommon Traits in Action ; _rMary Bruins -- _tUnderstanding the Assignment. -- _tRead the assignment . -- _tRelate the assignment . -- _tReflect on the assignment -- _tDeveloping a Topic. -- _tLimit the subject area ; -- _tConduct your search ; -- _tExplore for possible topics ; -- _tFreewrite to discover and develop a topic ; -- _tFreewriting -- _tCollecting Information. -- _tFind out what you already know ; -- _tAsk questions ; -- _tIdentify possible sources ; -- _tTrack sources -- _tCritical-Thinking and Writing Activities. -- _tLearning-Objectives Checklist -- _tPlanning. -- _tRevisit the Rhetorical Situation. -- _tRhetorical Checklist -- _tForming Your Thesis Statement. -- _tFind a focus ; -- _tState your thesis -- _tUsing a Thesis to Pattern Your Writing. -- _tLet your thesis guide you -- _tDeveloping a Plan or an Outline. -- _tQuick Lists ; -- _tTopic Outline ; -- _tSentence Outline ; -- _tWriting Blueprints ; -- _tGraphic Organizers -- _tCritical-Thinking and Writing Activities. -- _tLearning-Objectives Checklist ; -- _tCross-Curricular Connections -- _tDrafting. -- _tReconsider the Rhetorical Situation. -- _tThink about your role ; -- _tFocus on your subject ; -- _tReconsider your purpose ; -- _tReconsider your audience ; -- _tReview the form and context -- _tBasic Essay Structure : Major Moves -- _tOpening Your Draft. -- _tEngage your reader ; -- _tEstablish your direction ; -- _tGet to the point -- _tDeveloping the Middle. -- _tAdvance your thesis ; -- _tTest your ideas ; -- _tBuild a coherent structure ; _tArrange supporting details -- _tEnding Your Draft. -- _tReassert the main point ; -- _tUrge the reader ; -- _tComplete and unify your message -- _tWorking with Sources -- _tCritical-Thinking and Writing Activities. -- _tLearning-Objectives Checklist ; -- _tCross-Curricular Connections. |
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_tRevising. -- _tConsider Whole-Paper Issues. -- _tRevisit the rhetorical situation ; -- _tConsider your overall approach -- _tRevising Your First Draft. -- _tPrepare to revise ; -- _tThink globally -- _tRevising for Ideas and Organization. -- _tExamine your ideas ; -- _tExamine your organization -- _tRevising for Voice and Style. -- _tCheck the level of commitment ; -- _tCheck the intensity of your writing ; -- _tDevelop an academic style ; -- _tKnow when to use the passive voice -- _tAddressing Paragraph Issues. -- _tRemember the basics ; -- _tKeep the purpose in mind ; -- _tCheck for unity ; -- _tCheck for coherence ; -- _tCheck for completeness ; -- _tWorking with Sources -- _tRevising Collaboratively. -- _tKnow your role ; -- _tProvide appropriate feedback ; -- _tRespond according to a plan -- _tUsing the Writing Center -- _tCritical-Thinking and Writing Activities. -- _tLearning-Objectives Checklist ; -- _tCross-Curricular Connections -- _tEditing and Proofreading. -- _tEditing Your Revised Draft. -- _tReview the overall style of your writing ; -- _tConsider word choice -- _tCombining Sentences -- _tEdit short, simplistic sentences -- _tExpanding Sentences. -- _tUse cumulative sentences ; -- _tExpand with details -- _tChecking for Sentence Style; -- _tAvoid these sentence problems ; -- _tReview your writing for sentence variety ; -- _tVary sentence structures ; -- _tUse parallel structure ; -- _tAvoid weak constructions -- _tAvoiding Imprecise, Misleading, and Biased Words. -- _tSubstitute specific words ; -- _tReplace jargon and cliches ; -- _tChange biased words -- _tProofreading Your Writing. -- _tReview punctuation and mechanics ; -- _tLook for usage and grammar errors ; -- _tCheck for spelling errors ; -- _tCheck the writing for form and presentation -- _tCritical-Thinking and Writing Activities. -- _tLearning-Objectives Checklist -- _tSubmitting Writing and Creating Portfolios. -- _tFormatting Your Writing. -- _tStrive for clarity in page design -- _tSubmitting Writing and Creating Portfolios. -- _tConsider potential audiences; -- _tSelect appropriate submission methods ; -- _tUse a writing portfolio -- _tCritical-Thinking and Writing Activities. -- _tLearning-Objectives Checklist ; -- _tCross-Curricular Connections -- _tOne Writer's Process. -- _tAngela's Assignment and Response. -- _tAngela examined the assignment ; -- _tAngela explored and narrowed her assignment -- _tAngela's Planning. -- _tAngela focused her topic ; -- _tAngela researched the topic ; -- _tAngela decided how to organize her writing -- _tAngela's First Draft. -- _tAngela kept a working bibliography -- _tAngela's First Revision -- _tAngela's Second Revision -- _tAngela's Edited Draft -- _tAngela's Proofread Draft -- _tAngela's Finished Essay -- _tCritical-Thinking and Writing Activities. -- _tLearning-Objectives Checklist ; -- _tCross-Curricular Connections -- _tTraits of College Writing : A Checklist. |
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_tReader : Strategies and Samples: _tForms of College Writing. -- _tThree Curricular Divisions -- _tWriting in the Humanities. -- _tThe Purpose of Inquiry ; -- _tForms of Humanities Writing ; -- _tHumanities Research Methods -- _tWriting in the Social Sciences. -- _tThe Purpose of Inquiry ; -- _tForms of Social-Science Writing ; -- _tSocial-Science Research Methods -- _tWriting in the Natural Sciences. -- _tThe Purpose of Inquiry ; -- _tForms of Natural-Science Writing ; -- _tNatural-Science Research Methods -- _tCritical-Thinking and Writing Activities. -- _tLearning-Objectives Checklist -- _tNarration, Description, and Reflection. -- _tStrategies for Personal Essays. -- _tThe Rhetorical Situation ; -- _tPrinciples of Narration ; -- _tPrinciples of Description ; -- _tPrinciples of Reflection ; -- _tPrinciples of Organization ; -- _tReading Personal Writing -- _tBrief Narratives : Anecdotes. -- _tAnecdote Introducing a Topic ; -- _tAnecdote Illustrating a Point ; -- _tAnecdote Illustrating a Trait -- _tSample Personal Essays. -- _tExploring a Community. -- _tSample: The Entomology of Village Life _rRobert Minto -- _tNarrating an Encounter. _rTeresa Zsuffa -- _tNarrating a Comic Episode. -- _tSample: When Dreams Take Flight _rElizabeth Fuller -- _tReflecting on an Illness. -- _tSample: Call Me Crazy, But I Have to Be Myself _rMary Seymour -- _tReflecting on a Cultural Trend. -- _tSample: The Muscle Mystique _rBarbara Kingsolver -- _tWriting Guidelines -- _tCritical-Thinking and Writing Activities. -- _tLearning-Objectives Checklist -- _tAnalytical Writing. _tCause and Effect. -- _tStrategies for Cause-Effect Essays. -- _tThe Rhetorical Situation ; -- _tPrinciples of Cause-Effect Writing ; -- _tReading Cause-Effect Writing -- _tSample Cause-Effect Essays. -- _tAnalyzing an Eating Disorder -- _tSample: The Slender Trap _rTrina Rys -- _tAnalyzing a Culture Clash. -- _tSample: Dutch Discord _rBrittany Korver -- _tAnalyzing the Effects of Sports Participation. -- _tSample: If You Let Me Play ... _rMary Brophy Marcus -- _tAnalyzing the Effects of Technology. -- _tSample: Mind Over Mass Media _rSteven Pinker -- _tWriting Guidelines -- _tCritical-Thinking and Writing Activities. -- _tLearning-Objectives Checklist -- _tComparison and Contrast. -- _tStrategies for Comparison-Contrast Essays. -- _tThe Rhetorical Situation ; -- _tPrinciples of Comparison-Contrast Writing ; -- _tReading Comparison-Contrast Writing -- _tSample Comparison-Contrast Essays. -- _tAnalyzing Two Literary Characters. -- _tSample: Sethe in Beloved and Orleanna in Poisonwood Bible _rRachel De Smith -- _tAnalyzing an Islamic Cultural Practice. -- _tSample: Shrouded in Contradiction _rGelareh Asayesh -- _tAnalyzing the Nature of Prejudice. -- _tSample: Shades of Prejudice _rShankar Vedantam -- _tAnalyzing American and European Cultures. -- _tSample: The Likeness Across the Atlantic _rPeter Baldwin -- _tWriting Guidelines -- _tCritical-Thinking and Writing Activities. -- _tLearning-Objectives Checklist. |
| 505 | 0 | 0 |
_tClassification. -- _tStrategies for Classification Essays. -- _tThe Rhetorical Situation ; -- _tPrinciples of Classification Writing ; -- _tReading Classification Writing -- _tSample Classification Essays. -- _tAnalyzing Forms of Music. -- _tSample: Latin American Music _rKathleen Kropp -- _tAnalyzing Rhetorical Positions on Climate Change. -- _tSample: Four Sides to Every Story _rStewart Brand -- _tAnalyzing How Readers Read. -- _tSample: The Lion, the Witch and the Metaphor _rJessica Seigel -- _tWriting Guidelines -- _tCritical-Thinking and Writing Activities. -- _tLearning-Objectives Checklist -- _tProcess. -- _tStrategies for Process Essays. -- _tThe Rhetorical Situation ; -- _tPrinciples of Process Writing ; -- _tReading Process Writing -- _tSample Process Essays. -- _tAnalyzing an Illness. _tWayward Cells _rKerri Mertz -- _tAnalyzing a Policy. -- _tThe Emancipation of Abe Lincoln _rEric Foner -- _tAnalyzing a Career. -- _tSaint Cesar of Delano _rRichard Rodriguez -- _tWriting Guidelines -- _tCritical-Thinking and Writing Activities. -- _tLearning Objectives Checklist -- _tDefinition. -- _tStrategies for Definition Essays. -- _tThe Rhetorical Situation ; -- _tPrinciples of Definition Writing ; -- _tReading Definition Writing -- _tSample Definition Essays. -- _tDefining Key Terms Within an Essay. _tEconomic Disparities Fuel Human Trafficking _rShon Bogar -- _tDistinguishing Related Terms. _tDeft or Daft _rDavid Schelhaas -- _tDefining a Personal Trait. _tOn Excellence _rCynthia Ozick -- _tAnalyzing the Meaning of Truth. _tWikipedia and the Meaning of Truth _rSimson L. Garfinkle -- _tWriting Guidelines -- _tCritical-Thinking and Writing Activities. -- _tLearning-Objectives Checklist -- _tReading Literature : A Case Study in Analysis. -- _tStrategies for Analyzing Literature and the Arts. -- _tThe Rhetorical Situation ; -- _tPrinciples of Literary-Analysis Writing ; -- _tReading Literary-Analysis Writing -- _tApproaches to Literary Analysis. _tFour Ways to Talk About Literature _rJohn Van Rys -- _tAnalyzing a Poem. _tLet Evening Come _rJane Kenyon -- _tAnalysis of Kenyon's Poem. _t'Let Evening Come' : An Invitation to the Inevitable _rSherry Van Egdom -- _tA Poem to Analyze. _tMy Last Duchess _rRobert Browning -- _tAnalyzing a Short Story. _tGood Country People _rFlannery O'Connor -- _tAnalysis of O'Connor's Short Story. _t'Good Country People' : Broken Body, Broken Soul _rAnya Terenkina -- _tAnalyzing a Novel. _tAh, the Power of Women : Louise Erdrich's Love Medicine _rAleah Stenberg -- _tLiterary Terms -- _tPoetry Terms -- _tWriting Guidelines -- _tCritical-Thinking and Writing Activities. -- _tLearning-Objectives Checklist -- _tPersuasive Writing. |
| 505 | 0 | 0 |
_tStrategies for Argumentation and Persuasion. -- _tBuilding Persuasive Arguments -- _tPreparing Your Argument. -- _tConsider the situation ; -- _tDevelop a line of reasoning -- _tMaking and Qualifying Claims. -- _tDistinguish claims from facts and opinions ; -- _tDistinguish three types of claims ; -- _tDevelop a supportable claim -- _tSupporting Your Claims. -- _tGather evidence ; -- _tUse evidence -- _tIdentifying Logical Fallacies. -- _tDistorting the Issue ; -- _tSabotaging the Argument ; -- _tDrawing Faulty Conclusions from Evidence ; -- _tMisusing Evidence ; -- _tMisusing Language -- _tEngaging the Opposition. -- _tMake concessions ; -- _tDevelop rebuttals ; -- _tConsolidate your claim -- _tUsing Appropriate Appeals. -- _tBuild credibility ; -- _tMake logical appeals ; -- _tFocus on readers' needs -- _tCritical-Thinking and Writing Activities. -- _tLearning-Objectives Checklist -- _tTaking a Position. -- _tReading Position Writing. -- _tConsider the rhetorical situation ; -- _tConsider qualities of strong arguments ; -- _tReading Position Papers ; -- _tSample Position Paper. _tNuclear Is Not the Answer _rAlyssa Woudstra -- _tEssays Taking Contrary Positions. _tAnimal, Vegetable, Miserable _rGary Steiner -- _tSorry, Vegans _rNatalie Angier -- _tSample Position Essay. _tFatherless America _rDavid Blankenhorn -- _tWriting Guidelines -- _tCritical-Thinking and Writing Activities. -- _tLearning-Objectives Checklist -- _tPersuading Readers to Act. -- _tReading Persuasive Writing. -- _tConsider the rhetorical situation ; -- _tLook for convincing qualities ; -- _tReading call-to-action writing ; -- _tSample Persuasive Essay. _tOur Wealth, Where Is It Taking Us? _rHenry Veldboom -- _tSample Persuasive Speech. _tI Have a Dream _rDr. Martin Luther King, Jr. -- _tSample Persuasive Essay. _tIn Africa, AIDS Has a Woman's Face _rKofi Annan -- _tSample Persuasive Essay. _tIs It Now a Crime to Be Poor? _rBarbara Ehrenreich -- _tWriting Guidelines. -- _tCritical-Thinking and Writing Activities ; -- _tLearning-Objectives Checklist -- _tProposing a Solution. -- _tReading Problem-Solution Writing. -- _tConsider the rhetorical situation ; -- _tConsider the reasoning ; -- _tReading Problem-Solution Writing -- _tSample Problem-Solution Essay. _tDream Act May Help Local Student Fight for Residency _rRenee Wielenga. -- _tSample Problem-Solution Essay. _tUncle Sam and Aunt Samantha _rAnna Quindlen -- _tSample Problem-Solution Essay. _tNo Mercy _rMalcolm Gladwell -- _tWriting Guidelines -- _tCritical-Thinking and Writing Activities. -- _tLearning-Objectives Checklist -- _tTaking Essay Tests. -- _tReviewing for Tests. -- _tPerform daily reviews ; -- _tPerform weekly reviews -- _tForming a Study Group -- _tConsider the Testing Situation -- _tTaking the Essay Test. -- _tLook for key words ; -- _tPlan and write the essay-test answer -- _tWriting Under Pressure : The Essay Test Quick Guide -- _tTaking an Objective Test -- _tTips for Coping with Test Anxiety -- _tWriting for the Workplace. -- _tWriting the Business Letter. -- _tParts of the Business Letter ; -- _tSample Letter -- _tWriting Memos and Email. -- _tSending Email -- _tApplying for a Job. -- _tSample Letter of Application ; -- _tSample Recommendation Request Letter ; -- _tThe Application Essay ; -- _tModel Application Essay ; -- _tPreparing a Resume ; -- _tSample Resume ; -- _tSample Electronic Resume -- _tPreparing Oral Presentations. -- _tOrganizing Your Presentation. -- _tPrepare an introduction ; -- _tDevelop the body ; -- _tCome to a conclusion ; -- _tHold a Q and A session -- _tWriting Your Presentation. _tSave Now or Pay Later _rBurnette Sawyer ; -- _tUse visual aids -- _tDeveloping Computer Presentations -- _tOvercoming Stage Fright Checklist. |
| 505 | 0 | 0 |
_tResearch and Writing. _tGetting Started : From Planning Research to Evaluating Sources. -- _tQuick Guide : Papers with Documented Research -- _tThe Research Process : A Flowchart -- _tGetting Focused. -- _tEstablish a narrow, manageable topic ; -- _tBrainstorm research questions ; -- _tDevelop a working thesis -- _tUnderstanding Primary, Secondary, and Tertiary Sources. -- _tPrimary Sources ; -- _tSecondary Sources ; -- _tTertiary Sources -- _tDeveloping a Research Plan. -- _tChoose research methods ; -- _tGet organized to do research -- _tWriting a Research Proposal. -- _tUnderstand the parts of a research proposal -- _tFilm Studies 201 Proposal : Jane Austen's Pride and Prejudice as Fiction and Film _rGwendolyn Mackenzie -- _tExploring Information Resources and Sites. -- _tConsider different information resources ; -- _tConsider different information sites -- _tConducting Effective Keyword Searches. -- _tChoose keywords carefully ; -- _tUse keyword strategies ; -- _tEngaging and Evaluating Sources. -- _tEngage your sources ; -- _tRate source reliability and depth ; -- _tEvaluate print and online sources -- _tCreating a Working Bibliography. -- _tChoose an orderly method ; -- _tAnnotate the source -- _tDeveloping a Note-Taking System. -- _tDevelop note-taking strategies ; -- _tEmploy note-taking systems -- _tSummarizing, Paraphrasing, and Quoting Source Material. -- _tSummarize useful passages ; -- _tParaphrase key passages ; -- _tQuote crucial phrases, sentences, and passages -- _tAvoiding Unintentional Plagiarism. -- _tPractice the principles of ethical research -- _tCritical-Thinking and Writing Activities. -- _tLearning-Objectives Checklist -- _tConducting Research : Primary, Library, Web. -- _tPlanning Primary Research. -- _tMethods of Primary Research ; -- _tPrinciples for doing Primary Research -- _tConducting Surveys. -- _tSample Survey -- _tAnalyzing Texts, Documents, Records, and Artifacts. -- _tChoose evidence close to your topic ; -- _tPut the document or artifact in context -- _tFrame your examination with questions. -- _tDraw coherent conclusions about meaning -- _tConducting Interviews. -- _tSample Interview Note-Taking Sheet -- _tMaking Observations. -- _tPrepare to observe ; -- _tConduct your observations ; -- _tMake sense of your observations -- _tBecoming Familiar with the Library -- _tSearching the Catalog. -- _tLocating Resources by Call Numbers ; -- _tClassification Systems -- _tUsing Books in Research. -- _tApproach the book systematically -- _tUsing Reference Resources. -- _tCheck reference works that supply information ; -- _tCheck reference works that are research tools -- _tFinding Articles Via Databases. -- _tSearch online databases ; -- _tGenerate citation lists of promising articles ; -- _tStudy citations and capture identifying information ; -- _tFind and retrieve the full text of the article -- _tUnderstanding Internet Basics -- _tUsing a Subject Guide/Directory -- _tUsing Search and Metasearch -- _tUsing Search Engines as Research Tools. -- _tUse search engines well -- _tUnderstanding the Uses and Limits of Wikipedia. -- _tKnow Wikipedia's strengths ; -- _tUnderstand Wikipedia's standards for truth ; -- _tKnow Wikipedia's weaknesses ; -- _tUse Wikipedia cautiously -- _tEvaluating Online Sources. -- _tAssignment Restrictions ; -- _tAuthor/Organization ; -- _tBalance or Bias ; -- _tQuality of Information ; -- _tQuality of Writing and Design ; -- _tEvaluation Checklist -- _tSample Evaluations -- _tCritical-Thinking and Writing Activities. -- _tLearning-Objectives Checklist. |
| 505 | 0 | 0 |
_tBuilding Credibility : Avoiding Plagiarism. -- _tDeveloping Credibility through Source Use. -- _tWriting with Poor Use of Sources ; -- _tWriting with Strong Use of Sources -- _tRecognizing Plagiarism. -- _tWhat is plagiarism? ; -- _tWhat does plagiarism look like? -- _tUnderstanding Why Plagiarism is Serious. -- _tAcademic Dishonesty ; -- _tTheft from the Academic Community ; -- _tNow and in the Future -- _tAvoiding Plagiarism -- _tAvoiding Other Source Abuses. -- _tCritical-Thinking and Writing Activities. -- _tLearning-Objectives Checklist -- _tDrafting Papers with Documented Research. -- _tReviewing Your Findings. -- _tConduct Q and A ; -- _tDeepen Your Thinking on the Topic ; -- _tImagine Your Paper -- _tSharpening Your Working Thesis. -- _tDeepen Your Thesis ; -- _tQuestion Your Thesis -- _tConsidering Methods of Organization. -- _tOrganizational Practices That Consider Sources ; -- _tTraditional Organizational Patterns -- _tConsidering Drafting Strategies. -- _tChoose a Drafting Method ; -- _tRespect Your Sources While Drafting ; -- _tReason with Evidence -- _tUsing Source Material in Your Writing. -- _tIntegrate Source Material Carefully ; -- _tEffectively Document Your Sources ; -- _tMark Changes to Quotations ; -- _tSample Research Paper: A Humanities Essay. _tThe Audience-Actor Relationship in Shakespeare's Globe _rPaige Greco -- _tSample Research Paper -- _tThe Science IMRAD Report. _tThe Effects of the Eastern Red Cedar on Seedlings and Implications for Allelopathy _rDana Kleckner, Brittany Korver, Nicolette Storm, and Adam Verhoef -- _tCritical-Thinking and Writing Activities. -- _tLearning-Objectives Checklist -- _tMLA Style. -- _tMLA Documentation : A Quick Guide. -- _tIn-Text Citation : The Basics ; -- _tWorks Cited : The Basics -- _tMLA Format Guidelines. -- _tMLA Format at a Glance ; -- _tWhole-Paper Format and Printing Issues ; -- _tTypographical Issues ; -- _tPage-Layout Issues -- _tGuidelines for In-Text Citations. -- _tCitations for regular sources ; -- _tCitations for sources without traditional authorship and/or pagination -- _tSample In-Text Citations -- _tMLA Works Cited Quick Guide -- _tWorks-Cited Entries : Nonperiodical Print Publications -- _tWorks-Cited Entries : Print Periodical Articles -- _tWorks-Cited Entries : Online Sources -- _tWorks-Cited Entries : Other Sources (Primary, Personal, and Multimedia) -- _tSample MLA Paper. _tWhy the World Deserves Better than Fair Trade _rPaige Louter ; _tWorks-Cited List -- _tCritical-Thinking and Writing Activities. -- _tLearning-Objectives Checklist -- _tAPA Style. -- _tAPA Documentation : A Quick Guide. -- _tIn-Text Citation : The Basics ; -- _tReferences : The Basics -- _tAPA Format Guidelines -- _tGuidelines for In-Text Citations. -- _tSample In-Text Citations -- _tAPA References Quick Guide -- _tReference Entries : Books and Other Documents -- _tReference Entries : Print Periodical Articles -- _tReference Entries : Online Sources -- _tReference Entries : Other Sources (Primary, Personal, and Multimedia) -- _tSample APA Paper. _tTeaching K-12 English Language Learners in the Mainstream Classroom _rAmanda Khoe ; -- _tSample Title Page ; -- _tSample Abstract ; -- _tAPA Research Paper: The Body ; -- _tSample Paper: References List -- _tCritical-Thinking and Writing Activities. -- _tLearning-Objectives Checklist. |
| 505 | 0 | 0 |
_tHandbook. _tMarking Punctuation. -- _tPeriod ; -- _tEllipsis ; -- _tQuestion Mark. _tComma. _tSemicolon ; -- _tColon ; -- _tHyphen ; -- _tDash. _tQuotation Marks ; -- _tItalics (Underlining) ; -- _tParentheses ; -- _tDiagonal ; -- _tBrackets ; -- _tExclamation Point -- _tApostrophe. _tChecking Mechanics. -- _tCapitalization. _tPlurals ; -- _tNumbers. _tAbbreviations ; -- _tAcronyms and Initialisms. _tBasic Spelling Rules ; -- _tCommonly Misspelled Words ; -- _tSteps to Becoming a Better Speller. _tUsing the Right Word. _t33. -- _tUnderstanding Grammar. -- _tNoun. -- _tClasses of Nouns -- _tForms of Nouns. _tPronoun. -- _tClasses of Pronouns -- _tForms of Personal Pronouns. _tVerb. -- _tClasses of Verbs -- _tForms of Verbs -- _tVerbals. -- _tIrregular Verbs ; _tAdjective -- _tAdverb -- _tPreposition -- _tConjunction -- _tInterjection. _t34. -- _tConstructing Sentences. -- _tUsing Subjects and Predicates. -- _tThe Subject -- _tThe Predicate (Verb). _tUsing Phrases. -- _tTypes of Phrases -- _tUsing Clauses. -- _tTypes of Clauses -- _tUsing Sentence Variety. -- _tKinds of Sentences -- _tStructure of Sentences. _t35. -- _tAvoiding Sentence Errors. -- _tSubject-Verb Agreement -- _tPronoun-Antecedent Agreement. _tShifts in Sentence Construction -- _tFragments, Comma Splices, and Run-Ons. _tMisplaced and Dangling Modifiers -- _tAmbiguous Wording. _tNonstandard Language. _tAvoiding Sentence Problems. -- _tQuick Guide -- _tMultilingual and ESL Guidelines. -- _tFive Parts of Speech. -- _tNoun -- _tArticles and Other Noun Markers. _tVerb -- _tObjects and Complements of Verbs. _tAdjective -- _tAdverb -- _tPreposition. _tUnderstanding Sentence Basics -- _tSentence Problems. _tNumbers, Word Parts, and Idioms. -- _tNumbers -- _tPrefixes, Suffixes, and Roots. _tIdioms. _tTargeting Trouble Spots. -- _tHelp for Speakers of Latin Languages ; -- _tHelp for Speakers of European Languages ; -- _tHelp for Speakers of African and Caribbean Languages ; -- _tHelp for Speakers of East Asian Languages ; -- _tHelp for Speakers of Middle-Eastern Languages. _tCredits. |
| 520 | 0 | _aCombining 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 | _a2 | ||
| 650 | 0 |
_aEnglish language _xRhetoric. |
|
| 650 | 0 | _aReport writing. | |
| 700 | 1 | _aVanderMey, Randall. | |
| 700 | 1 | _aMeyer, Verne. | |
| 700 | 1 | _aVan Rys, John. | |
| 700 | 1 | _aSebranek, Patrick. | |
| 907 |
_a.b17259319 _b04-26-17 _c12-15-16 |
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| 942 |
_cBK _hPE _m2015 _e _i2018-07-15 _k0.00 |
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| 945 |
_g1 _i31923001761135 _j2 _lcimc _nDonation Education Department _o _p0.00 _q _r _s- -- _t61 _u0 _v0 _w0 _x0 _y.i20375414 _z02-01-17 |
||
| 998 |
_b04-25-17 _cm _da |
||
| 999 |
_c6244 _d6244 |
||
| 902 |
_a1 _bCynthia Snell _c1 _dCynthia Snell |
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