The Bedford Guide for College Writers with Reader, Research Manual and Handbook
, by Kennedy, X. J.; Kennedy, Dorothy M.; Muth, Marcia F.
- ISBN: 9781319042110 | 1319042112
- Cover: Hardcover
- Copyright: 10/14/2016
Both reliable and innovative, The Bedford Guide for College Writers plunges students into active learning right from the beginning, whether their writing class meets on campus or online. This new edition expands active learning into reflection, helping students engage with their own writing process to gain a deeper understanding that will serve them throughout their writing lives. The Guide contains a process-oriented rhetoric, a thematic reader, a research manual, and a handbook, giving students everything they need for success in writing, all in one affordable book. Students are provided frequent opportunities to experiment and apply the skills presented, including Learning by Doing activities, Responding to an Image practices, and engaging assignments that all help students make important writing skills their own. The Bedford Guide helps students to be the confident, resourceful, and independent writers they will need to be. With an expanded Launchpad full of activities built to enhance the book’s content online, reading comprehension quizzes, diagnostic quizzes and much more, the eleventh edition extends active learning online, offering students more opportunities to build deeper awareness of their own writing processes.
X. J. Kennedy is an acclaimed poet, children’s author, college teacher, and textbook author. He has taught freshman composition at the University of Michigan; the University of North Carolina, Greensboro; and Tufts University. Since 1966, more than 2 million students have treasured his introductory literature texts and The Bedford Reader, coedited with Dorothy M. Kennedy and Jane E. Aaron, now in its ninth edition. Dorothy M. Kennedy is a writer and editor whose articles and reviews have ppeared in both professional and academic journals. She has taught composition at the University of Michigan and Ohio University and, with X. J. Kennedy, is the recipient of the NCTE Teacher's Choice Award for Knock at a Star: A Child's Introduction to Poetry.Marcia F. Muth teaches, writes, and edits. She has taught first-year writing at The Ohio State University and other introductory courses at St. Peter's College (Englewood Cliffs). Her many writing workshops have been sponsored by Fordham University, the University of Colorado Colorado Springs, and currently the School of Education and Human Development at the University of Colorado Denver. She is the author or coauthor of many composition textbooks and ancillaries, including The Bedford Guide for College Writers, The Concise Bedford Guide for Writers, Writing and Revising: A Portable Guide, Researching and Writing: A Portable Guide, and The St. Martin's Pocket Guide to Research and Documentation (all from Bedford/St. Martin's). Her projects as a writer and an editor have included Harold D. Lasswell: An Annotated Bibliography as well as many grant proposals, textbooks, ancillaries, reports, and other publications. She continues to learn how to write clearly and effectively from her students, editors, reviewers, and writing colleagues.
Preface: To the Instructor
Rhetorical Contents
Selected Visual Contents
Features of The Bedford Guide Correlated to the Writing Program Administrators (WPA) Outcomes
Statement
Pairing The Bedford Guide with LaunchPad Solo for Readers and Writers
How to use The Bedford Guide for College Writers
Book 1: A WRITER’S GUIDE
Introduction: Writing in College
Part One: A College Writer’s Processes
1. Writing Processes
Writing, Reading, and Critical Thinking
A Process of Writing
Getting Started
Generating Ideas
Learning by Doing Reflecting on Ideas
Panning, Drafting, and Developing
Learning by Doing Reflecting on Drafts
Revising and Editing
Learning by Doing Reflecting on Finishing
Purpose and Audience
Writing for a Reason
Learning by Doing Considering Purpose
Writing for Your Audience
Learning by Doing Considering Audience
Targeting a College Audience
Learning by Doing Writing for Different Audiences
Additional Writing Activities
2. Reading Processes
A Process of Critical Reading
Getting Started
Learning by Doing Reflecting on Your Reading Strategies
Preparing to Read
Learning by Doing Reflecting on Reading Preparation
Responding to Reading
Learning by Doing Annotating a Passage
Learning by Doing Reflecting on a Reading Journal
Learning from Another Writer: Reading Summary and Response
Student Summary and Response: Olof Eriksson, The Problems with Masculinity
Reading on Literal and Analytical Levels
Learning by Doing Reading Analytically
Generating Ideas from Reading
Learning from Another Writer: Critical Reading and Response
Student Critical Reading Response: Alley Julseth, Analyzing “The New Literacy”
Learning by Doing Reading Critically
Michael Shermer, The Science of Righteousness
Reading Online and Multimodal Texts
Learning by Doing Reading a Web Site
Additional Writing Activities
3. Critical Thinking Processes
A Process of Critical Thinking
Getting Started
Learning by Doing Thinking Critically to Explore an Issue
Applying Critical Thinking to Academic Problems
Thinking Critically about Your Own Writing: Self-Reflection
Details on Self-Reflection
Contexts for Self-Reflection
Learning from Another Writer: Self-Reflection
Student Self-Reflection: Khalia Nadam, What I Learned from My Research Project
Additional Writing Activities
Part Two: A Writer’s Situations
4. Recalling an Experience
Learning from Other Writers
Russell Baker, The Art of Eating Spaghetti
Student Essay: Robert G. Schreiner, What Is a Hunter?
Learning by Writing
The Assignment: Recalling a Personal Experience
Generating Ideas
Learning by Doing Reflecting on Your Writing Space
Planning, Drafting, and Developing
Learning by Doing Stating the Importance of Your Experience
Learning by Doing Selecting and Arranging Events
Revising and Editing
Learning by Doing Appealing to the Senses
Reviewing and Reflecting
Additional Writing Assignments
5. Observing a Scene
Learning from Other Writers
Ashley Smith, Special Report: Smokejumper Training
Student Essay: Alea Eyre, Stockholm
Learning by Writing
The Assignment: Observing a Scene
Generating Ideas
Learning by Doing Reflecting on Sensory Details
Planning, Drafting, and Developing
Learning by Doing Experimenting with Organization
Revising and Editing
Learning by Doing Strengthening Your Main Impression
Reviewing and Reflecting
Additional Writing Assignments
6. Interviewing a Subject
Learning from Other Writers
Jon Ronson, How One Stupid Tweet Blew Up Justine Sacco’s Life
Student Essay: Lorena A. Ryan-Hines, Looking Backwards, Moving Forward
Learning by Writing
The Assignment: Interviewing
Generating Ideas
Learning by Doing Analyzing Interview Questions
Learning by Doing Interviewing a Classmate
Planning, Drafting, and Developing
Learning by Doing Stating a Dominant Impression
Revising and Editing
Learning by Doing Detailing with Color
Reviewing and Reflecting
Additional Writing Assignments
7. Comparing and Contrasting
Learning from Other Writers
César Vargas, How First- and Second-Generation Hispanics Can Help Each Other
National Geographic Editors, Hurricane Katrina Pictures: Then & Now, Ruin & Rebirth
Student Essay: Jacob Griffin, Karate Kid vs. Kung Fu Panda: A Race to the Olympics
Learning by Writing
The Assignment: Comparing and Contrasting
Generating Ideas
Learning by Doing Making a Comparison-and-Contrast Table
Planning, Drafting, and Developing
Learning by Doing Reflecting on Comparison and Contrast
Learning by Doing Building Cohesion with Transitions
Revising and Editing
Reviewing and Reflecting
Additional Writing Assignments
8. Explaining Causes and Effects
Learning from Other Writers
Emily Badger, It’s Time to Stop Blaming Poverty for the Decline in Marriage
Student Essay: Yun Yung Choi, Invisible Women
Learning by Writing
The Assignment: Explaining Causes and Effects
Generating Ideas
Learning by Doing Determining Causes and Effects
Learning by Doing Making a Cause-and-Effect Table
Planning, Drafting, and Developing
Learning by Doing Focusing Your Introduction
Revising and Editing
Reviewing and Reflecting
Additional Writing Assignments
9. Taking a Stand
Learning from Other Writers
Suzan Shown Harjo, Last Rites for Indian Dead
Student Essay: Marjorie Lee Garretson, More Pros Than Cons in a Meat-Free Life
Learning by Writing
The Assignment: Taking a Stand
Generating Ideas
Learning by Doing Finding a Workable Topic
Learning by Doing Reflecting on Evidence for Your Argument
Learning by Doing Supporting a Claim
Learning by Doing Examining Your Evidence
Learning by Doing Addressing Counter-Arguments
Planning, Drafting, and Developing
Learning by Doing Reflecting on Your Thesis
Learning by Doing Identifying Types of Appeals
Revising and Editing
Learning by Doing Reflecting on Your Draft
TAKE ACTION: Strengthening Support for a Stand
Recognizing Logical Fallacies
Reviewing and Reflecting
Additional Writing Assignments
10. Proposing a Solution
Learning from Other Writers
Wilbert Rideau, Why Prisons Don’t Work
Student Essay: Lacey Taylor, It’s Not Just a Bike
Learning by Writing
The Assignment: Proposing a Solution
Generating Ideas
Learning by Doing Describing Your Audience
Planning, Drafting, and Developing
Learning by Doing Reflecting on a Problem
Learning by Doing Reflecting on Interested Parties
Revising and Editing
Learning by Doing Revising for Clear Organization
Reviewing and Reflecting
Additional Writing Assignments
11. Evaluating and Reviewing
Learning from Other Writers
Scott Tobias, The Hunger Games
Student Essay: Elizabeth Erion, Internship Program Falls Short
Learning by Writing
The Assignment: Writing an Evaluation
Generating Ideas
Learning by Doing Developing Criteria
Planning, Drafting, and Developing
Learning by Doing Stating Your Overall Judgment
Learning by Doing Reflecting on Product Reviews
Revising and Editing
Reviewing and Reflecting
Additional Writing Assignments
12. Supporting a Position with Sources
Learning from Other Writers
Charles M. Blow, Black Dads Are Doing Best of All
Student Essay: Abigail Marchand, The Family Dynamic
Learning by Writing
The Assignment: Supporting a Position with Sources
Generating Ideas
Learning by Doing Identifying Suspect Web Information
Planning, Drafting, and Developing
Learning by Doing Questioning Your Thesis to Aid Your Search for Evidence
Learning by Doing Reflecting on Plagiarism
The Academic Exchange
Revising and Editing
Learning by Doing Launching Your Sources
Learning by Doing Checking Your Presentation of Sources
TAKE ACTION: Integrating Source Information Effectively
Reviewing and Reflecting
Additional Writing Assignments
Part Three: Other Writing Situations
13. Responding to Literature
Using Strategies for Literary Analysis
Learning from Other Writers
Shirley Jackson, The Lottery
Preparing to Write a Literary Analysis
Student Literary Analysis: Jonathan Burns, The Hidden Truth: An Analysis of Shirley Jackson’s “The Lottery”
A Glossary of Terms for Literary Analysis
Learning by Writing: Literary Analysis
The Assignment: Analyzing a Literary Work
Learning by Doing Recommending Fiction to a Friend
Generating Ideas
Learning by Doing Examining Fiction Genres
Planning, Drafting, and Developing
Learning by Doing Developing Your Thesis
TAKE ACTION: Strengthening Literary Analysis
Revising and Editing
Learning from Another Writer: Synopsis
Student Synopsis: Jonathan Burns, A Synopsis of “The Lottery”
Learning by Writing: Synopsis
The Assignment: Writing a Synopsis of a Story by Kate Chopin
Kate Chopin, The Story of an Hour
Learning from Another Writer: Paraphrase
Student Paraphrase: Jonathan Burns, A Paraphrase from “The Lottery”
Learning by Doing Collaborating on a Paraphrase
Learning by Writing: Paraphrase
The Assignment: Writing a Paraphrase of a Poem
Reviewing and Reflecting
Additional Writing Assignments
14. Responding to Visual Representations
Using Strategies for Visual Analysis
Learning by Doing Analyzing the Web Site for Your Campus
Level One: Seeing the Big Picture
Source, Purpose, and Audience
Prominent Element
Focal Point
Learning by Doing Seeing the Big Picture
Level Two: Observing the Characteristics of an Image
Cast of Characters
Story of the Image
Design and Arrangement
Artistic Choices
Learning by Doing Observing Characteristics
Level Three: Interpreting the Meaning of an Image
General Feeling or Mood
Sociological, Political, Economic, or Cultural Attitudes
Language
Signs and Symbols
Themes
Learning by Doing Reflecting on Images
Learning from Another Writer: Visual Analysis
Student Analysis of an Advertisement: Logan Sikora, “The Attention Test”
Learning by Writing
The Assignment: Analyzing a Visual Representation
Generating Ideas
Planning, Drafting, and Developing
Revising and Editing
Learning from Another Writer: Visual Essay
Student Visual Essay: Shannon Kintner, Charlie Living with Autism
Reviewing and Reflecting
Additional Writing Assignments
15. Writing Online
Getting Started
Learning by Doing Reflecting on an Online Writing Course
Class Courtesy
Online Ethics
Learning by Doing Making Personal Rules
Common Online Writing Situations
Messages to Your Instructor
Learning by Doing Finding a College Voice
Learning from Other Writers: Messages to Your Instructor
Learning by Doing Contacting Your Instructor
Online Profile
Learning by Doing Reflecting on Your Social-Media Presence
Learning by Doing Reflecting on Your College Career
Online Threaded Discussions or Responses
Learning from Other Writers: Threaded Discussion
Learning by Doing Joining a Threaded Discussion
File Management
Learning by Doing Preparing a Template
Learning by Doing Organizing Your Files
Reviewing and Reflecting
Additional Writing Assignments
16. Writing and Presenting Under Pressure
Essay Examinations
Preparing for the Exam
Learning from Another Writer: Essay Exam
Student Essay Answer: David Ian Cohn, Response to Psychology Question
Generating Ideas
Planning for Typical Exam Questions
Learning by Doing Asking Questions
Drafting: The Only Version
Revising: Rereading and Proofing
Short-Answer Examinations
Timed Writings
Learning by Doing Thinking Fast
Online Assessment
Oral Presentations
Learning by Doing Reflecting on Oral Presentations
Learning from Other Writers: Visuals for Oral Presentations
Face-to-Face Class Presentation: Andrew Dillon Bustin, Traditional Urban Design
Reviewing and Reflecting
Additional Writing Assignments
17. Writing in the Workplace
Guidelines for Writing in the Workplace
Know Your Purpose
Keep Your Audience in Mind
Use an Appropriate Tone
Present Information Carefully
E-mail
Format for E-mail
Résumés and Application Letters
Résumés
Learning by Doing Reflecting on Your Working Life and Goals
Application Letters
Learning by Doing Planning a Job Application
Learning by Doing Planning for Your Future Career
Business Letters
Format for Business Letters
Memoranda
Format for Memoranda
Brochures and Presentation Visuals
Format for Brochures
Format for Presentation Visuals
Reviewing and Reflecting
Additional Writing Assignments
Part Four: A Writer’s Strategies
18. Strategies: A Case Study
Generating Ideas
Planning, Drafting, and Developing
Rough Draft with Peer and Instructor Responses
Learning by Doing Responding as a Peer
Revising and Editing
Revised and Edited Draft
Final Draft for Submission: Erin Schmitt, Mr. Hertli
Reflecting as a Writer
Learning by Doing Writing a Reflective Letter
Reflective Portfolio Letter
19. Strategies for Generating Ideas
Finding Ideas
Building from Your Assignment
Learning by Doing Building from Your Assignment
Brainstorming
Learning by Doing Brainstorming
Freewriting
Learning by Doing Freewriting
Doodling or Sketching
Learning by Doing Doodling or Sketching
Mapping
Learning by Doing Mapping
Imagining
Learning by Doing Imagining
Asking a Reporter’s Questions
Learning by Doing Asking a Reporter’s Questions
Seeking Motives
Learning by Doing Seeking Motives
Keeping a Journal
Learning by Doing Keeping a Journal
Getting Ready
Setting Up Circumstances
Preparing Your Mind
Learning by Doing Reflecting on Generating Ideas
20. Strategies for Stating a Thesis and Planning
Shaping Your Topic for Your Purpose and Your Audience
Learning by Doing Considering Purpose and Audience
Stating and Using a Thesis
Learning by Doing Identifying Theses
How to Discover a Working Thesis
Learning by Doing Discovering a Thesis
How to State a Thesis
Learning by Doing Examining Thesis Statements
How to Improve a Thesis
TAKE ACTION: Building a Stronger Thesis
How to Use a Thesis to Organize
Learning by Doing Using a Thesis to Preview
Organizing Your Ideas
Grouping Your Ideas
Outlining
Learning by Doing Moving from Outline to Thesis
Learning by Doing Outlining
Learning by Doing Reflecting on Planning
21. Strategies for Drafting
Making a Start Enjoyable
Restarting
Paragraphing
Learning by Doing Identifying Topic Sentences
Learning by Doing Identifying Transitions
Using Topic Sentences
Writing an Opening
Learning by Doing Trying Different Methods of Writing an Opening
Writing a Conclusion
Learning by Doing Trying Different Methods of Writing a Conclusion
Learning by Doing Evaluating Openings and Conclusions
Adding Cues and Connections
Learning by Doing Reflecting on Transitions
Learning by Doing Reflecting on Drafting
22. Strategies for Developing
Giving Examples
Learning by Doing Giving Examples
Providing Details
Learning by Doing Providing Details
Defining
Learning by Doing Developing an Extended Definition
Reasoning Inductively and Deductively
Learning by Doing Reasoning Inductively and Deductively
Analyzing a Subject
Learning by Doing Analyzing a Subject
Analyzing a Process
Learning by Doing Analyzing a Process
Dividing and Classifying
Learning by Doing Dividing and Classifying
Comparing and Contrasting
Learning by Doing Comparing and Contrasting
Identifying Causes and Effects
Learning by Doing Identifying Causes and Effects
Learning by Doing Reflecting on Developing
23. Strategies for Revising and Editing
Re-viewing and Revising
Revising for Purpose and Thesis
Revising for Audience
Learning by Doing Reflecting on Your Audience
Revising for Structure and Support
Learning by Doing Tackling Macro Revision
Working with a Peer Editor
Questions for a Peer Editor
Meeting with Your Instructor
Decoding Your Instructor’s Comments
Revising for Emphasis, Conciseness, and Clarity
Stressing What Counts
Cutting and Whittling
Keeping It Clear
Editing and Proofreading
Editing
Proofreading
Learning by Doing Reflecting on Revising and Editing
Learning by Doing Reflecting on Past Grades and Comments
24. Strategies for Writing in Future Courses
Transferring Knowledge
Learning by Doing Reflecting on Your Preparation for Writing in Various Disciplines
Learning by Doing Reflecting on How to Transfer Knowledge
What Do They Want?
Analyzing Expectations
Connecting Expectations and Assessments
What Is It?
Uncovering Assumptions
Learning by Doing Reflecting on the Goals of Other Disciplines
How Do I Write It?
Learning by Doing Reflecting on New Assignments
Writing in the Disciplines
Writing in the Sciences
Writing in Nursing
Writing in the Arts (Art, Drama, Music)
Writing in Business
Writing in Education
Writing in History
Writing in Psychology
Learning by Doing Examining an Article from a Scholarly Journal
Learning from Another Writer: A Developmental Psychology Assignment
Weekly Critical Thinking Assignment
Response to Critical Thinking Assignment: Samantha Christopher, Adolescents Are Not Yet Adults
Keeping a Portfolio
Understanding Portfolio Assessment
Tips for Keeping a Portfolio
Learning by Doing Reflecting on This Class
Book 2: A WRITER’S READER
Introduction: Reading to Write
25. Family
Judith Ortiz Cofer, More Room
Chris Bentley, Beyond the Nuclear Family
Michael Cobb, The Supreme Court’s Lonely Hearts Club
Aziz Ansari, Searching for Your Soulmate
26. Gender
Brent Staples, Black Men and Public Space
Judy Brady, I Want a Wife
Cindi May, The Problem with Female Superheroes
Robert Jensen, The High Cost of Manliness
Julie Zeilinger, Guys Suffer from Oppressive Gender Roles Too
27. Popular Culture
Kate Dailey and Abby Ellin, America’s War on the Overweight
Adam Sternberg, Smile, You’re Speaking Emoji: The Rapid Evolution of a Wordless Tongue
Stephen King, Why We Crave Horror Movies
Elizabeth Stone, Grief in the Age of Facebook
Libby Copeland, Is Facebook Making Us Sad?
28. Language
Clive Thompson, The New Literacy
Ann Friedman, Can We Just, Like, Get Over the Way Women Talk?
Jennie Jarvie, Trigger Happy
Richard Rodriguez, Public and Private Language
Amy Tan, Mother Tongue
29. The Good Life
William Zinsser, The Right to Fail
William Deresiewicz, What is College For?
Sarah Adams, Be Cool to the Pizza Dude
David Brooks, The Humility Code
Miya Tokumitsu, In the Name of Love
Book 3: A WRITER’S RESEARCH MANUAL
Introduction: The Nature of Research
30. Defining Your Research Project
Research Assignments: Working from Sources
The Research Proposal
The Source Evaluation
The Annotated Bibliography
The Outline
The Research Paper
Creating a Schedule
Learning by Doing Planning Your Personal Schedule
Choosing and Narrowing a Topic
Turning a Topic into a Question
Take Action: Focusing a Research Question
Learning by Doing Polling Your Peers
Moving from Research Question to Working Thesis
Using Your Working Thesis to Guide Your Research
Surveying Your Resources
Sample Assignment: Creating a Research Proposal
31. Finding Sources
Searching the Internet
Finding Recommended Internet Resources
Smart Online Searching
Learning by Doing Comparing Web Searches
Searching the Library
Getting to Know the Library
Learning by Doing Reflecting on Your Library Orientation Session
Using the Library Catalog
Learning by Doing Brainstorming for Search Terms
Searching Library Databases
Learning by Doing Comparing Databases
Using Specialized Library Resources
Finding Sources in the Field
Interviewing
Learning by Doing Interviewing an Instructor
Observing
Using Questionnaires
Corresponding
Attending Public and Online Events
Reconsidering Your Field Sources
32. Evaluating Sources
Take Action: Evaluating Sources
Assessing the Reliability of Sources
Learning by Doing Evaluating Your Sources
Who Is Responsible for the Source?
What Type of Source Is It?
Is the Source Scholarly or Popular?
What Is the Source's Purpose and Bias?
When Was the Source Produced or Published?
Using Special Care with Internet Sources
Assessing Relevance
Considering Your Purpose
Learning by Doing Reflecting on Sources in a Dialogic Notebook
Reviewing Your Sources
Sample Assignment: Preparing a Source Evaluation
33. Working with Sources
Navigating Sources
Managing Your Project
Starting a Working Bibliography
Keeping Track of Sources
Capturing Information in Your Notes
Reading Actively
Quoting
Paraphrasing
Summarizing
Learning by Doing Capturing Information from Sources
Sample Assignment: Developing an Annotated Bibliography
Learning by Doing Writing an Annotation
34. Integrating Sources
Using Sources Ethically
Take Action: Avoiding Plagiarism
Capturing Evidence without Plagiarizing
Quoting and Paraphrasing Accurately
Summarizing Concisely
Avoiding Plagiarism
Launching and Citing Source Material
Launching Evidence from Sources
Learning by Doing Talking to the Sources
Citing Each Source Clearly
Learning by Doing Launching and Citing Your Sources
Synthesizing Ideas and Sources
Take Action: Integrating and Synthesizing Sources
Learning by Doing Synthesizing Your Sources
35. Writing a Research Paper
Planning with a Thesis Statement
Drafting
Launching and Citing Your Sources as You Draft
Beginning and Ending
Learning by Doing Focusing with a Reverse Outline
Revising and Editing
Learning by Doing Meeting Expectations
Documenting Sources
Learning by Doing Presenting Your Findings
36. MLA Style for Documenting Sources
Citing Sources in MLA Style
Take Action: Citing and Listing Sources
Listing Sources in MLA Style
A Sample MLA Research Paper
37. APA Style for Documenting Sources
Citing Sources in APA Style
Listing Sources in APA Style
A Sample APA Research Paper
Book 4: A WRITER’S HANDBOOK
Introduction: Grammar, or The Way Words Work
Learning by Doing Creating an Error Log
38. Basic Grammar
1. Parts of Speech
2. Subjects
3. Verbs, Objects, and Complements
Learning by Doing Finding Subjects and Verbs
4. Clauses and Phrases
5. Sentence Structures
39. Grammatical Sentences
6. Sentence Fragments
7. Comma Splices and Fused Sentences
8. Verb Tense
9. Subject-Verb Agreement
10. Pronoun Case
11. Pronoun Reference
12. Pronoun-Antecedent Agreement
13. Adjectives and Adverbs
14. Shifts
Learning by Doing Considering Your Rough Draft
40. Effective Sentences
15. Misplaced and Dangling Modifiers
16. Incomplete Sentences
17. Mixed Constructions and Faulty Predication
18. Parallel Structure
19. Coordination and Subordination
20. Sentence Variety
21. Active and Passive Voice
Learning by Doing Considering Language
Take Action: Improving Sentence Style
41. Word Choice
22. Appropriateness
23. Exact Words
24. Bias-Free Language
25. Wordiness
Learning by Doing Refining Your Wording
26. Commonly Confused Words
Take Action Improving Word Use
42. Punctuation
Learning by Doing Tackling Punctuation Patterns
27. End Punctuation
28. Commas
29. Misuses of the Comma
30. Semicolons
31. Colons
32. Apostrophes
33. Quotation Marks
34. Dashes
35. Parentheses, Brackets, and Ellipses
43. Mechanics
Learning by Doing Justifying Conventions
36. Abbreviations
37. Capital Letters
38. Numbers
39. Italics
40. Hyphens
41. Spelling
APPENDICES AND OTHER RESOURCES
Quick Format Guide
A. Following the Format for an Academic Paper
B. Integrating and Crediting Visuals
C. Preparing a Document Template
D. Solving Common Format Problems
E. Designing Other Documents for Your Audience
F. Organizing a Resume and an Application Letter
Quick Research Guide
A. Defining Your Quest
B. Searching for Recommended Sources
C. Evaluating Possible Sources
D. Capturing, Launching, and Citing Evidence from Sources
E. Citing and Listing Sources in MLA or APA Style
Quick Editing Guide
A. Editing for Common Grammar Problems
B. Editing to Ensure Effective Sentences
C. Editing for Word Choice
D. Editing for Common Punctuation Problems
E. Editing for Common Mechanics Problems
Acknowledgements
About the Part Opening Photographs
Index
A Guide to the Handbook
Correction Symbols
Proofreading Symbols
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