Note: Supplemental materials are not guaranteed with Rental or Used book purchases.
- ISBN: 9780495899969 | 0495899968
- Cover: Hardcover
- Copyright: 5/27/2009
With superior accessibility, clear organization, and comprehensive content, Universal Keys is the easiest-to-use text in the hardback handbook market. Appealing to diverse classrooms, the book includes "Worlds of Writing" boxes on language diversity, an ESL chapter, "The Guide to Language Transfer Errors," and integrated ESL Notes. The respectful, inclusive approach displays an awareness of language diversity issues and reflects the varying backgrounds of students. Lively Writing Across the Curriculum (WAC) exercises engage students with high-interest topics from the humanities, social sciences, and physical sciences. Clear style coverage with the popular "5 C's of Style" (Cut, Check for Action, Connect, Commit, and Choose the Best Words) helps students to submit their best work. Students receive the most up-to-date information on MLA documentation with the enclosed tri-fold card providing NEW 2009 MLA Handbook formats.
Writing: Communicating and Presenting Ideas | |
Writingan Essay | |
Think Critically as You Read and Write | |
Read texts critically | |
Read visuals critically | |
Write critically | |
Standard English and its alternatives | |
Define the Assignment | |
What are the requirements? | |
Who is your audience? | |
What is your purpose? | |
What is the right tone? | |
What's the plan? | |
When is it due? | |
Generate, Shape, and Focus Ideas | |
Keep a journal or blog | |
Freewrite | |
Brainstorm, list, and map | |
Learn what others think: electronic classroom conversations | |
Use journalists' questions and formal prompts | |
Find and refine an essay topic | |
Formulate a thesis | |
Provide evidence and support | |
Prepare an outline, a purpose statement, or a proposal | |
Draft and Revise | |
Get your drafts down | |
Analyze and revise your drafts | |
Use feedback and peer review | |
Write and revise collaboratively | |
The power of a title | |
Turn writer's block into building blocks | |
How are you going to say it? | |
Build Paragraphs to Build Essays | |
Paragraph basics | |
Focus and topic sentence | |
Unity | |
Strategies for structuring paragraphs | |
Strengthening coherence: links, word repetitions, parallel structures, and transitions | |
Drafting introductions and conclusions | |
Edit and Proofread | |
Editing and proofreading | |
Computer tools for checking (and their limitations) | |
Computer tools for editing and collaborating | |
A student's drafts | |
Using a writing center | |
Writing through College | |
Writing an Argument | |
What makes a good written argument? | |
What makes a good visual argument? | |
Select a topic | |
Formulate an arguable claim (thesis) | |
Support the claim with reasons and concrete evidence | |
Identify and appeal to the audience, and establish common ground | |
Refute opposing views | |
Structure the argument | |
Ask Toulmin's four questions | |
Check your logic | |
Avoid logical fallacies | |
Sample arguments: a student's essay and a letter in a community newspaper | |
Writing about Literature | |
Reading literature critically | |
What do you need to say? | |
Defining the assignment about literature | |
What do you want to say? | |
Guidelines for writing about literature | |
How are you going to say it? | |
Conventions in writing about literature | |
Analyzing literature: Ten approaches | |
Recognizing and analyzing figures of speech | |
Writing about prose fiction | |
Writing about poetry | |
Writing about drama, film, and video | |
Students' essays on literature | |
Writing across the Curriculum | |
Different styles and conventions for different disciplines | |
Writing in the humanities and arts | |
Writing in the social sciences | |
Writing in the sciences, medicine, and mathematics | |
Community service learning courses | |
Oral reports and presentations | |
Preparing a portfolio/e-portfolio | |
Writing under Pressure | |
Essay exams | |
Short-answer tests | |
Terms used in essay assignments and short-answer tests | |
Writing with Technology for Academic and Professional Purposes | |
Designing Documents | |
Document Design | |
Features of Microsoft Word for college writing | |
Typefaces, color, headings, lists, and columns | |
Visuals: Tables, graphs, maps, and images | |
Honesty in visuals | |
Design principles: Brochures, newsletters, and flyers | |
Presentation for Academic Purposes | |
College essay format | |
Academic presentations: PowerPoint and other tools | |
Posting academic writing online | |
E-mailing in an academic environment (netiquette) | |
Writing a personal statement for graduate school admission | |
Designing a Web Site | |
Planning and organizing a Web site | |
Tips for Web site design | |
Getting feedback | |
Sample student Web site | |
Writing for Employment | |
Preparing your r?sum?: Length and format | |
Preparing your r?sum?: Content | |
Electronic r?sum?s | |
Cover letter: Print or electronic | |
After the interview | |
Writing in the Professional World | |
Writing business letters | |
Business memos and e-mails | |
Business presentations and multimedia Language: Style, Accuracy, Punctuation, Fluency | |
The 5 C's of Style | |
The First C: Cut | |
Cut repetition and wordiness | |
Cut formulaic phrases | |
As appropriate, cut references to your intentions | |
Cut redundant words and phrases | |
Cut material quoted unnecessarily | |
The Second C: Check for Action | |
Ask "Who's doing what?" about subject and verb | |
Use caution in beginning a sentence with there or it | |
Avoid unnecessary passive voice constructions | |
The Third C: Connect | |
Use consistent subjects and topic chains for coherence | |
Place information at the end of a sentence for emphasis | |
Explore options for connecting ideas: Coordination, subordination, and transitions | |
Perhaps begin a sentence with and or but | |
Connect paragraphs | |
The Fourth C: Commit | |
Commit to a point of view | |
Commit to an appropriate tone | |
Commit to a confident stance | |
Commit to sentence variety | |
The Fifth C: Choose the Best Word | |
Word choice checklist | |
Use a dictionary and a thesaurus | |
Use exact words and connotations | |
Monitor the language of speech, region, and workplace | |
Use figurative language for effect, but use it sparingly | |
Avoid biased and exclusionary language | |
Avoid pretentious language, tired expressions (clich?s), and euphemisms | |
CommonSentence Problems | |
How a Sentence Works | |
Parts of speech | |
What a sentence is, needs, and does | |
The basis of a sentence: Subject and predicate | |
Phrases | |
Independent and dependent clauses | |
Sentence types | |
Building up sentences | |
Top Ten Sentence Problems | |
Sentence Fragments, Run-Ons, and Comma Splices | |
What is a fragment? | |
Identifying and correcting a phrase fragment | |
Identifying and correcting a dependent clause fragment | |
Identifying and correcting a fragment resulting from a missing subject, verb, or verb part | |
Identifying and correcting a fragment consisting of one part of a compound predicate | |
Using fragments intentionally | |
Identifying run-on (or fused) sentences and comma splices | |
Correcting run-on sentences and comma splices | |
Correcting run-on sentences and comma splices occurring with transitional expressions | |
Sentence Snarls | |
Avoid fuzzy syntax | |
Position modifiers appropriately | |
Avoid dangling modifiers | |
Avoid shifts in mood, pronoun person and number, and direct/indirect quotation | |
Make subject and predicate a logical match: avoid faulty predication | |
Avoid faulty predication with definitions and reasons | |
Avoid using an adverb clause as the subject of a sentence | |
Include all necessary words and apostrophes | |
State the grammatical subject only once | |
Use parallel structures | |
Verbs | |
Verb basics | |
Forms of regular and irregular verbs | |
Verbs commonly confused | |
Do, have, be, and the modal auxiliaries | |
Time and verb tenses | |
Present tenses | |
Past tenses | |
-ed endings: Past tense and past participle forms | |
Avoiding unnecessary tense shifts | |
Tenses in indirect quotations | |
Verbs in conditional sentences, wishes, requests, demands, and recommendations | |
Passive voice | |
How a Sentence Works | |
What is agreement? | |
The -s ending | |
Words between the subject and the verb | |
Agreement after a linking verb | |
When the subject follows the verb | |
Tricky subjects | |
Collective nouns | |
Compound subjects with and, or, and nor | |
Agreement with indefinite pronouns and quantity word | |
Demonstrative pronouns and adjectives (this, that, these, those) as subject | |
Possessive pronouns as subject | |
Agreement with a what clause as the subject | |
Pronouns | |
Use the correct forms of personal pronouns | |
Use appropriate possessive forms of pronouns | |
Make a pronoun refer to a clear antecedent | |
Make a pronoun agree in number with its antecedent | |
Avoid gender bias in pronouns | |
Be consistent in your perspective | |
Use the pronoun you appropriately | |
Use standard forms of intensive and reflexive pronouns | |
Use who and whom and whoever and whomever correctly | |
Adjectives and Adverbs | |
Use correct forms of adjectives and adverbs | |
Know when to use adjectives and adverbs | |
Use adjectives after linking verbs | |
Use correct forms of compound adjectives | |
Know where to position adverbs | |
Know the usual order of adjectives | |
Avoid double negatives | |
Know the comparative and superlative forms of adjectives and adverbs | |
Avoid faulty or incomplete comparisons | |
Relative Clauses and Relative Pronouns | |
Use an appropriate relative pronoun: who, whom, whose, which, or that | |
Distinguish between restrictive and nonrestrictive relative clauses | |
Make the verb agree with the antecedent of a subject relative pronoun | |
Take care when a relative clause contains a preposition | |
Position a relative clause close to its antecedent | |
Avoid using a pronoun after a relative clause to rename the antecedent | |
Use where and when as relative pronouns when appropriate | |
Punctuation, Mechanics, and Spelling | |
Periods, Question Marks, and Exclamation Points | |
Period (.) | |
Question mark (?) | |
Exclamation point (!) | |
Commas | |
Two checklists--comma: yes, comma: no | |
Comma before a coordinating conjunction, connecting independent clauses | |
Comma after an introductory word, phrase, or dependent clause | |
Comma to set off an extra (nonrestrictive) phrase or clause | |
Commas with transitional expressions and explanatory insertions | |
Commas separating three or more items in a series | |
Commas between coordinate evaluative adjectives | |
Comma with a direct quotation | |
Special uses of commas | |
When not to use commas: Nine rules of thumb | |
Semicolons and Colons | |
When to use a semicolon (;) | |
Semicolon between independent clauses | |
Semicolons between clauses or items in a series containing internal commas | |
When not to use a semicolon | |
When to use a colon | |
When not to use a colon | |
Table of Contents provided by Publisher. All Rights Reserved. |
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