- ISBN: 9780495911449 | 0495911445
- Cover: Paperback
- Copyright: 1/1/2011
Preface | |
Prologue: How to Succeed in School | |
How to Get a Good Grade | |
How to (Re)Learn in School: a Guide to Studying | |
Introduction to Writing | |
Learning to Write | |
We All Write, All the Time | |
What Is an "Essay"? | |
What Is an Academic "Paper"? | |
Learning to Write Well | |
Learn Like a Child | |
The Four Basics | |
Exposure | |
Motivation | |
Practice | |
Feedback | |
The Purpose of a Composition Class | |
How Can I Write Well Right Now? | |
Believe in Yourself | |
Writer's Workshop: Students Talk about Learning to Write Exercises | |
What Makes Writing Effective? | |
The Sense of Audience | |
Having a Reader in Your Head | |
Giving the Readers What They Need | |
Seeing Writing as Performance | |
What Good Writing Isn't | |
Proof that it Works | |
Exercises | |
Writing in School: an Introduction | |
Not as Different as You Might Think | |
Purpose | |
Audience | |
A Word about level of formality | |
A Brief Review | |
You Need Exposure to Learn How to Write | |
You Need Motivation | |
You Need Time to Prewrite and Revise | |
Thesis in Academic Writing | |
Audience in Academic Writing | |
Purpose in Academic Writing | |
Academic Writing as Performance | |
How to Read Writing Assignments | |
Following the Advice of Woody Allen | |
Instructions You're Likely to See on an Assignment--Highlight Them | |
Asking Questions | |
In-Class and Timed Writing | |
in a Writing Course | |
in a Content Course | |
Planning and Drafting | |
Choosing Topics and Getting Started | |
Where Do Good Essays Come From? | |
Four Principles for Getting Good Ideas | |
Don't Begin with a Topic | |
Think All the Time | |
Reacting | |
Content prompts | |
Models | |
Responding to visuals | |
Go from Little, Concrete Things to Big, Abstract Ones | |
Connect | |
Writing from Rage | |
from First Thoughts to Drafts | |
Writer's Block: Myth or Reality? | |
Defeating Writer's Block | |
Call yourself a writer | |
Give yourself a lot of time | |
Write as yourself | |
Write to your favorite audience | |
Don't write; talk | |
Take your ego out of the loop | |
Don't demand that you know where you're going | |
Lower your standards | |
Quit when you're hot, persist when you're not | |
Sidestep the thing that blocks you | |
Write un-essays | |
Writer's Workshop: Finding Essays in Your Life | |
Exercises | |
Thesis, Purpose, and Audience | |
Purpose and Audience Tell You How to Write | |
Thesis | |
Audience | |
Style and Tone | |
Style | |
What Writing Style or Voice Should You Use? | |
Some Important Style Principles to Keep in Mind | |
How to Master a Style | |
Sentence length | |
Latinate diction | |
Concretion | |
Tone | |
Writer's Workshop: Thinking about Thesis, Audience, Purpose, Tone, and Style | |
Exercises | |
Organization: Mapping, Outlining, and Abstracting | |
The Organizing Attitude | |
Organizing Begins with Making a Model | |
Organize as You're Working on Your Draft | |
Experiment Freely | |
Take Time to Reflect | |
Learn to Organize by Reading for the Craft | |
Mapping | |
Outlining | |
Abstracting | |
Transition and Readers | |
Transition and Connectors | |
Writing Abstracts | |
Diagnosing Transition by the Numbers | |
Structural Templates | |
Paragraphing | |
Exercises | |
Revising and Editing | |
The Spirit of Revising | |
How to Feel about Rules | |
Revision Tools | |
Diagnostic Tools | |
Making Your Own Tools | |
Revision in Four Steps | |
Thesis, Purpose, Audience, Tone, and Style | |
Topic: a Brief Review | |
Thesis | |
Purpose | |
Audience | |
Style | |
Tone | |
Revising for Length: Making the Draft Longer or Shorter | |
Making it Shorter | |
Seeing the mode | |
Making it Longer | |
Making it longer by filling in | |
Expanding the canvas | |
Asking the Next Question | |
Writer's Workshop: Expanding Essays | |
Exercises | |
Beginning, Ending, and Titling | |
Introductions | |
Conclusions | |
Titles | |
Exercises | |
Peer Feedback | |
Rules for Readers | |
Rules for Writers | |
Peer Editing in Groups | |
The Writer's Role in Group Editing | |
Peer Editing for Mechanics and Grammar | |
A Final Piece of Advice | |
Writer's Workshop: Peer Editing a Peer-Editing Session | |
Editing | |
Getting the Editing Attitude | |
"Grammar." Conventions | |
Rules of Logic | |
Unparallel Lists | |
Rules of Clarity | |
Punctuation | |
The Comma | |
Things Commas Don't Do | |
The Semicolon | |
Things Semicolons Don't Do | |
The Colon | |
Things Colons Don't Do | |
Other Punctuation | |
The Dash | |
Parentheses | |
Question Marks | |
The Hyphen | |
The Apostrophe | |
Quotation Marks | |
Things Quotation Marks Don't Do | |
Spacing and Positioning | |
Spelling | |
Don't Sidestep Mechanics Problems | |
Remember the Tightening | |
Following Format | |
Proofreading | |
Exercises | |
Modes of Writing | |
Personal Writing | |
Personal Writing | |
What's Personal Writing? | |
Where Do We See Personal Writing? | |
Show, Don't Tell | |
Choosing an Effect | |
Thesis in Personal Writing | |
Seeing the Mode | |
Writer's Workshop: Concretizing Abstract Generalizations | |
Exercises | |
Writing to Inform | |
Where Do We See Informative Writing? | |
The Three Challenges | |
You Don't Feel Knowledgeable Enough | |
It's Boring | |
Coik Is a Constant Problem | |
Eight Teaching Tips | |
Seeing the Mode | |
Writer's Workshop: Informative Strategies--Action | |
Exercises | |
Writing an Argument | |
Thinking it Through | |
What's an Argument? | |
Where Do We See Argumentative Writing? | |
Finding an Argumentative Prompt | |
Thinking it Through Versus Selling the Case | |
Why Thinking Is Hard | |
Eliminating Language Problems | |
Making a Well-Formed Assertion | |
Eliminating Clouding Language | |
Examining Your Assumptions | |
Examining the Consequences of the Thesis | |
Seven Cleanup Tasks | |
Seeing the Mode | |
Writer's Workshop: Using the Tools | |
Exercises | |
Writing an Argument | |
Selling the Case | |
Define Your Objectives Realistically | |
The Promp | |
Identify Your Audience as Specifically as Possible | |
Establish a Positive Relationship with Your Audience | |
be Human | |
be Interesting | |
Empathize | |
Get Some Support | |
Four Diagnostic Questions | |
Find a Dramatic Structure | |
Seeing the Mode | |
Writer's Workshop: Using Models | |
Exercise | |
Academic Writing | |
Research | |
Online Research | |
Databases | |
Websites | |
Using the Library | |
The Texts | |
Library Search Tools | |
Evaluating the Credibility of Your Sources | |
The Craap Test | |
Using Sources | |
Summary and Paraphrase | |
Quotation | |
Why and When to Quote | |
How to Quote | |
Documentation | |
Why and When to Document | |
How to Document | |
Rules of Thumb and Helpful Hints for Using Online Sources | |
Making Sense of it All | |
Model Citations | |
Exercises | |
The Academic Research Paper | |
Setting Out | |
Getting Things Organized | |
Format | |
Graphics | |
Two Model Research Papers | |
A Collection of Good Writing | |
Personal Essays | |
Informative Essays | |
Argumentative Essays | |
Academic Essays | |
Five Essays on Food | |
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