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Produktbild: A Writer's Reference

A Writer's Reference

Fr. 109.00

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Beschreibung

Produktdetails

Einband

Taschenbuch

Erscheinungsdatum

14.02.2025

Verlag

Macmillan Learning

Seitenzahl

544

Maße (L/B/H)

21.6/16.7/2.6 cm

Gewicht

688 g

Auflage

11 Auflage Eleventh Edition

Sprache

Englisch

ISBN

978-1-319-41300-2

Beschreibung

Produktdetails

Einband

Taschenbuch

Erscheinungsdatum

14.02.2025

Verlag

Macmillan Learning

Seitenzahl

544

Maße (L/B/H)

21.6/16.7/2.6 cm

Gewicht

688 g

Auflage

11 Auflage Eleventh Edition

Sprache

Englisch

ISBN

978-1-319-41300-2

Herstelleradresse

Libri GmbH
Europaallee 1
36244 Bad Hersfeld
DE

Email: gpsr@libri.de

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  • Produktbild: A Writer's Reference


  • C Composing and Revising C1 Planning
    • a. Build your academic intelligence.
    • b. Assess your writing situation.
    • c. Explore your subject.
    • d. Draft and revise a working thesis statement.
    • e Draft a plan.
    C2 Drafting
    • a. Draft an introduction.
    • b. Draft the body.
    • c. Draft a conclusion.
    C3 Writing paragraphs
    • a. Focus on a main point.
    • b. Develop the main point.
    • c. Make paragraphs coherent.
    • d. If necessary, adjust paragraph length.
    • e. Choose a suitable strategy for developing paragraphs.
    C4 Reviewing, revising, and editing
    • a. Use peer review: Give constructive comments.
    • b. Learn from peer review: Revise with comments.
    • c. Reflect on comments: Develop a revision plan.
    • d. One student's peer review process.
    • e. Approach global revision in cycles.
    • f. Revise globally by making a reverse outline.
    • g. Revise and edit sentences.
    • h. Proofread and format your work.
    • i. Sample student revision: Literacy narrative.
    C5 Reflecting on your writing; preparing a portfolio
    • a. Reflect on your writing.
    • b. Prepare a portfolio.
    • c. Student writing: Reflective letter for a portfolio.
    A Academic Reading and Writing A1 Reading and writing critically¿
    • a. Read actively.
    • b. Outline a text to identify main ideas.
    • c. Summarize to deepen your understanding.
    • d. Analyze to demonstrate your critical thinking.
    • e. Sample student essay: Analysis of an article.
    A2 Reading and writing about multimodal texts
    • a. Read actively.
    • b. Summarize a multimodal text to deepen your understanding.
    • c Analyze a multimodal text to demonstrate your critical reading.
    • d Sample student writing: Analysis of an advertisement.
    A3 Reading arguments
    • a. Read with an open mind and a critical eye.
    • b. Evaluate ethical, logical, and emotional appeals as a reader.
    • c. Evaluate the evidence behind an argument.
    • d. Identify underlying assumptions.
    • e. Evaluate how fairly a writer handles opposing views.¿
    A4 Writing arguments
    • a Identify your purpose and context.
    • b. View your audience as skeptical readers.
    • c. Build common ground with your audience.
    • d. In your introduction, establish credibility and state your position.
    • e. Back up your thesis with persuasive lines of argument.
    • f. Support your thesis with specific evidence.
    • g. Anticipate objections; counter opposing arguments.
    • h. Sample student writing: Argument.
    A5 Writing in the disciplines¿
    • a. Find commonalities across disciplines.
    • b. Recognize the questions writers in a discipline ask.
    • c. Understand the kinds of evidence writers in a discipline use.
    • d. Become familiar with a discipline's language conventions.
    • e. Use a discipline's preferred citation style.
    R Researched writing R1 Thinking like a researcher; gathering sources
    • a. Manage the project.
    • b. Ask questions worth exploring.
    • c. Map out a search strategy.
    • d. Search efficiently; master a few shortcuts to finding good sources.
    • e. Keep yourself on track with a research proposal.
    • f. Conduct field research, if appropriate.
    R2 Managing information; taking notes responsibly
    • a. Maintain a working bibliography.
    • b. Keep track of source materials.
    • c. As you take notes, avoid unintentional plagiarism.
    R3 Evaluating sources
    • a. Evaluate the reliability and usefulness of sources.
    • b. Read with an open mind and a critical eye.
    • c. Assess sources for reliability and purpose.
    • d. Construct an annotated bibliography.
    MLA MLA Style List of MLA in-text citation models List of MLA works cited models MLA-1 Supporting a thesis
    • a. Form a working thesis.
    • b. Organize your ideas with a rough outline.
    • c. Consider how sources will contribute to your essay.
    MLA-2 Citing sources; avoiding plagiarism
    • a. Understand how the MLA system works.
    • b. Understand what plagiarism is.
    • c. Use quotation marks around borrowed language.
    • d. Put summaries and paraphrases in your own words.
    MLA-3 Integrating sources
    • a. Summarize and paraphrase effectively.
    • b. Use quotations effectively.
    • c. Use signal phrases to integrate sources.
    • d. Synthesize sources.
    MLA-4 Documenting sources
    • a. MLA in-text citations.
    • b. MLA list of works cited.
    • c. MLA information notes. (optional)
    MLA-5 MLA format; sample research essay
    • a. MLA format.
    • b. Sample research essay in MLA style.
    APA CMS APA Style and CMS Style List of APA in-text citation models List of APA reference list models APA-1 Supporting a thesis
    • a. Form a working thesis.
    • b. Organize your ideas.
    • c. Consider how sources will contribute to your essay.
    APA-2 Citing sources; avoiding plagiarism
    • a. Understand how the APA system works.
    • b. Understand what plagiarism is.
    • c. Use quotation marks around borrowed language.
    • d. Put summaries and paraphrases in your own words.
    APA-3 Integrating sources
    • a. Summarize and paraphrase effectively.
    • b. Use quotations effectively.
    • c. Use signal phrases to integrate sources.
    • d. Synthesize sources.
    APA-4 Documenting sources
    • a. APA in-text citations.
    • b. APA list of references.
    APA-5 APA format; sample research essay
    • a. APA format.
    • b. Sample research essay in APA style.
    CMS (Chicago) style List of CMS-style notes and bibliography entries CMS-1 Supporting a thesis
    • a. Form a working thesis.
    • b. Organize your ideas.
    • c. Consider how sources will contribute to your essay.
    CMS-2 Citing sources; avoiding plagiarism
    • a. Use the CMS system for citing sources.
    • b. Understand what plagiarism is.
    • c. Use quotation marks around borrowed language.
    • d. Put summaries and paraphrases in your own words.
    CMS-3 Integrating sources
    • a. Use quotations effectively.
    • b. Use signal phrases to integrate sources.
    CMS-4 Documenting sources
    • a. First and later notes for a source.
    • b. CMS-style bibliography.
    • c. Model notes and bibliography entries.
    CMS-5 Chicago format; sample research essay
    • a. CMS format.
    • b. Sample pages from a Chicago-style essay.
    S Sentence Style S1 Parallelism
    • a. Balance parallel ideas in a series.
    • b. Balance parallel ideas presented as pairs.
    • c Repeat function words to clarify parallels.
    S2 Needed words
    • a. Add words needed to complete compound structures.
    • b. Add the word that where needed for clarity.
    • c. Add words needed to make comparisons logical and complete.
    • d. Add the articles a, an, and the where necessary for grammatical completeness.
    S3 Problems with modifiers
    • a. Put limiting modifiers in front of the words they modify.
    • b. Place phrases and clauses so that readers can see at a glance what they modify.
    • c. Move awkwardly placed modifiers.
    • d. Avoid split infinitives when they are awkward.
    • e. Repair dangling modifiers.
    S4 Shifts
    • a. Make the point of view consistent in person and number.
    • b. Maintain consistent verb tenses.
    • c. Make verbs consistent in voice.
    • d. Avoid sudden shifts from indirect to direct questions or quotations.
    S5 Mixed constructions
    • a. Untangle the grammatical structure.
    • b. Straighten out the logical connections.
    • c. Avoid is when, is where, and reason . . . is because constructions
    S6 Sentence emphasis
    • a. Coordinate equal ideas; subordinate minor ideas.
    • b. Combine choppy sentences.
    • c. Avoid ineffective and excessive coordination.
    • d. Do not subordinate major ideas.
    • e. Do not subordinate excessively.
    • f. Experiment with techniques for gaining emphasis.
    S7 Sentence variety
    • a. Vary your sentence openings.
    • b. Use a variety of sentence structures.
    • c. Try inverting sentences occasionally.
    W Word Choice W1 Glossary of usage W2 Wordy sentences
    • a. Eliminate redundancies.
    • b. Avoid unnecessary repetition of words.
    • c. Cut empty or inflated phrases.
    • d. Simplify the structure.
    • e. Reduce clauses to phrases, phrases to single words.
    W3 Active verbs
    • a. Choose active voice or passive voice depending on your writing situation.
    • b. Replace be verbs that result in dull or wordy sentences.
    • c. As a rule, choose a subject that names the person or thing doing the action.
    W4 Language that fits the writing situation
    • a. Avoid jargon, except in specialized writing situations.
    • b. Avoid most euphemisms and doublespeak.
    • c. In most contexts, avoid slang.
    • d. Choose a level of formality that fits the writing situation.
    • e. Avoid sexist and noninclusive language.
    W5 Exact language
    • a. Select words with their connotations in mind.
    • b. Prefer specific, concrete nouns.
    • c. Do not misuse words.
    • d. Use common idioms.
    • e. Do not rely heavily on clichés.
    • f. Use figures of speech with care.
    G Grammatical Sentences G1 Subject-verb agreement
    • a. Learn to recognize typical subject-verb combinations.
    • b. Make the verb agree with its subject, not with a word the comes between.
    • c. Treat most subjects joined with and as plural.
    • d. With subjects joined with or or nor (or with either. . .or or neither. . .nor), make the verb agree with the part of the subject nearer to the verb.
    • e. Treat most indefinite pronouns as singular.
    • f. Treat collective nouns as singular unless the meaning is clearly plural.
    • g. Make the verb agree with its subject even when the subject follows the verb.
    • h. Make the verb agree with its subject, not with a subject complement.
    • i. Who, which and that take verbs that agree with their antecedents.
    • j. Words such as athletics, economics, physics, statistics, and news are usually singular, despite their plural form.
    • k. Titles of works, company names, words mentioned as words, and gerund phrases are singular.
    G2 Verb form, tenses, and moods
    • a. Choose among the forms of irregular verbs.
    • b. Distinguish among the forms of lie and lay.
    • c. Use -s (or -es) endings on present-tense verbs that have third-person singular subjects.
    • d. Do not omit -ed endings on verbs.
    • e. Do not omit needed verbs.
    • f. Choose the verb tense that suits your meaning.
    • g. Use the subjunctive mood in the few contexts that require it.
    G3 Pronouns
    • a. Make pronouns and antecedents agree.
    • b. Make pronoun references clear.
    • c. Distinguish between pronouns such as I and me.
    • d. Distinguish between who and whom.
    G4 Adjectives and adverbs
    • a. Use adjectives to modify nouns.
    • b. Use adverbs to modify verbs, adjectives, and other adverbs.
    • c. Distinguish between good and well, bad and badly.
    • d. Use comparatives and superlatives with care.
    • e. Avoid double negatives.
    G5 Sentence fragments
    • a. Test for sentence completeness.
    • b. Attach fragmented subordinate clauses or turn them into sentences.
    • c. Attach fragmented phrases or turn them into sentences. 
    • d. Attach other fragmented word groups or turn them into sentences. 
    • e. Exception: A fragment may be used for effect.
    G6 Run-on sentences
    • a. Recognize run-on sentences.
    • b. Consider separating the clauses with a comma and a coordinating conjunction.
    • c. Consider separating the clauses with a semicolon, a colon, or a dash.
    • d. Consider making the clauses into separate sentences.
    • e. Consider restructuring the sentence, perhaps by subordinating one of the clauses.
    M Multilingual Writers and ESL Topics M1 Verbs
    • a. Use an appropriate verb form and tense.
    • b.For a verb in the passive voice, use a form of be with the past participle.
    • c. Use the base form of the verb after a modal.
    • d. To make negative verb forms, add not in the appropriate place.
    • e. In a conditional sentence, choose verb tenses according to the type of condition.
    • f. Become familiar with verbs that may be followed by gerunds or infinitives.
    M2 Articles
    • a. Be familiar with articles and other noun markers.
    • b. Use the with most specific common nouns.
    • c. Use a (or an) with common singular count nouns that refer to "one" or "any."
    • d. Use a quantifier such as some or more, not a or an, with a noncount noun to express an approximate amount.
    • e. Do not use articles with nouns that refer to all of something or to something in general.
    • f. Do not use articles with most singular proper nouns. Use the with most plural proper nouns.
    M3 Sentence structure
    • a. Use a linking verb between a subject and its complement.
    • b. Include a subject in every sentence.
    • c. Do not use both a noun and a pronoun to perform the same grammatical function in a sentence.
    • d. Do not repeat a subject, an object, or an adverb in an adjective clause.
    • e. Avoid mixed constructions beginning with although or because.
    • f. Do not place an adverb between a verb and its direct object.
    M4 Using adjectives
    • a. Distinguish between present participles and past participles used as adjectives.
    • b. Place cumulative adjectives in an appropriate order.
    M5 Prepositions and idiomatic expressions
    • a. Become familiar with prepositions that show time and place.
    • b. Use nouns (including -ing forms) after prepositions.
    • c. Become familiar with common adjective + preposition combinations.
    • d. Become familiar with common verb + preposition combinations.
    M6 Paraphrasing sources effectively
    • a. Avoid replacing a source's words with synonyms.
    • b. Determine the meaning of the original source.
    • c. Present the author's meaning in your own words.
    P Punctuation and Mechanics P1 The comma
    • a. Use a comma before a coordinating conjunction joining independent clauses.
    • b. Use a comma after an introductory clause or phrase.
    • c. Use a comma between items in a series.
    • d. Use a comma between coordinate adjectives not joined with and. Do not use a comma between cumulative adjectives. 
    • e. Use commas to set off nonrestrictive (nonessential) elements. Do not use commas to set off restrictive (essential) elements.
    • f. Use commas to set off transitional and parenthetical expressions, absolute phrases, and word groups expressing contrast.
    • g. Use commas to set off nouns of direct address, yes/no, interrogative tags, and mild interjections.
    • h. Use commas with expressions such as he said to set off direct quotations.
    • i. Use commas with dates, addresses, titles, and numbers.
    P2 Unnecessary commas
    • a. Do not use a comma with a coordinating conjunction that joins only two words, phrases, or subordinate clauses. 
    • b. Do not use a comma to separate a verb from its subject or object.
    • c. Do not use a comma before the first or after the last item in a series.
    • d. Do not use a comma between cumulative adjectives, between an adjective and a noun, or between an adverb and an adjective.
    • e. Do not use commas to set off restrictive elements.
    • f. Do not use commas to set off a concluding adverb clause that is essential to the meaning.
    • g. Do not use a comma after a phrase that begins an inverted sentence.
    • h. Avoid other common misuses of the comma.
    P3 The semicolon and the colon
    • a. Use a semicolon between closely related independent clauses.
    • b. Use a semicolon between items in a series containing internal punctuation.
    • c. Avoid common misuses of the semicolon.
    • d. Use a colon after an independent clause for a list, an appositive, a quotation, or a summary.
    • e. Use a colon according to convention.
    • f. Avoid common misuses of the colon.
    P4 The apostrophe
    • a. Use an apostrophe to indicate that a noun is possessive.
    • b. Use an apostrophe to mark omissions in contractions and numbers.
    • c. Do not use an apostrophe in certain situations. 
    • d. Avoid common misuses of the apostrophe.
    P5 Quotation marks
    • a. Use quotation marks to enclose direct quotations.
    • b. Use single quotation marks to enclose a quotation within quotation.
    • c. Use quotation marks around the titles of short works.
    • d. Quotation marks may be used to set off words used as words.
    • e. Use punctuation with quotation marks according to convention.
    • f. Avoid common misuses of quotation marks.
    P6 Other punctuation marks
    • a. End punctuation.
    • b. The dash, parentheses, and brackets.
    • c. The ellipsis mark.
    • d. The slash.
    P7 Spelling and hyphenation
    • a. Become familiar with the major spelling rules.
    • b. Understand words that sound alike but have different meanings.
    • c. Be alert to commonly misspelled words.
    • d. Consult the dictionary to determine how to treat a compound word.
    • e. Hyphenate two or more words used together as an adjective before a noun.
    • f. Hyphenate fractions and certain numbers when they are spelled out.
    • g. Use a hyphen with certain prefixes and suffixes.
    • h. Use a hyphen in certain words to avoid ambiguity.
    • i. Check for correct word breaks when words must be divided at the end of a line.
    P8 Capitalization
    • a. Capitalize proper nouns and words derived from them; do not capitalize common nouns.
    • b. Capitalize titles of persons when used as part of a proper name but usually not when used alone.
    • c. Capitalize titles according to convention.
    • d. Capitalize the first word of sentence.
    • e. Capitalize the first word of a quoted sentence but not a quoted word or phrase.
    • f. Know your options when the first word after a colon begins an independent clause.
    P9 Abbreviations and numbers
    • a. Use common abbreviations for titles immediately before and after proper names.
    • b. Use abbreviations only when you are sure your readers will understand them.
    • c. Avoid texting abbreviations in college writing.
    • d. Use BCE, CE, a.m., p.m., No., and $ only with specific dates, times, numbers, and amounts.
    • e. Understand units of measurement.
    • f. Be sparing in your use of Latin abbreviations.
    • g. Follow other conventions for abbreviations.
    • h. Follow the conventions in your discipline for spelling out or using numerals to express numbers.
    • i. Use numerals according to convention in dates, addresses, and so on.
    P10 Italics
    • a. Italicize the titles of works according to convention.
    • b. Italicize other terms according to convention.
    B Basic Grammar B1 Parts of speech
    • a. Nouns.
    • b. Pronouns.
    • c. Verbs.
    • d. Adjectives.
    • e. Adverbs.
    • f. Prepositions.
    • g. Conjunctions.
    • h. Interjections.
    B2 Sentence patterns
    • a. Subjects.
    • b. Verbs, objects, and complements.
    B3 Subordinate word groups
    • a. Prepositional phrases.
    • b. Verbal phrases.
    • c. Appositive phrases.
    • d. Absolute phrases.
    • e. Subordinate clauses.
    B4 Sentence types
    • a. Sentence structures.
    • b. Sentence purposes.
    I Index