The Longman Writer's Companion / Edition 2

Other Format (Print)
Used and New from Other Sellers
Used and New from Other Sellers
from $1.99
Usually ships in 1-2 business days
(Save 96%)
Other sellers (Other Format)
  • All (22) from $1.99   
  • New (3) from $27.95   
  • Used (19) from $1.99   
Close
Sort by
Page 1 of 1
Showing All
Note: Marketplace items are not eligible for any BN.com coupons and promotions
$27.95
Seller since 2010

Feedback rating:

(6)

Condition:

New — never opened or used in original packaging.

Like New — packaging may have been opened. A "Like New" item is suitable to give as a gift.

Very Good — may have minor signs of wear on packaging but item works perfectly and has no damage.

Good — item is in good condition but packaging may have signs of shelf wear/aging or torn packaging. All specific defects should be noted in the Comments section associated with each item.

Acceptable — item is in working order but may show signs of wear such as scratches or torn packaging. All specific defects should be noted in the Comments section associated with each item.

Used — An item that has been opened and may show signs of wear. All specific defects should be noted in the Comments section associated with each item.

Refurbished — A used item that has been renewed or updated and verified to be in proper working condition. Not necessarily completed by the original manufacturer.

New
Still in shrink wrap, includes the Logman Guide to 2003 MLA Updates. Quantity Available: 1. Category: Books for Writers; ISBN: 0321097262. ISBN/EAN: 9780321097262. Inventory ... No: 1560801336. 2nd Edition. Read more Show Less

Ships from: Burgin, KY

Usually ships in 1-2 business days

  • Canadian
  • International
  • Standard, 48 States
  • Standard (AK, HI)
  • Express, 48 States
  • Express (AK, HI)
$27.95
Seller since 2005

Feedback rating:

(367)

Condition: New
White Plains, NY 2002 Softcover (Spiral Bound) 2nd Edition New Book Still in shrink wrap, includes the Logman Guide to 2003 MLA Updates. Quantity Available: 1. Category: Books ... for Writers; ISBN: 0321097262. ISBN/EAN: 9780321097262. Inventory No: 1560801336. Read more Show Less

Ships from: Burgin, KY

Usually ships in 1-2 business days

  • Canadian
  • International
  • Standard, 48 States
  • Standard (AK, HI)
  • Express, 48 States
  • Express (AK, HI)
$50.00
Seller since 2014

Feedback rating:

(136)

Condition: New
Brand new.

Ships from: acton, MA

Usually ships in 1-2 business days

  • Standard, 48 States
  • Standard (AK, HI)
Page 1 of 1
Showing All
Close
Sort by

Overview

A comprehensive reference to grammar, writing, research, and documentation, The Longman Writer’s Companion offers a unique emphasis on how to write for different audiences — academic, workplace, and public.  No matter what you are trying to write — an essay for college, a business proposal for your boss, an email memo, or a letter - The Longman Writer’s Companion will give you the help you need

 

Helps readers write better.

 

grammar, writing process, research process, how to document sources.

 

Anyone who wants to write better.

Read More Show Less

Product Details

  • ISBN-13: 9780321097262
  • Publisher: Pearson
  • Publication date: 8/8/2002
  • Format: Spiral Bound
  • Edition description: Older Edition
  • Edition number: 2
  • Pages: 427
  • Product dimensions: 6.22 (w) x 7.96 (h) x 0.82 (d)

Read an Excerpt

PREFACE:

Preface for Students and Instructors

We've prepared this book for people who will be called upon to write for different audiences and purposes, in short, for all writers. We know from experience and research that the demands of writing situations vary in important ways. We know, too, that writers need a range of concrete strategies in order to work successfully with the expectations and possibilities posed by each writing situation.

In response, we have produced a handbook filled with advice about writing and revising, creating correct and effective sentences, researching and reasoning, documenting sources and evaluating them, representing yourself as a writer to your readers, and navigating the electronic world - all within three important kinds of communities: academic, work, and public. And we've made this advice easy to locate and use. We hope that you'll find this handbook to be just what its title promises - a true writer's companion. Notable features of the handbook include the following.

Emphasis on Writing in Three Communities - Academic, Work, and Public

Written communication is a social act, taking place among communities of writers and readers. Whatever the setting, writers need to pay attention to the composing process (planning, drafting, revising, and editing), to correctness and effectiveness in expression, and to issues of purpose and form. Within different communities - academic, work, or public - the kinds of writing employed are likely to vary considerably, however. So, too, are expectations for style, diction, correctness, reasoning, and documentation.

The Longman Writer's Companion isunique among compact handbooks in its attention to writing within different communities and in offering concrete strategies to help writers understand and respond to the needs of these communities. While the text highlights the importance of the academic setting, it recognizes writing as a tool essential for occupational success and for participation as an involved citizen.

This emphasis on writing for communities appears in examples and discussions throughout the handbook. And the "communities" theme provides a frame for the text - with coverage at the very outset, in Chapter 1, and again at the very end of the text in Section 12.

The "Read, Recognize, and Revise" Approach to Correcting Errors

It is hard to correct an error if you don't first recognize it as a problem. We have designed The Longman Writer's Companion to help writers go beyond a simple focus on the avoidance of error so they can develop the ability to recognize problems in their work by viewing it as readers do. We pay attenlion both to the importance of following conventions and to the way conventions may vary from community to community. Finally, we provide practical, accessible advice that is easy to find and easy for writers to apply to their own texts.

"Read, Recognize, and Revise" Pattern. This unique approach to grammar and usage organizes the chapters in Sections 4 through 7, first helping writers identify problems and then suggesting how to revise or edit to correct or avoid them.

Reader's Reactions. These comments, following examples of errors, convey possible responses to confusing or irritating sentences or passages, help ing to explain errors or flaws in terms of their effects on readers.

Strategies. Concrete, practical Strategies appear throughout the handbook, identifying applications of general advice, showing how to recognize and remedy errors or problems and how to select among alternatives.

ESL Advice. Integrated ESL Advice sections for nonnative speakers strate gically supplement discussions of both rhetoric and grammar.

A Focus on Writing and Researching with Technology

This handbook is oriented toward writing in technologically enhanced environments, offering practical advice for students working with computers. The volume includes many examples and suggestions for writing and researching with computers and for making the best uses of the World Wide Web and other online resources.

Taking It Online. The Taking It Online feature, located on the front of each tabbed section divider, supplies URLs and brief annotations describing helpful Web resources related to each section topic.

Writing in Electronic Communities. Because the vast majority of college students now use computers and routinely access the Internet, the handbook supplies pertinent advice ranging from "Finding an Online Voice" (Chapter 9) to extensive online research strategies (Chapters 42-44).

Conducting Online Research. The research chapters (42-44) emphasize conducting keyword searches, tracing research threads, and critically evaluating electronic resources.

Documenting Online Sources. In addition to MLA and APA updates for citing electronic materials, Chapter 50, "Using COS Documentation Style," supplies useful advice (from the Columbia Guide to Online Style) for documenting online sources, adaptable to both MLA and APA formats.

Thorough Documentation Coverage

For a compact handbook, The Longman Writer's Companion offers extremely detailed documentation coverage, with ample treatment of how to cite all sorts of sources, including electronic sources (see Chapters 46-50). Coverage includes chapters on MLA, APA, CMS, CBE, and COS for citing electronic sources in all disciplines. Our COS chapter has been devised by Margaret Barber of the University of Southern Colorado, in close consultation with Janice Walker, coauthor of The Columbia Guide to Online Style. The result of all this attention to documentation is what we believe to be one of the most comprehensive resources available in a compact handbook for helping writers document sources accurately, using easy-to-follow models.

Attention to Readers, Reading and Writing, and Critical Thinking

This handbook, a compact version of The Longman Handbook for Writers and Readers, incorporates the distinct philosophy toward reading, writing, and thinking that helped to make its parent text a success.

Attention to Readers. Because writing is a form of communication, this handbook emphasizes the importance of real or potential readers who are present (or ought to be) from the earliest stages of writing to the final proofreading (Sections 1, 2, and 12).

Attention to Reading and the Writing Process. Specific strategies help writers develop the ability to keep communities of readers and their likely responses in mind during planning, drafting, revising, and editing (Sections 1 and 2).

Attention to Critical Thinking and Reading. Reading, thinking, and audience are intertwined in discussions of the roles and expectations of readers, analytical and critical reading, and critical thinking (Sections 1, 2, 5, and 8).

Attention to Collaboration and Feedback. One of the best ways to understand how readers respond to a text is to collaborate with other writerreaders. We offer special practical advice about giving and receiving constructive criticism and about collaborating with other writers, in the classroom or beyond in work and public settings (Sections 1, 3, and 12).

Attention to Reading and Writing in Research Communities. The research chapters (42-45) focus on research processes, resources, and the critical reading, evaluation, and integration of sources. Chapter 44 includes analytical techniques such as summary and paraphrase as well as critical techniques such as synthesis and interpretation, giving special emphasis to critical evaluation of both print and electronic resources. Chapter 45 turns to fieldwork, briefly presenting ethnographic studies, interviews, and other methods.

A Section on Representing Yourself in a Community

In the unique Section 2, "Representing Yourself: Creating Your Place in a Community," we include four chapters that address critical topics in composition today. We link the chapters by calling attention to ways student writers represent themselves in writing-always with an eye toward the three communities.

Chapter 7 on critical reasoning shows students how their reasoning and its presentation in a written document affect their readers. The chapter works in conjunction with Chapter 52, "Analyzing and Constructing Persuasive Arguments."

Chapter 8 on language choices includes two important issues that arise as writers represent themselves or others to readers. One is language variation, including home or community language varieties; the other is sexist, racial, ethnic, and cultural stereotypes or demeaning characterizations.

Chapter 9 on online writing helps students pay particular attention to audience, purpose, and persona in online contexts such as email, listservs, and Web pages.

Chapter 10 on document design examines the role of visual information in texts designed for diverse audiences. It features full-color, annotated model documents from standard and online media.

Easy Access

We know that even if a handbook is at once authoritative, flexible, and up to date, it still must be easy to use. We have paid special attention to the handbook's design, tabbed dividers, index, glossary, and pages inside the front and back covers to help users locate the advice they need. For more on the devices we've included for easy access, see the "Guide for Using This Handbook" on page xiii.

Ancillaries

The ancillary package for The Longman Writer's Companion is designed to bring helpful resources to both instructors and students.

Print Resources For Students

  • Researching Online, Third Edition, by David Munger, gives students detailed, step-by-step instructions for performing electronic searches; for using email, listservs, Usenet newsgroups, IRC, and MUDs and MOOS to do research; and for assessing the validity of an electronic source.
  • Literacy Library Series. Three new brief supplements offer additional models and guidelines for writing in three different communities: Public Literacy; Workplace Literacy; and Academic Literacy.
  • Visual Communication by Susan Hilligoss (Clemson University) features practical discussions of space, type, organization, pattern, graphic elements, and visuals along with planning worksheets, design samples, and exercises.
  • The Longman Guide to Columbia Online Style, by Margaret M. Barber (University of Southern Colorado), is a 32-page booklet that includes an overview of Columbia Online Style with guidelines for finding and evaluating electronic sources and many examples for citing them.
  • Exercises to Accompany The Longman Writer's Companion offers activities on everything from paragraph coherence to comma splices to paraphrasing. Developmental Exercises to Accompany The Longman Writer's Companion by Donna Gorrell (St. Cloud State University) provides practical activities for developmental writers.
  • The Documentation Guide provides coverage of MLA, APA, CMS, CBE, and COS styles in a pocket-sized format, as well as a full sample MLA paper and a full sample APA paper.
  • The Penguin Program: Longman is proud to offer a variety of Penguin titles at a significant discount when packaged with any Longman title. Popular titles include Mike Rose's Lives on the Boundary and Possible Lives and Neil Postman's Amusing Ourselves to Death.
  • Model Research Papers from Across the Disciplines, Fifth Edition, by Diane Gould (Shoreline Community College) is a collection of annotated student papers illustrating the most recent MLA, APA, CBE, CMS, and COS documentation systems.
  • A Guide for Peer Response, Second Edition, by Tori Haring-Smith (Brown University) and Helon H. Raines (Armstrong State University), offers students forms for peer critiques, including general guidelines and specific forms for different stages in the writing process and for various types of papers.
  • Either Merriam-Webster's Collegiate Dictionary, Tenth Edition, hardcover dictionary, or The New American Webster Handy College Dictionary, Third Edition, paperback dictionary, is available with The Longman Writer's Companion.

Print Resources for Instructors

  • The Instructor's Resource Manual by Stevens Amidon, Michael DeMaria, Sally Gomaa, Elaine Hayes, Sylvia Shaw, and Bill Spath (all of the University of Rhode Island) includes course design strategies, sample syllabi, writing assignments, classroom and online activities and resources, and much more. Separate Answer Keys are also available for both the Exercises and the Developmental Exercises described above.
  • Comp Tales, edited by Richard Haswell (Texas ABM, Corpus Christi) and Min-Zhan Lu (Drake University), is a collection of stories that college writing teachers tell and retell about their teaching experiences organized around current topics of debate in composition studies and on key issues for new writing teachers.
  • Teaching in Progress: Theories, Practices, and Scenarios, Second Edition, by Josephine Koster Tarvers (Winthrop University)
  • Teaching Writing to the Non-Native Speaker by Jocelyn Steer
  • Teaching Online: Internet Research, Conversation, and Composition, Second Edition, by Daniel Anderson (University of North Carolina, Chapel Hill) and Bret Benjamin, Chris Busiel, and Bill Paredes-Holt (University of Texas, Austin).

Media Resources for Students And Instructors

  • Daedalus Online is the next generation of the highly awarded Daedalus Integrated Writing Environment (DIWE), uniting a peer-facilitated writing pedagogy with the inherently cooperative tools of the World Wide Web. This writing environment allows students to explore online resources, employ prewriting strategies, share ideas in real-time conferences, and post feedback to an asynchronous discussion board. As they collaborate online, students are learning to improve the organization, style, and expression of their writing. Daedalus Online also offers instructors a suite of interactive management tools to guide and facilitate their students' interaction.
  • The Longman Writer's Companion Online at (...
Read More Show Less

Table of Contents

Part 1  Writing for Readers

                    

1        Writers, Readers, and Communities

a.          Academic, Public, and Work Communities

b.          Analyzing Electronic Communities

c.          Myths and Realities about Writing

 

2        Discovering and Planning

a.          Discovering Topics

b.          Generating Ideas

c.          Organizing Information

d.          Planning in Digital Environments

 

3        Purpose, Thesis, and Audience

a.          Identifying Your Focus and Purpose 

b.          Creating a Thesis

c.          Understanding Your Readers

 

4        Drafting

a.          Moving from Planning to Drafting

b.          Drafting Collaboratively

c.          Drafting  in Digital Environments

 

5        Revising, Editing, and Proofreading

a.          Making Major Revisions

b.          Making Minor Revisions

c.          Revising Collaboratively

d.          Revising in Digital Environments

e.          Editing

f.          Editing Collaboratively

g.         Proofreading

 

6        Paragraphs

a.           Unfocused Paragraphs

b.          Revising for Focus

c.          Incoherent Paragraphs

d.          Revising for Coherence

e.          Poorly Developed Paragraphs

f.           Revising for Development

g.          Using Special-Purpose Paragraphs

 

7       Clear and Emphatic Sentences

a.         Unclear Sentences

b.         Revising for  Clear Sentences

c.         Revising for Variety and Emphasis

 

Part 2  Critical Reading, Thinking, and Argument

 

8       Reasoning Critically

a.         Recognizing Critical Reasoning

b.         Building a Chain of Reasoning

c.         Representing Your Reasoning

 

9       Reading Critically

a.         Reading to Understand

b.         Reading to Respond and Evaluate

c.         Using Journals to Turn Reading into Writing

 

10      Arguing Persuasively

a.         Recognizing an Issue

b.         Developing Your Stance

c.         Creating an Argumentative Thesis

d.         Developing Reasons and Evidence

e.         Acknowledging Other Perspectives

f.          Arguing Logically

g.         Writing a Position Paper

 

11     Creating a Visual Argument

a.         Presenting an Issue

b.         Providing Evidence

 

Part 3  Presenting Your Work

 

12     Designing Documents

a.         Goals of Document Design

b.         Format Choice

c.         Layout

d.         Type Choice

e.         Visuals

f.          Sample Documents

 

13     Writing in Online Communities

a.         Online Expectations

b.         E-mail Conventions

c.         Online Communities

d.         Web Pages

e.         Avoiding Plagiarism and Behaving Ethically Online

 

14     Speaking Effectively

a.         Oral Presentations

b.         Preparing an Oral Presentation

c.         Managing Speech Anxiety

d.         Fielding Questions

 

Part 4  Writing for Specific Communities

 

15     Academic Writing: General Education

a.         Goals of General Academic Writing

b.         General Academic Audiences

c.         General Academic Writing Tasks

d.         Types of General Academic Writing

e.         Summary

f.          Annotated Bibliography

g.         Literature Review

h.         Essay Exam

i.          Short Documented Paper

j.           Review

k.         Position Paper

l.          Oral Presentation

 

16     Academic Writing: Humanities and Literature

a.         Goals of Writing in the Humanities

b.         Audiences in the Humanities

c.         Writing Tasks in the Humanities

d.         Types of Writing in the Humanities

e.         Ways of Reading Literary Texts

f.          Literary Text Analysis

g.         Visual Text Analysis

 

17     Academic Writing: Social and Natural Sciences

a.         Goals of Writing in the Social and Natural Sciences

b.         Audiences in the Social and Natural Sciences

c.         Writing Tasks in the Social and Natural Sciences

d.         Types of Writing in the Social and Natural Sciences

e.         Abstract

f.          Informative Report

g.         Lab Report

h.         Research Report

 

18      Public Writing

 a.         Goals of Public Writing

 b.         Public Audiences

 c.         Public Writing Tasks

 d.         Types of Public Writing

 e.         Public Flyer

 f.          Letter to the Editor

 g.         Oral Presentation

 

19     Workplace Writing

a.         Goals of Workplace Writing

b.         Workplace Audiences

c.         Workplace Writing Tasks

d.         Types of Workplace Writing

e.         Business Letter

f.          Memo

g.         Résumé and Application Letter

h.         Oral Presentation

 

Part 5  Researching and Writing

 

20     Getting Started: Researching and Writing

a.          Beginning Your Research

b.         Types of Research Writing

c.         Developing a Research Question

d.         Developing a Preliminary Thesis

e.         Creating a Research File and a Timeline

f.         Reading and Notetaking

g.          Summarizing, Paraphrasing, and Synthesizing

 

21     Library Resources and Research Databases

a.         Developing a Search Strategy and Working Bibliography

b.         Searching Library Resources and Databases

c.         General Resources

d.         Books and Online Catalogs

e.         Periodicals, Print or Electronic Indexes, and Government Documents

f.         Online Databases

g.         Evaluating Library Sources

 

22     Web and Internet Resources

a.         Developing a Web and Internet Search Strategy

b.         Search Engines

c.         Web Sites and Internet Resources

d.         Evaluating Web and Internet Sources

 

23     Fieldwork

a.         Interviewing

b.         Surveying, Polling, or Using Questionnaires

c.         Conducting an Ethnographic Study

d.         Obtaining Consent and Approval for Research on Human Subjects

 

24     Avoiding Plagiarism and Integrating Sources

 a.        Recognizing Plagiarism

 b.        The Problem of Intention

 c.        Recognizing When to Document Sources

 d.        Working with Common Knowledge

 e.        Citing Sources Responsibly

 f.         Citing Sources in Context

 g.        Integrating Sources for a Specific Purpose

 h.        Quoting Sources

 i.          Integrating Information and Ideas

 j.          Working with Common Knowledge

          

 

25     Writing, Revising, and Presenting Your Research

a.         Reviewing Your Research Questions

b.         Reviewing Your Purpose

c.         Building from a Thesis to a Draft

d.         Revising and Editing

e.         Presenting Your Research

 

Part 6  Documenting Sources: MLA Style

 

26     MLA Documentation Style

a.         MLA In-Text (Parenthetical) Citations

b.         MLA List of Works Cited

c.         Sample MLA Paper

 

Part 7  Documenting Sources: APA Style

 

27     APA Documentation Style

a.         APA In-Text Citations

b.         APA Reference List

c.         Sample APA Paper

 

Part 8  Documenting Sources: CMS and CSE Style

 

28     CMS Documentation Style

a.        Using CMS Endnotes or Footnotes

b.        Creating CMS Endnotes or Footnotes

c.        Creating a CMS Bibliography

d.        Sample CMS Paper

 

29     CSE Documentation Style

a.         CSE In-Text Citations

b.         CSE Reference List

c.         Sample CSE Paper

 

 

Part 9  Grammar

 

30     Words Working in Sentences

a.         Nouns and Articles

b.         Pronouns

c.         Verbs

d.         Adjectives

e.         Adverbs

f.          Prepositions

g.         Conjunctions

h.         Interjections

 

31     Sentence Parts and Patterns

a.         Subjects and Predicates

b.         Phrases

c.         Subordinate Clauses

d.         Different Types of Sentences

           

32     Using Verbs

a.         Simple Present and Past Tense Verbs

b.         Editing Present Tense Verbs

c.         Editing Past Tense Verbs

d.         Complex Tenses and Helping Verbs

e.         Editing Progressive and Perfect Tenses

f.          Editing Troublesome Verbs (lie, lay, sit, set)

g.        Clear Tense Sequence

h.         Subjunctive Mood

i.          Active and Passive Voice

 

33     Using Pronouns

a          Pronoun Forms

b.         Editing Common Pronoun Forms

           

34     Making Sentence Parts Agree

a.         Agreement

b.         Creating Simple Subject-Verb Agreement

c.         Creating Complex Subject-Verb Agreement

d.         Creating Pronoun-Antecedent Agreement

           

35     Using Adjectives and Adverbs

a.         What Adjectives and Adverbs Do

b.         Editing Adjectives and Adverbs

 

 

Part 10  Sentence Problems

 

36     Sentence Fragments

a.         Sentence Fragments

b.         Editing Sentence Fragments

c.         Using Partial Sentences

 

37     Comma Splices and Fused Sentences

a.         Comma Splices

b.         Fused Sentences

c.         Editing Comma Splices and Fused Sentences

           

38     Creating Pronoun Reference

a.         Unclear Pronoun Reference

b.         Editing for Clear Pronoun Reference

 

39     Misplaced, Dangling, and Disruptive Modifiers

a.         Misplaced, Dangling, and Disruptive Modifiers

b.         Editing Misplaced, Dangling, and Disruptive Modifiers

 

40     Making Shifts Consistent

a.         Shifts in Person and Number

b.         Shifts in Tense and Mood

c.         Shifts in Active or Passive Voice

d.         Shifts Between Direct and Indirect Quotations

           

41     Mixed and Incomplete Sentences

a.         Mixed Sentences

b.         Editing Mixed Sentences

c.         Incomplete Sentences

           

42     Parallelism

a.         Faulty Parallelism

b.         Editing for Parallelism

 

43     Coordination and Subordination

 a.        Creating Coordination

 b.        Creating Subordination

 c.         Editing Coordination and Subordination

 

 

Part 11  Words and Style

 

44     Being Concise

 a.        Common Types of Wordiness

 b.        Editing for Conciseness

 

45     Choosing Appropriate Words

a.         Demands of Context and Purpose

b.         Editing for Precise Diction

           

46     Using Respectful Language

a.         Home and Community Language Varieties

b.        Gender Stereotypes

c.         Racial, Ethnic, and Cultural Stereotypes

 

47     Style, Vocabulary, and Dictionaries

a.         Style and Community

b.         Language Expectations

c.         Language Resources for Writers

d.         The Dictionary and the Thesaurus

 

 

Part 12  Punctuation, Mechanics, and Spelling

 

48     Commas

 a.         Joining Sentences

 b.         Setting Off Sentence Elements

 c.         Setting Off Nonessential Modifiers

 d.         Separating Items in a Series

 e.         Separating Adjectives in a Sequence

 f.          Dates, Numbers, Addresses, Place Names, People’s Titles, and Letters

 g.         Commas with Quotations

 h.         Commas to Make Your Meaning Clear

 i.          Eliminating Commas that Do Not Belong

 

49      Semicolons and Colons

a.          Semicolons

b.          Colons

 

50     Apostrophes

a.         Apostrophes that Mark Possession

b.         Apostrophes that Mark Contractions and Omissions

 

51     Marking Quotations

a.         Using Quotation Marks

b.         Titles of Short Works

c.         Highlighting Words, Special Terms, and Tone of Voice

 

52     Periods, Question Marks, and Exclamation Points

a.         Periods

b.         Question Marks

c.         Exclamation Points

 

53     Other Punctuation Marks

a.         Parentheses

b.         Brackets

c.         Dashes

d.         Ellipses

e.         Slashes

f.           Symbols in Electronic Addresses

g.         Combining Punctuation Marks

 

54     Capitalizing

a.         Capitalizing to Begin Sentences

b.         Capitalizing Proper Names and Titles

 

55     Italicizing (Underlining)

a.         Italics (Underlining) in Titles

b.         Italics for Specific Terms

c.         Underlining for Emphasis

 

56     Hyphenating

a.         Hyphenating to Join Words

b.         Hyphenating to Divide Words

 

57     Using Numbers

a.         Spelling Out Numbers

b.         Using Numerals

 

58     Abbreviating

a.         Familiar Abbreviations

b.         Proofreading for Appropriate Abbreviations

 

59     Spelling

a.         Starting with Your Spell Checker

b.         Watching for Common Patterns of Misspelling  

c.         Proofreading for Commonly Misspelled Words

 

60     Assessing Writing

a.         Assessing Your Own Writing

b.         Assessing Your Peers’ Writing

c.         How People Assess your Writing

d.         Assessing Writing for Portfolios

 

Glossary of Usage

Index

Read More Show Less

Preface

PREFACE:

Preface for Students and Instructors

We've prepared this book for people who will be called upon to write for different audiences and purposes, in short, for all writers. We know from experience and research that the demands of writing situations vary in important ways. We know, too, that writers need a range of concrete strategies in order to work successfully with the expectations and possibilities posed by each writing situation.

In response, we have produced a handbook filled with advice about writing and revising, creating correct and effective sentences, researching and reasoning, documenting sources and evaluating them, representing yourself as a writer to your readers, and navigating the electronic world - all within three important kinds of communities: academic, work, and public. And we've made this advice easy to locate and use. We hope that you'll find this handbook to be just what its title promises - a true writer's companion. Notable features of the handbook include the following.

Emphasis on Writing in Three Communities - Academic, Work, and Public

Written communication is a social act, taking place among communities of writers and readers. Whatever the setting, writers need to pay attention to the composing process (planning, drafting, revising, and editing), to correctness and effectiveness in expression, and to issues of purpose and form. Within different communities - academic, work, or public - the kinds of writing employed are likely to vary considerably, however. So, too, are expectations for style, diction, correctness, reasoning, and documentation.

The Longman Writer's Companionisunique among compact handbooks in its attention to writing within different communities and in offering concrete strategies to help writers understand and respond to the needs of these communities. While the text highlights the importance of the academic setting, it recognizes writing as a tool essential for occupational success and for participation as an involved citizen.

This emphasis on writing for communities appears in examples and discussions throughout the handbook. And the "communities" theme provides a frame for the text - with coverage at the very outset, in Chapter 1, and again at the very end of the text in Section 12.

The "Read, Recognize, and Revise" Approach to Correcting Errors

It is hard to correct an error if you don't first recognize it as a problem. We have designed The Longman Writer's Companion to help writers go beyond a simple focus on the avoidance of error so they can develop the ability to recognize problems in their work by viewing it as readers do. We pay attenlion both to the importance of following conventions and to the way conventions may vary from community to community. Finally, we provide practical, accessible advice that is easy to find and easy for writers to apply to their own texts.

"Read, Recognize, and Revise" Pattern. This unique approach to grammar and usage organizes the chapters in Sections 4 through 7, first helping writers identify problems and then suggesting how to revise or edit to correct or avoid them.

Reader's Reactions. These comments, following examples of errors, convey possible responses to confusing or irritating sentences or passages, help ing to explain errors or flaws in terms of their effects on readers.

Strategies. Concrete, practical Strategies appear throughout the handbook, identifying applications of general advice, showing how to recognize and remedy errors or problems and how to select among alternatives.

ESL Advice. Integrated ESL Advice sections for nonnative speakers strate gically supplement discussions of both rhetoric and grammar.

A Focus on Writing and Researching with Technology

This handbook is oriented toward writing in technologically enhanced environments, offering practical advice for students working with computers. The volume includes many examples and suggestions for writing and researching with computers and for making the best uses of the World Wide Web and other online resources.

Taking It Online. The Taking It Online feature, located on the front of each tabbed section divider, supplies URLs and brief annotations describing helpful Web resources related to each section topic.

Writing in Electronic Communities. Because the vast majority of college students now use computers and routinely access the Internet, the handbook supplies pertinent advice ranging from "Finding an Online Voice" (Chapter 9) to extensive online research strategies (Chapters 42-44).

Conducting Online Research. The research chapters (42-44) emphasize conducting keyword searches, tracing research threads, and critically evaluating electronic resources.

Documenting Online Sources. In addition to MLA and APA updates for citing electronic materials, Chapter 50, "Using COS Documentation Style," supplies useful advice (from the Columbia Guide to Online Style) for documenting online sources, adaptable to both MLA and APA formats.

Thorough Documentation Coverage

For a compact handbook, The Longman Writer's Companion offers extremely detailed documentation coverage, with ample treatment of how to cite all sorts of sources, including electronic sources (see Chapters 46-50). Coverage includes chapters on MLA, APA, CMS, CBE, and COS for citing electronic sources in all disciplines. Our COS chapter has been devised by Margaret Barber of the University of Southern Colorado, in close consultation with Janice Walker, coauthor of The Columbia Guide to Online Style. The result of all this attention to documentation is what we believe to be one of the most comprehensive resources available in a compact handbook for helping writers document sources accurately, using easy-to-follow models.

Attention to Readers, Reading and Writing, and Critical Thinking

This handbook, a compact version of The Longman Handbook for Writers and Readers, incorporates the distinct philosophy toward reading, writing, and thinking that helped to make its parent text a success.

Attention to Readers. Because writing is a form of communication, this handbook emphasizes the importance of real or potential readers who are present (or ought to be) from the earliest stages of writing to the final proofreading (Sections 1, 2, and 12).

Attention to Reading and the Writing Process. Specific strategies help writers develop the ability to keep communities of readers and their likely responses in mind during planning, drafting, revising, and editing (Sections 1 and 2).

Attention to Critical Thinking and Reading. Reading, thinking, and audience are intertwined in discussions of the roles and expectations of readers, analytical and critical reading, and critical thinking (Sections 1, 2, 5, and 8).

Attention to Collaboration and Feedback. One of the best ways to understand how readers respond to a text is to collaborate with other writerreaders. We offer special practical advice about giving and receiving constructive criticism and about collaborating with other writers, in the classroom or beyond in work and public settings (Sections 1, 3, and 12).

Attention to Reading and Writing in Research Communities. The research chapters (42-45) focus on research processes, resources, and the critical reading, evaluation, and integration of sources. Chapter 44 includes analytical techniques such as summary and paraphrase as well as critical techniques such as synthesis and interpretation, giving special emphasis to critical evaluation of both print and electronic resources. Chapter 45 turns to fieldwork, briefly presenting ethnographic studies, interviews, and other methods.

A Section on Representing Yourself in a Community

In the unique Section 2, "Representing Yourself: Creating Your Place in a Community," we include four chapters that address critical topics in composition today. We link the chapters by calling attention to ways student writers represent themselves in writing-always with an eye toward the three communities.

Chapter 7 on critical reasoning shows students how their reasoning and its presentation in a written document affect their readers. The chapter works in conjunction with Chapter 52, "Analyzing and Constructing Persuasive Arguments."

Chapter 8 on language choices includes two important issues that arise as writers represent themselves or others to readers. One is language variation, including home or community language varieties; the other is sexist, racial, ethnic, and cultural stereotypes or demeaning characterizations.

Chapter 9 on online writing helps students pay particular attention to audience, purpose, and persona in online contexts such as email, listservs, and Web pages.

Chapter 10 on document design examines the role of visual information in texts designed for diverse audiences. It features full-color, annotated model documents from standard and online media.

Easy Access

We know that even if a handbook is at once authoritative, flexible, and up to date, it still must be easy to use. We have paid special attention to the handbook's design, tabbed dividers, index, glossary, and pages inside the front and back covers to help users locate the advice they need. For more on the devices we've included for easy access, see the "Guide for Using This Handbook" on page xiii.

Ancillaries

The ancillary package for The Longman Writer's Companion is designed to bring helpful resources to both instructors and students.

Print Resources For Students

  • Researching Online, Third Edition, by David Munger, gives students detailed, step-by-step instructions for performing electronic searches; for using email, listservs, Usenet newsgroups, IRC, and MUDs and MOOS to do research; and for assessing the validity of an electronic source.
  • Literacy Library Series. Three new brief supplements offer additional models and guidelines for writing in three different communities: Public Literacy; Workplace Literacy; and Academic Literacy.
  • Visual Communication by Susan Hilligoss (Clemson University) features practical discussions of space, type, organization, pattern, graphic elements, and visuals along with planning worksheets, design samples, and exercises.
  • The Longman Guide to Columbia Online Style, by Margaret M. Barber (University of Southern Colorado), is a 32-page booklet that includes an overview of Columbia Online Style with guidelines for finding and evaluating electronic sources and many examples for citing them.
  • Exercises to Accompany The Longman Writer's Companion offers activities on everything from paragraph coherence to comma splices to paraphrasing. Developmental Exercises to Accompany The Longman Writer's Companion by Donna Gorrell (St. Cloud State University) provides practical activities for developmental writers.
  • The Documentation Guide provides coverage of MLA, APA, CMS, CBE, and COS styles in a pocket-sized format, as well as a full sample MLA paper and a full sample APA paper.
  • The Penguin Program: Longman is proud to offer a variety of Penguin titles at a significant discount when packaged with any Longman title. Popular titles include Mike Rose's Lives on the Boundary and Possible Lives and Neil Postman's Amusing Ourselves to Death.
  • Model Research Papers from Across the Disciplines, Fifth Edition, by Diane Gould (Shoreline Community College) is a collection of annotated student papers illustrating the most recent MLA, APA, CBE, CMS, and COS documentation systems.
  • A Guide for Peer Response, Second Edition, by Tori Haring-Smith (Brown University) and Helon H. Raines (Armstrong State University), offers students forms for peer critiques, including general guidelines and specific forms for different stages in the writing process and for various types of papers.
  • Either Merriam-Webster's Collegiate Dictionary, Tenth Edition, hardcover dictionary, or The New American Webster Handy College Dictionary, Third Edition, paperback dictionary, is available with The Longman Writer's Companion.

Print Resources for Instructors

  • The Instructor's Resource Manual by Stevens Amidon, Michael DeMaria, Sally Gomaa, Elaine Hayes, Sylvia Shaw, and Bill Spath (all of the University of Rhode Island) includes course design strategies, sample syllabi, writing assignments, classroom and online activities and resources, and much more. Separate Answer Keys are also available for both the Exercises and the Developmental Exercises described above.
  • Comp Tales, edited by Richard Haswell (Texas ABM, Corpus Christi) and Min-Zhan Lu (Drake University), is a collection of stories that college writing teachers tell and retell about their teaching experiences organized around current topics of debate in composition studies and on key issues for new writing teachers.
  • Teaching in Progress: Theories, Practices, and Scenarios, Second Edition, by Josephine Koster Tarvers (Winthrop University)
  • Teaching Writing to the Non-Native Speaker by Jocelyn Steer
  • Teaching Online: Internet Research, Conversation, and Composition, Second Edition, by Daniel Anderson (University of North Carolina, Chapel Hill) and Bret Benjamin, Chris Busiel, and Bill Paredes-Holt (University of Texas, Austin).

Media Resources for Students And Instructors

  • Daedalus Online is the next generation of the highly awarded Daedalus Integrated Writing Environment (DIWE), uniting a peer-facilitated writing pedagogy with the inherently cooperative tools of the World Wide Web. This writing environment allows students to explore online resources, employ prewriting strategies, share ideas in real-time conferences, and post feedback to an asynchronous discussion board. As they collaborate online, students are learning to improve the organization, style, and expression of their writing. Daedalus Online also offers instructors a suite of interactive management tools to guide and facilitate their students' interaction.
  • The Longman Writer's Companion Online at (...
Read More Show Less

Customer Reviews

Be the first to write a review
( 0 )
Rating Distribution

5 Star

(0)

4 Star

(0)

3 Star

(0)

2 Star

(0)

1 Star

(0)

Your Rating:

Your Name: Create a Pen Name or

Barnes & Noble.com Review Rules

Our reader reviews allow you to share your comments on titles you liked, or didn't, with others. By submitting an online review, you are representing to Barnes & Noble.com that all information contained in your review is original and accurate in all respects, and that the submission of such content by you and the posting of such content by Barnes & Noble.com does not and will not violate the rights of any third party. Please follow the rules below to help ensure that your review can be posted.

Reviews by Our Customers Under the Age of 13

We highly value and respect everyone's opinion concerning the titles we offer. However, we cannot allow persons under the age of 13 to have accounts at BN.com or to post customer reviews. Please see our Terms of Use for more details.

What to exclude from your review:

Please do not write about reviews, commentary, or information posted on the product page. If you see any errors in the information on the product page, please send us an email.

Reviews should not contain any of the following:

  • - HTML tags, profanity, obscenities, vulgarities, or comments that defame anyone
  • - Time-sensitive information such as tour dates, signings, lectures, etc.
  • - Single-word reviews. Other people will read your review to discover why you liked or didn't like the title. Be descriptive.
  • - Comments focusing on the author or that may ruin the ending for others
  • - Phone numbers, addresses, URLs
  • - Pricing and availability information or alternative ordering information
  • - Advertisements or commercial solicitation

Reminder:

  • - By submitting a review, you grant to Barnes & Noble.com and its sublicensees the royalty-free, perpetual, irrevocable right and license to use the review in accordance with the Barnes & Noble.com Terms of Use.
  • - Barnes & Noble.com reserves the right not to post any review -- particularly those that do not follow the terms and conditions of these Rules. Barnes & Noble.com also reserves the right to remove any review at any time without notice.
  • - See Terms of Use for other conditions and disclaimers.
Search for Products You'd Like to Recommend

Recommend other products that relate to your review. Just search for them below and share!

Create a Pen Name

Your Pen Name is your unique identity on BN.com. It will appear on the reviews you write and other website activities. Your Pen Name cannot be edited, changed or deleted once submitted.

 
Your Pen Name can be any combination of alphanumeric characters (plus - and _), and must be at least two characters long.

Continue Anonymously

    If you find inappropriate content, please report it to Barnes & Noble
    Why is this product inappropriate?
    Comments (optional)