Writing Intensive / Edition 1

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Overview

With the 2008 MLA Update edition, Writing Intensive continues to set the bar for contemporary handbooks. Writing and research have changed dramatically since the first hardcover handbooks appeared. Today's students don't rely on pens or typewriters: they use computers to write. They don't just do research: they find their way through a maze of online information. They don't just read print: they analyze visuals. They don't just come to class: they participate in an online learning community. These changes have put new demands on composition courses. With its focus on writing in today’s environment, integrated coverage of technology and visual rhetoric, hallmark coverage of writing across the curriculum, and pocket-sized format Writing Intensive has been designed to provide today’s students with a concise, convenient resource for writing in college and beyond.

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Product Details

  • ISBN-13: 9780077293673
  • Publisher: McGraw-Hill Higher Education
  • Publication date: 7/10/2008
  • Edition description: Older Edition
  • Edition number: 1
  • Pages: 464
  • Sales rank: 1,279,713
  • Product dimensions: 5.40 (w) x 5.90 (h) x 0.90 (d)

Meet the Author

Elaine P. Maimon is President of Governors State University in the south suburbs of Chicago, where she is also Professor of English. Previously she was Chancellor of the University of Alaska Anchorage, Provost (Chief Campus Officer) at Arizona State University West, and Vice President of Arizona State University as a whole. In the 1970s, she initiated and then directed the Beaver College writing-across-the-curriculum program, one of the first WAC programs in the nation. A founding Executive Board member of the National Council of Writing Program Administrators (WPA), she has directed national institutes to improve the teaching of writing and to disseminate the principles of writing across the curriculum. With a PhD in English from the University of Pennsylvania, where she later helped to create the Writing Across the University (WATU) program, she has also taught and served as an academic administrator at Haverford College, Brown University, and Queens College.

Janice Haney Peritz is an Associate Professor of English who has taught college writing for more than thirty years, first at Stanford University, where she received her PhD in 1978, and then at the University of Texas at Austin; Beaver College; and Queens College, City University of New York. From 1989 to 2002, she directed the Composition Program at Queens College, where in 1996, she also initiated the college’s writing-across-the-curriculum program and the English Department’s involvement with the Epiphany Project and cyber-composition. She also worked with a group of CUNY colleagues to develop The Write Site, an online learning center, and more recently directed the CUNY Honors College at Queens College for three years. Currently, she is back in the English Department doing what she loves most: research, writing, and full-time classroom teaching of writing, literature, and culture.

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Table of Contents


Part 1 Common Assignments across the Curriculum


1. Writing in College
2. Informative Reports

a. Understanding the assignment

b. Approaching writing an informative report as a process
3. Interpretive Analyses and Writing about Literature

a. Understanding the assignment

b. Approaching writing an interpretive analysis as a process
4. Arguments

a. Understanding the assignment

b. Approaching writing an argument as a process
5. Other Kinds of Assignments

a. Personal essays

b. Lab reports in the experimental sciences

c. Case studies in the social sciences

d. Essay exams

e. Oral presentations

f. Coauthored projects

g. Portfolios
6. Designing Documents for Page and Screen

a. Getting margins, spacing, type, and page numbers right

b. Thinking intentionally about design

c. Using and integrating visuals

d. Designing pages for the Web


Part 2 Researching


7. Understanding the Purpose of Research Projects




a. Understanding primary and secondary research

b. Recognizing the connection between research and college writing

c. Choosing an interesting research question

d. Creating a research plan
8. Finding Print and Online Sources

a. Consulting sources

b. Using the library

c. Searching the Internet
9. Evaluating Your Sources

a. Print sources

b. Internet sources

c. Evaluating a source’s arguments
10. Conducting Research in the Archive, Field, and Lab

a. Adhering to ethical principles

b. Preparing for archival research

c.Planning your field research

d. Keeping a notebook when doing lab research
11. Working with Sources and Avoid Plagiarism

a. Maintaining a working bibliography

b. Note taking, paraphrasing, and summarizing
c. Avoiding plagiarism and copyright infringement

d. Taking stock
12. Writing the Paper

a. Planning and drafting

b. Integrating quotations, paraphrases and summaries

c. Documenting your sources
13. Discipline-Specific Resources in the Library and on the Internet


Part 3 MLA Documentation Style


14. MLA Style: In-Text Citations
MLA In-Text Citations: Directory to Sample Types
15. MLA Style: List of Works Cited


MLA Works-Cited Entries: Directory to Sample Types
16. MLA Style: Explanatory Notes
17. MLA Style: Paper Format
18. Pages from a Student Paper in MLA Style


Part 4 APA Documentation Style


19. APA Style: In-Text Citations
APA In-Text Citations: Directory to Sample Types
20. APA Style: References
APA In-Text Citations: Directory to Sample Types
21. APA Style: Paper Format
22. Pages from a Student Paper in APA Style



Part 5 Other Documentation Styles


23. Chicago Documentation Style
Chicago Style: Directory to Sample Note and Bibliography Entries
24. CSE Documentation Style

CSE Name-Year Style: Directory to Sample Reference-List Entries

CSE Number Style: Directory to Sample Reference-List Entries



Part 6 Editing for Clarity


25. Avoid Wordiness

a. Redundancies and unnecessary modifiers

b. Wordy phrases

c. Roundabout sentences
26. Add Missing Words

a. Compound structures

b. The word that

c. Words in comparisons

d. The articles a, an, the
27. Unscramble Mixed Constructions

a. Mixed-up grammar

b. Illogical predicates
28. Fix Confusing Shifts

a. Shifts in point of view

b. Shifts in tense

c. Shifts in mood and voice
29. Use Parallel Construction

a. Items in a series

b. Paired ideas
30. Fix Misplaced and Dangling Modifiers

a. Misplaced modifiers

b. Ambiguous modifiers

c. Disruptive modifiers

d. Split infinitives

e. Dangling modifiers
31. Use Coordination and Subordination Effectively

a. Coordination used for ideas of unequal importance

b. Major ideas in subordinate clauses

c. Excessive subordination
32. Vary Your Sentences

a. Sentence openings

b. Sentence length and structure

c. Cumulative and periodic sentences

d. An occasional inversion, a rhetorical question, or an exclamation
33. Choose Active Verbs

a. Alternatives to be verbs

b. The active voice
34. Use Appropriate Language

a. Slang, regional expressions, and nonstandard English

b. Levels of formality

c. Jargon

d. Euphemisms and doublespeak

e. Biased or sexist language
35. Use Exact Language

a. Connotations

b. Specific and concrete words

c. Standard idioms

d. Clichés

e. Figures of speech

f. Misusing words
36. Glossary of Usage


Part 7 Editing for Grammar Conventions


37. Fix Sentence Fragments

a. Dependent-clause fragments

b. Phrase fragments

c. Other types of fragments
38. Repair Comma Splices and Run-on Sentences
a. Joining two clauses with a comma and a coordinating conjunction such as and or but

b. Joining two clauses with a semicolon

c. Separating clauses into two sentences

d. Turning one of the independent clauses into a dependent clause

e. Transforming two clauses into one independent clause
39. Maintain Subject-Verb Agreement

a. When a word group separates the subject from the verb

b. Compound subjects

c. Collective subjects

d. Indefinite subjects

e. When the subject comes after the verb

f. Subject complement

g. Relative pronouns

h. Phrases beginning with –ing verbs

i. Titles of works, names of companies, or words representing themselves
40. Master Problems with Verbs

a. Regular and irregular verbs

b. Lay and lie, sit and set, rise and raise

c. Adding an –s or –es ending

d. Adding a –d or an –ed endinge. Tenses

f. Use of the past perfect tense

g. Uses of the present tense

h. Complete verbs

i. Mood
41. Master Problems with Pronouns

a. Pronoun agreement

b. Pronoun reference

c. Pronoun case

d. Who and whom
42. Master Problems with Adjectives and Adverbs

a. Adverbs

b. Adjectives

c. Positive, comparative, and superlative adjectives and adverbs

d. Double negatives
43. Watch for Problems with English Grammar of Special Concern to Multilingual Writers

a. Using articles (a, an, the) appropriately

b. Using helping verbs with main verbs

c. Using complete subjects and verbs

d. Using only one subject or object


Part 8 Editing for Correctness: Punctuation, Mechanics, and Spelling


44. Commas

a. After an introductory word group

b. Between items in a series

c. In front of a coordinating conjunction joining independent clauses

d. Between coordinate adjectives

e. To set off nonessential elements

f. With transitional and parenthetical expressions, contrasting comments, and
absolute phrases

g. To set off words of direct address, yes and no, mild interjections, and tag
questions

h. To separate a direct quotation from the rest of the sentence

i. With dates, addresses, titles, and numbers

j. To take the place of an omitted word or phrase or to prevent misreading

k. Common errors
45. Semicolons

a. To join independent clauses

b. With transitional expressions that separate independent clauses

c. To separate items in a series when the items contain commas

d. Common errors
46. Colons

a. To introduce lists, appositives, or quotations

b. When a second independent clause elaborates on the first one

c. Other conventional uses

d. Common errors
47. Apostrophes

a. To indicate possession

b. With indefinite pronouns

c. To mark contractions

d. To form plural numbers, letters, abbreviations, and words used as words

e. Common errors
48. Quotation Marks

a. To indicate direct quotations

b. To enclose titles of short works

c. To indicate that a word or phrase is being used in a special way

d. Other punctuation with quotation marks

e. To integrate quotations

f. Common errors
49. Other Punctuation Marks

a. The period

b. The question mark

c. The exclamation point

d. Dashes

e. Parentheses

f. Brackets

g. Ellipses

h. Slashes
50. Capitalization

a. Proper nouns

b. Personal titles

c. Titles of creative works

d. Names of areas or regions

e. Names of races, ethnic groups, and sacred things

f. First word of a sentence or quoted sentence

g. First word after a colon
51. Abbreviations and Symbols

a. Titles that always precede or follow a person’s name

c. Latin abbreviations

d. Inappropriate abbreviations and symbols
52. Numbers

a. Numerals versus words

b. Numbers that begin sentences

c. Conventional uses of numerals
53. Italics (Underlining)

a. Titles of works or separate publications

b. Names of ships, trains, aircraft, and spaceships

c. Foreign terms

d. Scientific names

e. Words, letters, and numbers referred to as themselves

f. For emphasis
54. Hyphens

a. To form a compound word

b. To create a compound adjective or noun forms

c. To spell out fractions and compound numbers

d. To attach some prefixes and suffixes

e. To divide words at the ends of lines
55. Spelling

a. Basic spelling rules

b. Words pronounced alike but spelled differently


Glossary of Terms
Index
Abbreviations and Symbols for Editing and Proofreading

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