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xxiii | |
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xxiii | |
| Preface |
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xxv | |
| To the Student |
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xxxi | |
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Part One The Basics of the Short Essay |
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1 | (200) |
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3 | (28) |
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3 | (1) |
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Visualizing the Process: Prewriting |
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4 | (1) |
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5 | (2) |
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Finding Your Essay's Purpose and Focus |
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7 | (1) |
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8 | (5) |
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13 | (1) |
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14 | (3) |
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An Example of Using a Star to Brainstorm |
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17 | (1) |
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After You've Found Your Focus |
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18 | (1) |
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Practicing What You've Learned |
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18 | (1) |
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Discovering Your Audience |
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19 | (1) |
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How to Identify Your Readers |
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20 | (6) |
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Practicing What You've Learned |
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23 | (1) |
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24 | (2) |
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Keeping a Journal (Talking to Yourself Does Help) |
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26 | (1) |
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27 | (4) |
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30 | (1) |
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31 | (17) |
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What Is a Thesis? What Does a "Working Thesis" Do? |
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31 | (1) |
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Visualizing the Process: Thesis Statements |
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32 | (1) |
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Can a "Working Thesis" Change? |
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33 | (1) |
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Guidelines for Writing a Good Thesis |
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33 | (5) |
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Avoiding Common Errors in Thesis Statements |
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38 | (4) |
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Practicing What You've Learned |
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40 | (2) |
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42 | (1) |
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42 | (6) |
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Practicing What You've Learned |
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44 | (1) |
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45 | (2) |
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47 | (1) |
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48 | (33) |
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Planning the Body of Your Essay |
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48 | (1) |
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Visualizing the Process: Body Paragraphs |
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49 | (3) |
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Composing the Body Paragraphs |
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52 | (1) |
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52 | (3) |
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Focusing Your Topic Sentence |
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55 | (1) |
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Placing Your Topic Sentence |
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56 | (5) |
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Practicing What You've Learned |
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57 | (3) |
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60 | (1) |
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Applying What You've Learned to Your Writing |
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61 | (1) |
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61 | (3) |
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64 | (2) |
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Practicing What You've Learned |
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65 | (1) |
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66 | (1) |
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Applying What You've Learned to Your Writing |
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66 | (1) |
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66 | (2) |
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68 | (2) |
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Practicing What You've Learned |
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69 | (1) |
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Applying What You've Learned to Your Writing |
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70 | (1) |
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70 | (1) |
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A Recognizable Ordering of Information |
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71 | (1) |
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Transitional Words and Phrases |
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72 | (2) |
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74 | (1) |
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Pronouns Substituted for Key Nouns |
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74 | (1) |
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74 | (1) |
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Using a Variety of Transitional Devices |
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75 | (1) |
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75 | (3) |
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Practicing What You've Learned |
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76 | (2) |
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78 | (1) |
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Transitions between Paragraphs |
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79 | (2) |
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Applying What You've Learned to Your Writing |
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80 | (1) |
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80 | (1) |
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81 | (15) |
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How to Write a Good Lead-in |
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81 | (1) |
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Visualizing the Process: Introductions and Conclusions |
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82 | (4) |
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Avoiding Errors in Lead-Ins |
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86 | (2) |
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Practicing What You've Learned |
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87 | (1) |
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88 | (1) |
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How to Write a Good Concluding Paragraph |
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88 | (3) |
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Avoiding Errors in Conclusions |
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91 | (2) |
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Practicing What You've Learned |
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92 | (1) |
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92 | (1) |
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How to Write a Good Title |
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93 | (3) |
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Practicing What You've Learned |
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94 | (1) |
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94 | (1) |
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Applying What You've Learned to Your Writing |
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95 | (1) |
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95 | (1) |
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5 Drafting and Revising: Creative Thinking, Critical Thinking |
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96 | (34) |
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97 | (1) |
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When Does Revision Occur? |
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97 | (1) |
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97 | (1) |
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Visualizing the Process: Drafting and Revising |
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98 | (1) |
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Can I Learn to Improve My Revision Skills? |
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99 | (1) |
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100 | (1) |
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Some Basic Tips for Drafting |
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100 | (1) |
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Some Hints When Drafting on a Computer |
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101 | (2) |
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Some Hints When Handwriting a Draft |
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103 | (1) |
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Writing Centers, Computer Classrooms, and Electronic Networks |
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103 | (1) |
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Procrastination: Enemy of Critical Thinking, Thief of Time |
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104 | (2) |
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A Revision Process for Your Drafts |
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106 | (2) |
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I Revising for Purpose, Thesis, and Audience |
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106 | (1) |
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II Revising for Ideas and Evidence |
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107 | (1) |
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What Is Critical Thinking? |
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108 | (1) |
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Thinking Critically as a Writer |
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108 | (3) |
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A Special Note: Critical Thinking and Visual Literacy |
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111 | (4) |
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III Revising for Organization |
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111 | (1) |
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IV Revising for Clarity and Style |
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112 | (1) |
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113 | (1) |
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114 | (1) |
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A Final Checklist for Your Essay |
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115 | (1) |
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115 | (1) |
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Draft Essay: "Fear of Success" |
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116 | (1) |
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Revised Essay: "The Fear No One Talks About" |
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116 | (5) |
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Practicing What You've Learned |
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119 | (1) |
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120 | (1) |
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Applying What You've Learned to Your Writing |
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120 | (1) |
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Collaborative Activities: Group Work, Peer Revision Workshops, and Team Projects |
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121 | (1) |
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Benefiting from Collaborative Activities |
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122 | (1) |
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Guidelines for Peer Revision Workshops |
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122 | (3) |
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Guidelines for Small-Group Work |
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125 | (2) |
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Practicing What You've Learned |
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126 | (1) |
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126 | (1) |
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Some Last Advice: How to Play with Your Mental Blocks |
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127 | (3) |
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129 | (1) |
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130 | (30) |
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Visualizing the Process: Editing Sentences |
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131 | (1) |
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132 | (1) |
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Give Your Sentences Content |
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132 | (1) |
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Make Your Sentences Specific |
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133 | (1) |
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Avoid Overpacking Your Sentences |
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134 | (1) |
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Fix Major Sentence Errors |
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135 | (2) |
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Pay Attention to Word Order |
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137 | (2) |
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Avoid Mixed Constructions and Faulty Predication |
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139 | (3) |
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Practicing What You've Learned |
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140 | (2) |
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Developing a Concise Style |
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142 | (1) |
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Avoid Deadwood Constructions |
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142 | (2) |
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144 | (1) |
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Carefully Consider Your Passive Verbs |
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145 | (1) |
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146 | (1) |
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Practicing What You've Learned |
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146 | (1) |
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147 | (1) |
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Developing an Engaging Style |
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147 | (5) |
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Practicing What You've Learned |
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151 | (1) |
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151 | (1) |
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Developing an Emphatic Style |
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152 | (1) |
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152 | (1) |
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153 | (1) |
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154 | (6) |
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Practicing What You've Learned |
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156 | (2) |
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158 | (1) |
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Applying What You've Learned to Your Writing |
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159 | (1) |
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159 | (1) |
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160 | (24) |
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Selecting the Correct Words |
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160 | (1) |
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160 | (1) |
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Visualizing the Process: Editing Words |
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161 | (1) |
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Accuracy: Idiomatic Phrases |
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162 | (1) |
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163 | (1) |
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163 | (3) |
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Denotation and Connotation |
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166 | (2) |
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Practicing What You've Learned |
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167 | (1) |
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168 | (1) |
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169 | (1) |
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169 | (1) |
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169 | (15) |
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Practicing What You've Learned |
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181 | (1) |
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182 | (1) |
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Applying What You've Learned to Your Writing |
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183 | (1) |
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183 | (1) |
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8 The Reading-Writing Connection |
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184 | (17) |
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How Can Reading Well Help Me Become a Better Writer? |
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184 | (1) |
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How Can I Become an Analytical Reader? |
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185 | (1) |
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185 | (1) |
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186 | (2) |
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Sample Annotated Essay: "College for Grown-Ups" |
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188 | (3) |
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Most residential four-year colleges and universities are geared toward 18- to 22-year old students, says Stevens, but this is not a sustainable model and such schools need to rethink their clientele and embrace "grown-up" students |
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Practicing What You've Learned |
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191 | (1) |
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191 | (1) |
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How Can I Read Multimodal Texts Analytically? |
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191 | (1) |
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Steps to Reading Multimodal Texts Well |
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192 | (2) |
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Sample Annotated Advertisement |
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194 | (1) |
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195 | (1) |
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195 | (2) |
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Practicing What You've Learned |
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196 | (1) |
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Benefiting from Class Discussions |
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197 | (1) |
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Benefiting from Class Discussions |
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197 | (4) |
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Practicing What You've Learned |
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199 | (1) |
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200 | (1) |
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Part Two Purposes, Modes, and Strategies |
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201 | (230) |
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203 | (20) |
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Visualizing the Process: Exemplification |
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204 | (1) |
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Why and How to Use Examples in Your writing |
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204 | (4) |
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208 | (1) |
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208 | (4) |
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Practicing What You've Learned |
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209 | (1) |
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210 | (2) |
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A Topic Proposal for Your Essay |
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212 | (1) |
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Sample Student Essay 1: "If You Want to Get to Know a New Place, Go For a Run" |
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212 | (2) |
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Sample Student Essay 2: "A Small Guy with a Big Heart" |
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214 | (4) |
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Professional Essay: "So What's So Bad about Being So-So?" |
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218 | (5) |
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The drive for perfection is preventing too many people from enjoying sports and hobbies, says Strick (who admits to playing the piano badly but with great pleasure) |
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221 | (1) |
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Using Strategies and Sources |
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221 | (2) |
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223 | (23) |
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Types of Process Analysis Essays |
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223 | (1) |
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Visualizing the Process: Process Analysis |
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224 | (1) |
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225 | (2) |
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227 | (2) |
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Practicing What You've Learned |
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228 | (1) |
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228 | (1) |
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A Topic Proposal for Your Essay |
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229 | (8) |
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Sample Student Essay 1 "An Experiment in Spending Less" |
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230 | (3) |
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Sample Student Essay 2 "From the Shower to the Stage" |
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233 | (4) |
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Professional Essays I (The Informative Process): "To Bid the World Farewell" |
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237 | (9) |
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By describing the embalming process in vivid, step-by-step detail, social critic and author Mitford questions the value---and necessity---of the entire procedure |
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Professional Essay II (The Directional Process): "Preparing for the Job Interview: Know Thyself by Katy Piotrowski |
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242 | (2) |
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A career-search consultant offers a thoughtful six-step procedure to help job-seekers plan for successful interviews |
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244 | (1) |
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Using Strategies and Sources |
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245 | (1) |
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11 Comparison and Contrast |
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246 | (24) |
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Visualizing the Process: Comparison and Contrast |
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247 | (1) |
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248 | (1) |
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Pattern One Point-by-Point |
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248 | (1) |
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248 | (1) |
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Which Pattern Should You Use? |
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249 | (1) |
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250 | (4) |
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Practicing What You've Learned |
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251 | (1) |
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252 | (2) |
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A Topic Proposal for Your Essay |
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254 | (1) |
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Sample Student Essay 1 (The Point-by-Point Pattern): "When It's Time to Study, Get Out of Your Pajamas" |
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254 | (3) |
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Sample Student Essay 2 (The Block Pattern): "More Than Just the Crust: New York- and Chicago-Style Pizza" |
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257 | (2) |
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Professional Essay I (The Point-by-Point Pattern): "The Power of Women United: From Seneca Falls to the Women's March" |
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259 | (6) |
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A writer compares and contrasts the development of American women's rights movements past and present, concluding that progress made now is built on the work of those women who fought and suffered for the vote in the past |
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Professional Essay II (The Block Pattern): "Two Ways of Viewing the River" |
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263 | (2) |
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One of America's most beloved writers, Samuel Clemens (Mark Twain), contrasts his earlier, romantic view of the Mississippi River with his later, more practical view as an experienced riverboat pilot |
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265 | (1) |
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A Special Kind of Comparison: The Analogy |
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266 | (4) |
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Using Strategies and Sources |
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269 | (1) |
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270 | (24) |
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271 | (1) |
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Visualizing the Process: Definition |
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272 | (1) |
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273 | (1) |
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274 | (3) |
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Practicing What You've Learned |
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275 | (1) |
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276 | (1) |
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A Topic Proposal for Your Essay |
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277 | (11) |
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Sample Student Essay 1 "Slang Rebels" |
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278 | (8) |
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Sample Student Essay 2 "Oxford English Dictionary: `Laureate'" |
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286 | (2) |
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Professional Essay: "What Shamu Taught Me About a Happy Marriage" |
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288 | (6) |
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This writer defines lessons learned about her marriage from an experience observing a killer whale |
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292 | (1) |
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Using Strategies and Sources |
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293 | (1) |
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13 Division and Classification |
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294 | (18) |
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294 | (1) |
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Visualizing the Process: Division and Classification |
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295 | (1) |
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296 | (1) |
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296 | (1) |
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297 | (3) |
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Practicing What You've Learned |
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298 | (1) |
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298 | (2) |
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A Topic Proposal for Your Essay |
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300 | (6) |
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Sample Student Essay 1 "The Native American Era at Mesa Verde" |
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300 | (3) |
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Sample Student Essay 2 "Latin American Music: A Diverse and Unifying Force" |
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303 | (3) |
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Professional Essay I (Classification): "The Plot Against People" |
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306 | (2) |
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All inanimate objects may be classified into three categories: those that don't work, those that get lost, and those that break down |
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Professional Essay II (Division): "What Is REALLY in a Hot Dog?" |
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308 | (2) |
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Americans consume millions of hot dogs each year, but not all of us know what we may be eating---and which ingredients we might want to avoid |
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310 | (1) |
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Using Strategies and Sources |
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311 | (1) |
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312 | (22) |
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Visualizing the Process: Causal Analysis |
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313 | (1) |
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314 | (1) |
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315 | (4) |
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Practicing What You've Learned |
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317 | (1) |
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318 | (1) |
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A Topic Proposal for Your Essay |
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319 | (10) |
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Sample Student Essay 1 "To Fish and Be Fished: A Tinder-tied Game of Love" |
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320 | (6) |
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Sample Student Essay 2 "Online Learning: Effects on Students" |
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326 | (3) |
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Professional Essay: "Why Are Young People Ditching Cars for Smartphones?" |
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329 | (5) |
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Weissmann examines possible cultural and economic causes for recent declines in car sales and driving among younger Americans |
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332 | (1) |
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Using Strategies and Sources |
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333 | (1) |
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334 | (48) |
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Visualizing the Process: Argumentation |
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335 | (1) |
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336 | (8) |
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344 | (1) |
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344 | (7) |
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Practicing What You've Learned |
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348 | (1) |
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349 | (1) |
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350 | (1) |
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A Topic Proposal for Your Essay |
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351 | (12) |
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Sample Student Essay 1 "Better Information Equals Healthier Eating" |
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352 | (4) |
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Sample Student Essay 2 "Is Our Groundwater Supply in Danger?" |
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356 | (7) |
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Professional Essays (Paired): "Mandatory Voting Won't Cure Dismal Turnout" by The Editorial Board of USA Today |
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363 | (1) |
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"Required Voting Yields Benefits" |
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364 | (2) |
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The U.S. does not need to implement policies that would require its citizens to vote in local and national elections, contends the Editorial Board of USA Today. Mann, a senior fellow at the Brookings Institute and a scholar, disagrees and argues that mandatory voting is worth pursuing and could improve public life in America |
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366 | (1) |
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Divergent Viewpoints: Gun Ownership in America |
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366 | (5) |
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Competing Products: Sources of Energy |
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371 | (4) |
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Popular Appeals: Spending Our Money |
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375 | (7) |
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Practicing What You've Learned |
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379 | (1) |
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379 | (1) |
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Using Strategies and Sources |
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380 | (2) |
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382 | (23) |
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How to Write Effective Description |
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382 | (1) |
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Visualizing the Process: Description |
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383 | (4) |
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387 | (5) |
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Practicing What You've Learned |
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388 | (1) |
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389 | (1) |
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390 | (2) |
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A Topic Proposal for Your Essay |
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392 | (8) |
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Sample Student Essay 1 "Treeclimbing" |
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392 | (4) |
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Sample Student Essay 2 "Thanksgiving Joys" |
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396 | (4) |
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Professional Essay: "The Story of an Eyewitness" |
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400 | (5) |
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Noted writer, Jack London, details his first-hand experience after the famous 1906 San Francisco earthquake |
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403 | (1) |
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Using Strategies and Sources |
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404 | (1) |
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405 | (16) |
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Visualizing the Process: Narration |
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406 | (1) |
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Writing the Effective Narrative Essay |
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407 | (1) |
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408 | (3) |
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Practicing What You've Learned: "Tornado Over Kansas" |
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409 | (1) |
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410 | (1) |
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A Topic Proposal for Your Essay |
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411 | (6) |
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Sample Student Essay 1 "Sole Provider" |
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412 | (3) |
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Sample Student Essay 2 "How I Got to Japan" |
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415 | (2) |
|
Professional Essay: "The Most Important Day" |
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417 | (4) |
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|
|
This essay by influential and inspiring writer, Helen Keller, tells the reader about the importance of education |
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419 | (1) |
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Using Strategies and Sources |
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|
420 | (1) |
|
18 Writing Essays Using Multiple Strategies |
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|
421 | (10) |
|
Choosing the Best Strategies |
|
|
422 | (1) |
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|
423 | (1) |
|
Practicing What You've Learned |
|
|
423 | (1) |
|
Sample Student Essay: "Pass the Broccoli---Please!" |
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|
423 | (4) |
|
Professional Essay: "Why Parents Need to Let Their Children Fail" |
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427 | (4) |
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|
|
Lahey, a teacher and an author, discusses her experience with "overparenting" in the classroom and argues that such overprotective behavior can have a negative impact on children's self-confidence and their ability to take responsibility for their own actions |
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430 | (1) |
|
Part Three Special Assignments |
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431 | (148) |
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19 Conducting Research and Using Sources |
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|
433 | (37) |
|
Getting Started on Your Research Paper |
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434 | (1) |
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434 | (1) |
|
Practicing What You've Learned |
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435 | (1) |
|
Beginning Your Library Research |
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435 | (1) |
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436 | (1) |
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436 | (1) |
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437 | (3) |
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440 | (1) |
|
Beginning Your Online Research |
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440 | (3) |
|
Practicing What You've Learned |
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443 | (1) |
|
Conducting Primary Research |
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443 | (1) |
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443 | (3) |
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446 | (4) |
|
Practicing What You've Learned |
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450 | (1) |
|
Preparing a Working Bibliography |
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450 | (4) |
|
Choosing and Evaluating Your Sources |
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454 | (1) |
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455 | (2) |
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Preparing an Annotated Bibliography |
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|
457 | (1) |
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457 | (2) |
|
Distinguishing Paraphrase from Summary |
|
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459 | (2) |
|
Practicing What You've Learned |
|
|
460 | (1) |
|
Incorporating Your Source Material |
|
|
461 | (1) |
|
Using Sources in Your Paper |
|
|
462 | (1) |
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463 | (7) |
|
Practicing What You've Learned |
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466 | (2) |
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468 | (2) |
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|
470 | (48) |
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|
470 | (1) |
|
MLA Citations in Your Essay |
|
|
471 | (1) |
|
Compiling a Works Cited List: MLA Style |
|
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472 | (1) |
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473 | (1) |
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474 | (2) |
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476 | (1) |
|
Containers within Containers |
|
|
477 | (1) |
|
Citations Beyond the Research Paper |
|
|
478 | (1) |
|
Practice Template for MLA Entries |
|
|
478 | (1) |
|
Index of MLA Works Cited Entries |
|
|
479 | (1) |
|
Sample Works Cited Entries: MLA Style |
|
|
479 | (2) |
|
Periodicals (Magazines, Journals, Newspapers) |
|
|
481 | (6) |
|
Practicing What You've Learned |
|
|
486 | (1) |
|
|
|
487 | (1) |
|
APA Citations in Your Essay |
|
|
487 | (1) |
|
Compiling a Reference List: APA Style |
|
|
488 | (1) |
|
Sample Reference List Entries: APA Style |
|
|
489 | (5) |
|
Index of APA Reference List Entries |
|
|
490 | (4) |
|
Electronic Sources: APA Style |
|
|
494 | (2) |
|
Footnote and Bibliography Form |
|
|
496 | (1) |
|
Using Supplementary Notes |
|
|
497 | (1) |
|
Sample Notes Page Using MLA Style |
|
|
497 | (1) |
|
Sample Student Essay Using MLA Style: "Pervasive Computing and Privacy Rights: Who Owns Your Emotions?" |
|
|
498 | (9) |
|
Sample Student Essay Using APA Style: "Pervasive Computing and Privacy Rights: Who Owns Your Emotions?" |
|
|
507 | (11) |
|
21 Classroom Writing: Exams, Timed Essays, and Presentations |
|
|
518 | (18) |
|
Steps to Writing Well Under Pressure |
|
|
519 | (5) |
|
|
|
524 | (2) |
|
Practicing What You've Learned |
|
|
525 | (1) |
|
|
|
526 | (1) |
|
Writing the Summary-and-Response Essay |
|
|
526 | (2) |
|
Sample Student Essay: "Summary-and-Response Essay on `College for Grown-Ups'" |
|
|
528 | (4) |
|
Practicing What You've Learned |
|
|
531 | (1) |
|
|
|
532 | (1) |
|
Writing for Classroom Presentations |
|
|
532 | (1) |
|
Steps to Successful Presentations |
|
|
532 | (2) |
|
Guidelines for Effective Delivery |
|
|
534 | (2) |
|
Practicing What You've Learned |
|
|
535 | (1) |
|
|
|
535 | (1) |
|
22 Writing about Literature |
|
|
536 | (23) |
|
Using Literature in the Composition Classroom |
|
|
536 | (1) |
|
Suggestions for Close Reading of Literature |
|
|
537 | (1) |
|
|
|
538 | (1) |
|
Annotated Story: "The Story of an Hour" |
|
|
539 | (4) |
|
|
|
In this ironic story, a woman receives some bad news about her husband---not once, but twice |
|
|
|
Sample Student Essay: "A Breath of Fresh Air" |
|
|
543 | (2) |
|
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545 | (3) |
|
Annotated Poem: "When I Heard the Learn'd Astronomer" |
|
|
548 | (1) |
|
|
|
This essPoet Walt Whitman contrasts two ways of knowing and responding to the marvels of the night sky |
|
|
|
Sample Student Essay: "Two Ways of Knowing" |
|
|
549 | (3) |
|
General Guidelines for Writing about Literature |
|
|
552 | (1) |
|
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|
553 | (4) |
|
Practicing What You've Learned (Story): "Geraldo No Last Name" |
|
|
554 | (2) |
|
|
|
Practicing What You've Learned (Poem): "Those Winter Sundays" |
|
|
556 | (1) |
|
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|
|
557 | (1) |
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|
557 | (2) |
|
23 Writing in the World of Work |
|
|
559 | (20) |
|
Composing Business Letters |
|
|
560 | (1) |
|
Traditional Business Letter Format |
|
|
561 | (4) |
|
Practicing What You've Learned |
|
|
564 | (1) |
|
|
|
564 | (1) |
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|
|
565 | (1) |
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|
|
566 | (1) |
|
Sending Professional E-Mail |
|
|
566 | (2) |
|
|
|
568 | (1) |
|
Writing Cover Letters and Designing Resumes |
|
|
569 | (1) |
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|
569 | (1) |
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|
|
570 | (2) |
|
|
|
572 | (1) |
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|
|
573 | (1) |
|
|
|
574 | (1) |
|
|
|
575 | (1) |
|
Practicing What You've Learned |
|
|
576 | (1) |
|
|
|
576 | (1) |
|
Preparing Interview Notes and Post-Interview Letters |
|
|
576 | (3) |
|
|
|
|
|
|
|
Using Film in the Composition Classroom |
|
|
|
Guidelines for Writing about Film |
|
|
|
|
|
|
Sample Student Essay: "Catch the Black Bird" |
|
|
|
Professional Essay (Movie Review): "The Theory of Everything" |
|
|
|
|
|
Practicing What You've Learned |
|
|
|
|
|
|
|
|
|
Part Four A Concise Handbook |
|
|
579 | (72) |
|
|
|
581 | (4) |
|
Sentence Components and Classifications |
|
|
585 | (2) |
|
24 Major Errors in Grammar |
|
|
587 | (27) |
|
Assessing Your Skills: Grammar |
|
|
587 | (1) |
|
|
|
588 | (1) |
|
|
|
588 | (3) |
|
Practicing What You've Learned |
|
|
591 | (1) |
|
|
|
591 | (1) |
|
|
|
592 | (1) |
|
|
|
592 | (1) |
|
|
|
592 | (1) |
|
|
|
593 | (1) |
|
|
|
594 | (1) |
|
Practicing What You've Learned |
|
|
594 | (1) |
|
|
|
595 | (1) |
|
Possessive with "-ing" Nouns |
|
|
595 | (1) |
|
Misuse of Nouns as Adjectives |
|
|
595 | (1) |
|
|
|
596 | (1) |
|
|
|
596 | (1) |
|
|
|
596 | (1) |
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|
|
597 | (1) |
|
|
|
597 | (1) |
|
|
|
598 | (1) |
|
|
|
599 | (2) |
|
Practicing What You've Learned |
|
|
599 | (2) |
|
Errors with Adverbs and Adjectives |
|
|
601 | (1) |
|
|
|
601 | (1) |
|
|
|
601 | (1) |
|
Practicing What You've Learned |
|
|
602 | (1) |
|
Errors in Modifying Phrases |
|
|
602 | (1) |
|
|
|
602 | (1) |
|
|
|
603 | (1) |
|
Practicing What You've Learned |
|
|
603 | (1) |
|
|
|
604 | (1) |
|
|
|
604 | (2) |
|
Practicing What You've Learned |
|
|
605 | (1) |
|
Run-on (or Fused) Sentence |
|
|
606 | (1) |
|
Practicing What You've Learned |
|
|
607 | (1) |
|
|
|
607 | (2) |
|
Practicing What You've Learned |
|
|
608 | (1) |
|
|
|
609 | (1) |
|
|
|
609 | (2) |
|
Practicing What You've Learned |
|
|
610 | (1) |
|
|
|
611 | (1) |
|
|
|
612 | (1) |
|
Practicing What You've Learned |
|
|
612 | (1) |
|
Answers to the Grammar Assessment |
|
|
613 | (1) |
|
25 A Concise Guide to Punctuation |
|
|
614 | (27) |
|
Assessing Your Skills: Punctuation |
|
|
614 | (1) |
|
|
|
615 | (1) |
|
|
|
615 | (1) |
|
|
|
616 | (1) |
|
|
|
616 | (1) |
|
Practicing What You've Learned |
|
|
616 | (1) |
|
|
|
617 | (5) |
|
Practicing What You've Learned |
|
|
621 | (1) |
|
|
|
622 | (2) |
|
Practicing What You've Learned |
|
|
623 | (1) |
|
|
|
624 | (2) |
|
Practicing What You've Learned |
|
|
625 | (1) |
|
|
|
626 | (3) |
|
Practicing What You've Learned |
|
|
627 | (1) |
|
|
|
628 | (1) |
|
|
|
629 | (2) |
|
Practicing What You've Learned |
|
|
630 | (1) |
|
|
|
631 | (1) |
|
|
|
632 | (1) |
|
|
|
633 | (1) |
|
Practicing What You've Learned |
|
|
634 | (1) |
|
|
|
634 | (2) |
|
Practicing What You've Learned |
|
|
635 | (1) |
|
|
|
636 | (2) |
|
Practicing What You've Learned |
|
|
637 | (1) |
|
|
|
638 | (1) |
|
|
|
639 | (1) |
|
Practicing What You've Learned |
|
|
639 | (1) |
|
Answers to the Punctuation Assessment |
|
|
640 | (1) |
|
26 A Concise Guide to Mechanics |
|
|
641 | (10) |
|
Assessing Your Skills: Mechanics |
|
|
641 | (1) |
|
|
|
642 | (3) |
|
Practicing What You've Learned |
|
|
644 | (1) |
|
|
|
645 | (1) |
|
|
|
646 | (2) |
|
Practicing What You've Learned |
|
|
647 | (1) |
|
|
|
648 | (1) |
|
|
|
648 | (2) |
|
Answers to the Mechanics Assessment |
|
|
650 | (1) |
|
Part Five Additional Readings |
|
|
651 | (92) |
|
27 Development by Example |
|
|
653 | (9) |
|
"Black Men and Public Space" |
|
|
653 | (2) |
|
|
|
"Six Myths about Choosing a College Major" |
|
|
655 | (4) |
|
|
|
"Take This Fish and Look at It" |
|
|
659 | (3) |
|
|
|
|
|
662 | (3) |
|
|
|
662 | (2) |
|
|
|
|
|
664 | (1) |
|
|
|
29 Comparison and Contrast |
|
|
665 | (13) |
|
|
|
665 | (4) |
|
|
|
"The Myth of the Latin Woman: I Just Met a Girl Named Maria" |
|
|
669 | (4) |
|
|
|
|
|
673 | (5) |
|
|
|
|
|
678 | (7) |
|
|
|
678 | (2) |
|
|
|
|
|
680 | (3) |
|
|
|
|
|
683 | (2) |
|
|
|
31 Division and Classification |
|
|
685 | (9) |
|
|
|
685 | (2) |
|
|
|
|
|
687 | (1) |
|
|
|
"How Facebook Figures Out Everyone You've Ever Met" |
|
|
688 | (6) |
|
|
|
|
|
694 | (5) |
|
"Some Lessons from the Assembly Line" |
|
|
694 | (1) |
|
|
|
|
|
695 | (2) |
|
|
|
|
|
697 | (2) |
|
|
|
|
|
699 | (3) |
|
|
|
699 | (1) |
|
The Denver Post Editorial Board |
|
|
|
|
700 | (2) |
|
|
|
|
|
702 | (6) |
|
"Still Learning from My Mother" |
|
|
702 | (1) |
|
|
|
"A Day at the Theme Park" |
|
|
703 | (2) |
|
|
|
|
|
705 | (3) |
|
|
|
|
|
708 | (9) |
|
"37 Who Saw Murder Didn't Call the Police" |
|
|
708 | (3) |
|
|
|
|
|
711 | (2) |
|
|
|
|
|
713 | (4) |
|
|
|
|
|
36 Essays Using Multiple Strategies and Styles |
|
|
717 | (8) |
|
|
|
717 | (2) |
|
|
|
|
|
719 | (6) |
|
|
|
|
|
725 | (18) |
|
|
|
725 | (1) |
|
|
|
"Poem for an inked Daughter" |
|
|
726 | (1) |
|
|
|
|
|
727 | (16) |
|
|
| Credits |
|
743 | (4) |
| Index |
|
747 | |
