Longman Writer, The, MLA Update Edition: Rhetoric, Reader, Research Guide, Handbook
ISBN: 9780205739974 | 0205739970
Edition: 7thFormat: Paperback
Publisher: Longman
Pub. Date: 1/1/2009
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Clear, step-by-step writing instruction, ample annotated student essays, and extensive practice opportunities for writing have made The Longman Writer one of the most successful methods-of-development guides for college writing.Created by the authors of the best-selling Longman Reader, the text draws on decades of teaching experience to integrate the best of the "product" and "process" approaches to writing. Its particular strengths include an emphasis on the reading-writing connection, a focus on invention and revision, attention to the fact t... MORE
| Preface | |
| The Reading Process | |
| Becoming a Strong Reader | |
| Stage 1: Get an Overview of the Selection | |
| Stage 2: Deepen Your Sense of the Selection | |
| Stage 3: Evaluate the Selection | |
| Ellen Goodman, "Family Counterculture" | |
| The Writing Process | |
| Getting Started Through Prewriting | |
| Observations About the Writing Proce... MORE | |
| Use Prewriting to Get Started | |
| Keep a Journal | |
| The Pre-Reading Journal Entry | |
| Understand the Boundaries of the Assignment | |
| Determine Your Purpose, Audience, Tone, and Point of View | |
| Discover Your Essay's Limited Subject | |
| Generate Raw Material About Your Limited Subject | |
| Organize the Raw Material | |
| Activities: Getting Started Through Prewriting | |
| Identifying a Thesis | |
| What Is a Thesis? | |
| Finding a Thesis | |
| Writing an Effective Thesis | |
| Tone and Point of View | |
| Implied Pattern of Development | |
| Including a Plan of Development | |
| Don't Write a Highly Opinionated Statement | |
| Don't Make an Announcement | |
| Don't Make a Factual Statement | |
| Don't Make a Broad Statement | |
| Arriving at an Effective Thesis | |
| Placing the Thesis in an Essay | |
| Activities: Identifying a Thesis | |
| Supporting the Thesis with Evidence | |
| What Is Evidence? | |
| How Do You Find Evidence? | |
| How the Patterns of Development Help Generate Evidence | |
| Characteristics of Evidence | |
| The Evidence Is Relevant and Unified | |
| The Evidence Is Specific | |
| The Evidence Is Adequate | |
| The Evidence Is Dramatic | |
| The Evidence Is Accurate | |
| The Evidence Is Representative | |
| Borrowed Evidence Is Documented | |
| Activities: Supporting the Thesis with Evidence | |
| Organizing the Evidence | |
| Use the Patterns of Development | |
| Select an Organizational Approach | |
| Chronological Approach | |
| Spatial Approach | |
| Emphatic Approach | |
| Simple-to-Complex Approach | |
| Prepare an Outline | |
| Activities: Organizing the Evidence | |
| Writing the Paragraphs in the First Draft | |
| How to Move from Outline to First Draft | |
| General Suggestions on How to Proceed | |
| If You Get Bogged Down | |
| A Suggested Sequence for Writing the First Draft | |
| Write the Supporting Paragraphs | |
| Write Other Paragraphs in the Essay's Body | |
| Write the Introduction | |
| Write the Conclusion | |
| Write the Title | |
| Pulling It All Together | |
| Sample First Draft | |
| "Challenges for Today's Parents" | |
| Commentary | |
| Activities: Writing the Paragraphs in the First Draft | |
| Revising Overall Meaning, Structure, and Paragraph Development | |
| Five Strategies to Make Revision Easier | |
| Set Your First Draft Aside for a While | |
| Work from Printed Text | |
| Read the Draft Aloud | |
| View Revision as a Series of Steps | |
| Evaluate and Respond to Instructor Feedback | |
| Peer Review: An Additional Revision Strategy | |
| Evaluate and Respond to Peer Review | |
| Revising Overall Meaning and Structure | |
| Revising Paragraph Development | |
| Sample Student Revision of Overall Meaning, Structure, and Paragraph Development | |
| Activities: Revising Overall Meaning, Structure, and Paragraph Development | |
| Revising Sentences and Words | |
| Revising Sentences | |
| Make Sentences Consistent with Your Tone | |
| Make Sentences Economical | |
| Vary Sentence Type | |
| Vary Sentence Length | |
| Make Sentences Emphatic | |
| Revising Words | |
| Make Words Consistent with Your Tone | |
| Use an Appropriate Level of Diction | |
| Avoid Words That Overstate or Understate | |
| Select Words with Appropriate Connotations | |
| Use Specific Rather Than General Words | |
| Use Strong Verbs | |
| Delete Unnecessary Adverbs | |
| Use Original Figures of Speech | |
| Avoid Sexist Language | |
| Sample Student Revision of Sentences and Words | |
| Activities: Revising Sentences and Words | |
| Editing and Proofreading | |
| Edit Carefully | |
| Use the Appropriate Manuscript Format | |
| Proofread Closely | |
| Student Essay: From Prewriting Through Proofreading | |
| "Challenges for Today's Parents" | |
| Commentary | |
| Activities: Editing and Proofreading | |
| The Patterns Of Development | |
| Description | |
| What Is Description? | |
| How Description Fits Your Purpose and Audience | |
| Prewriting Strategies | |
| Strategies for Using Description in an Essay | |
| Revision Strategies | |
| Student Essay: From Prewriting Through Revision | |
| "Salt Marsh" | |
| Commentary | |
| Activities: Description | |
| Prewriting Activities | |
| Revising Activities | |
| Professional Selections: Description | |
| "Sister Flowers" | |
| "The Storm this Time" | |
| "Flavio's Home" | |
| Additional Writing Topics: Description | |
| Narration | |
| What Is Narration? | |
| How Narration Fits Your Purpose and Audience | |
| Prewriting Strategies | |
| Strategies for Using Narration in an Essay | |
| Revision Strategies | |
| Student Essay: From Prewriting Through Revision | |
| "If Only" | |
| Commentary | |
| Activities: Narration | |
| Prewriting Activities | |
| Revising Activities | |
| Professional Selections: Narration | |
| "The Fourth of July" | |
| "Shooting an Elephant" | |
| "Charity Display?" | |
| Additional Writing Topics: Narration | |
| Illustration | |
| What Is Illustration? | |
| How Illustration Fits Your Purpose and Audience | |
| Prewriting Strategies | |
| Strategies for Using Illustration in an Essay | |
| Revision Strategies | |
| Student Essay: From Prewriting Through Revision | |
| "Pursuit of Possessions" | |
| Commentary | |
| Activities: Illustration | |
| Prewriting Activities | |
| Revising Activities | |
| Professional Selections: Illustration | |
| "Tweens: Ten Going on Sixteen" | |
| "Bombs Bursting in Air" | |
| "Black Talk and Pop Culture" | |
| Additional Writing Topics: Illustration | |
| Division-Classification | |
| What Is Division-Classification? | |
| How Division-Classification Fits Your Purpose and Audience | |
| Prewriting Strategies | |
| Strategies for Using Division-Classification in an Essay | |
| Revision Strategies | |
| Student Essay: From Prewriting Through Revision | |
| "The Truth about College Teachers" | |
| Commentary | |
| Activities: Division-Classification | |
| Prewriting Activities | |
| Revising Activities | |
| Professional Selections: Division-Classification | |
| "Double Speak" | |
| "The Men We Carry in Our Minds" | |
| "Psst! 'Human Capital'" | |
| Additional Writing Topics: Division-Classification | |
| Process Analysis | |
| What Is Process Analysis? | |
| How Process Analysis Fits Your Purpose and Audience | |
| Prewriting Strategies | |
| Strategies for Using Process Analysis in an Essay | |
| Revision Strategies | |
| Student Essay: From Prewriting Through Revision | |
| "Becoming a Recordoholic" | |
| Commentary | |
| Activities: Process Analysis | |
| Prewriting Activities | |
| Revising Activities | |
| Professional Selections: Process Analysis | |
| "Cyberschool" | |
| "Don't Just Stand There" | |
| "Talk About Editing" | |
| Additional Writing Topics: Process Analysis | |
| Comparison-Contrast | |
| What Is Comparison-Contrast? | |
| How Comparison-Contrast Fits Your Purpose and Audience | |
| Prewriting Strategies | |
| Strategies for Using Comparison-Contrast in an Essay | |
| Revision Strategies | |
| Student Essay: From Prewriting Through Revision | |
| "The Virtues of Growing Older" | |
| Commentary | |
| Activities: Comparison-Contrast | |
| Prewriting Activities | |
| Revising Activities | |
| Professional Selections: Comparison-Contrast | |
| "A Slow Walk of Trees" | |
| "Reality TV: Surprising Throwback to the Past?" | |
| "Euromail and Amerimail" | |
| Additional Writing Topics: Comparison-Contrast | |
| Cause-Effect | |
| What Is Cause-Effect? | |
| How Cause-Effect Fits Your Purpose and Audience | |
| Prewriting Strategies | |
| Strategies for Using Cause-Effect in an Essay | |
| Revision Strategies | |
| Student Essay: From Prewriting Through Revision | |
| "Americans and Food" | |
| Commentary | |
| Activities: Cause-Effect | |
| Prewriting Activities | |
| Revising Activities | |
| Professional Selections: Cause-Effect | |
| "Why We Crave Horror Movies" | |
| "Innocents Afield" | |
| "Black Men and Public Space" | |
| Additional Writing Topics: Cause-Effect | |
| Definition | |
| What Is Definition? | |
| How Definition Fits Your Purpose and Audience | |
| Prewriting Strategies | |
| Strategies for Using Definition in an Essay | |
| Revision Strategies | |
| Student Essay: From Prewriting Through Revision | |
| "Physics in Everyday Life" | |
| Commentary | |
| Activities: Definition | |
| Prewriting Activities | |
| Revising Activities | |
| Professional Selections: Definition | |
| "Entropy" | |
| "Life as Type A" | |
| "The Cute Factor" | |
| Additional Writing Topics: Definition | |
| Argumentation-Persuasion | |
| What Is Argumentation-Persuasion? | |
| How Argumentation-Persuasion Fits Your Purpose and Audience | |
| Prewriting Strategies | |
| Strategies for Using Argumentation-Persuasion in an Essay | |
| Revision Strategies | |
| Student Essay: From Prewriting Through Revision | |
| "Compulsory National Service" | |
| Commentary | |
| Activities: Argumentation-Persuasion | |
| Prewriting Activities | |
| Revising Activities | |
| Professional Selections: Argumentation-Persuasion | |
| "Free Speech Follies" | |
| "In Praise of the 'F' Word" | |
| Debating the Issues: Date Rape | |
| "A Bigger Danger than Feminists Know" | |
| "Common Decency" | |
| Debating the Issues: Immigration | |
| "The Border On Our Backs" | |
| "Se Habla Entitlement" | |
| Additional Writing Topics: Argumentation-Persuasion | |
| The Research Paper | |
| Locating, Evaluating, and Integrating Online and Print Sources | |
| Plan the Research | |
| Understand the Paper's Boundaries | |
| Understand Primary versus Secondary Research | |
| Choose a General Subject | |
| Prewrite to Limit the General Subject | |
| Conduct Preliminary Research | |
| Identify a Working Thesis | |
| Make a Schedule | |
| Find Sources in the Library | |
| The Computerized Catalog | |
| The Reference Section | |
| Periodicals | |
| Use the Internet | |
| The Internet and the World Wide Web | |
| What the Web Offers | |
| The Advantages and Limitations of the Library and the Web | |
| Using Online Time Efficiently | |
| Using the Net to Find Materials on Your Topic | |
| Using Discussion Groups and Blogs | |
| Using Wikis | |
| Evaluating Online Materials | |
| Using Other Online Tools | |
| Prepare a Working Bibliography | |
| Take Notes to Support the Thesis with Evidence | |
| Before Note-Taking: Evaluate Sources | |
| Before Note-Taking: Refine Your Working Bibliography | |
| Before Note-Taking: Read Your Sources | |
| When Note-Taking: What to Select | |
| When Note-Taking: How to Record Statistics | |
| When Note-Taking: Recording Information | |
| When Note-Taking: Photocopies and Printouts | |
| Kinds of Notes | |
| Plagiarism | |
| Combining Notes | |
| Activities: Locating, Evaluating, and Integrating Research Sources | |
| Writing the Research Paper | |
| Refine Your Working Thesis | |
| Sort Your Notes | |
| Organize the Evidence by Outlining | |
| Write the First Draft | |
| Presenting the Results of Primary Research | |
| Document Borrowed Material to Avoid Plagiarism: MLA Format | |
| Indicate Author and Page | |
| Special Cases of Authorship | |
| Special Cases of Pagination | |
| Blending Quotations into Your Text | |
| Presenting Statistics | |
| Revise, Edit, and Proofread the First Draft | |
| Prepare the Works Cited List: MLA Format | |
| Citing Book Sources | |
| Citing Periodical Sources | |
| Citing Electronic Sources | |
| Citing Other Nonprint Sources | |
| Document Borrowed Material to Avoid Plagiarism: APA Format | |
| Parenthetic Citations | |
| References List | |
| Citing Book Sources | |
| Citing Periodical Sources | |
| Citing Electronic Sources | |
| Citing Other Nonprint Sources | |
| A Note About Other Documentation Systems | |
| Student Research Paper: MLA-Style Documentation | |
| "America's Homeless: How the Government Can Help" | |
| Commentary | |
| Activities: Writing the Research Paper | |
| The Literary Paper And Exam Essay | |
| Writing About Literature | |
| Elements of Literary Works | |
| Literary Terms | |
| How to Read a Literary Work | |
| Read to Form a General Impression | |
| Ask Questions About the Work | |
| Reread and Annotate | |
| Modify Your Annotations | |
| Write the Literary Analysis | |
| Prewrite | |
| Identify Your Thesis | |
| Support the Thesis with Evidence | |
| Organize the Evidence | |
| Write the First Draft | |
| Revise Overall Meaning, Structure, and Paragraph Development | |
| Edit and Proofread | |
| Pulling It All Together | |
| Read to Form a General Impression | |
| "Early Autumn" | |
| Ask Questions about the Work | |
| Reread and Annotate | |
| Student Essay | |
| "Stopping to Talk" | |
| Commentary | |
| Additional Selections and Writing Assignments | |
| "Out, Out-" | |
| "The Story of an Hour" | |
| Writing Exam Essays | |
| Three Forms of Written Answers | |
| Short Answers | |
| Paragraph-Length Answers | |
| Essay-Length Answers | |
| How to Prepare for Exam Essays | |
| At the Examination | |
| Survey of the Entire Test | |
| Understand the Essay Question | |
| Write the Essay | |
| Prewrite | |
| Identify Your Thesis | |
| Support the Thesis with Evidence | |
| Organize the Evidence | |
| Write the Draft | |
| Revise, Edit, and Proofread | |
| Sample Essay Answer | |
| Commentary | |
| Activity: Writing Exam Essays | |
| A Concise Handbook | |
| Opening Comments | |
| Sentence Faults | |
| Fragments | |
| Phrase Fragments | |
| Dependent Clause Fragments | |
| Comma Splices and Run-On Sentences | |
| Three Comma Pitfalls | |
| Faulty Parallelism | |
| Verbs | |
| Problems with Subject-Verb Agreement | |
| How to Correct Faulty Subject-Verb Agreement | |
| Problems with Verb Tense | |
| How to Correct Inappropriate Shifts in Verb Tense | |
| How to Correct Faulty Use of Past Tense | |
| Pronouns | |
| Problems with Pronoun Use | |
| Pronoun Case | |
| How to Correct Faulty Pronoun Case | |
| Pronoun Agreement | |
| Pronoun Reference | |
| Modifiers | |
| Problems with Modification | |
| Misplaced and Ambiguous Modifiers | |
| Dangling Modifiers | |
| Punctuation | |
| Period | |
| Question Mark | |
| Exclamation Point | |
| Comma | |
| Semicolon | |
| Colon | |
| Quotation Marks | |
| Ellipsis | |
| Apostrophe | |
| Parenthesis | |
| Brackets | |
| Hyphen | |
| Dash | |
| Mechanics | |
| Capitalization | |
| Underlining and Italics | |
| Numbers | |
| Abbreviations | |
| Spelling | |
| Acknowledgements | |
| Index | |
| Table of Contents provided by Publisher. All Rights Reserved. |
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