9780134243306

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REVEL™ for The Curious Writer doesn’t read like a textbook or provide a formula for composing essays. Instead, it encourages students to suspend judgment, to ask questions, and to seek answers much like academics do. Yet it covers a wide range of genres beyond the academic essay — narrative, profile, review, ethnography, argument, and more — all with a distinctive approach and “personality” that is lacking in other resources. It also reinforces the assumption that genres are malleable with a new chapter on repurposing or “re-genre-ing.” Students love that T he Curious Writer helps them learn to write by pursuing their own curiosity. Teachers appreciate that Ballenger gives students ample opportunity to develop the habits of mind necessary to become critical thinkers and curious writers.

REVEL is Pearson’s newest way of delivering our respected content. Fully digital and highly engaging, REVEL gives students everything they need for the course. Informed by extensive research on how people read, think, and learn, REVEL is an interactive learning environment that enables students to read, practice, and study in one continuous experience — for less than the cost of a traditional textbook.

NOTE: REVEL is a fully digital delivery of Pearson content. This ISBN is for the standalone REVEL access card. In addition to this access card, you will need a course invite link, provided by your instructor, to register for and use REVEL.

Bruce Ballenger is an emeritus professor of English at Boise State University, where he taught courses in composition, composition theory, the essay tradition, and creative nonfiction. He's the author of seven books, including the three texts in the Curious series: The Curious Researcher, The Curious Reader, and The Curious Writer, all from Pearson Education. His text Crafting Truth: Short Studies in Creative Nonfiction is from the same publisher. He is thrilled to be joined by his colleagues, Drs. Kelly Myers and Michelle Payne, in writing the 6th edition of this book.

Kelly Myers, associate professor of English at Boise State University, teaches argument and rhetoric courses, nonfiction workshops, and capstone courses. She writes about revision strategies, opportunity, and regret. She also works with undergraduate students to design and implement student success initiatives across the university. The Curious Writer was the textbook she used in her first semester of teaching, twenty years ago, and she feels honored to contribute to a book she loves.

Michelle Payne is a professor of English at Boise State University and assistant provost for Academic Leadership and Faculty Affairs. She teaches courses in nonfiction writing, argument, and composition theory. She is the author of Bodily Discourses: When Students Write about Abuse and Eating Disorders and co-author of The Curious Reader with Bruce Ballenger. She has also written the instructor manual for each edition of The Curious Writer and has enjoyed being a thinking partner with Bruce on the textbook over the years.

I: THE SPIRIT OF INQUIRY

1. Writing as Inquiry
Motives for Writing
Beliefs About Writing and Writing Development
Exercise 1.1 This I Believe (and This I Don’t)
One Student’s Response Bernice’s Journal
Inquiring into the Details Journals

Unlearning Unhelpful Beliefs
The Beliefs of This Book

Allatonceness
Believing You Can Learn to Write Well

Habits of Mind

Starting with Questions, Not Answers

Making the Familiar Strange
Suspending Judgment
Being Willing to Write Badly
Searching for Surprise

Exercise 1.2 A Roomful of Details
One Student’s Response Bernice’s Journal
Writing Situations and Rhetorical Choices
A First Reflection on Your Writing Process

A Case Study
Thinking About Your Process

Exercise 1.3 Literacy Narrative Collage
Exercise 1.4 What Is Your Process?

Problem Solving in Your Writing Process

The Nature of the Writing Process

The Writing Process as Recursive and Flexible
A System for Using Writing to Think

Inquiring into the Details Invention Strategies
Exercise 1.5 Two Kinds of Thinking

A Writing Process That Harnesses Two Currents of Thought

The Sea and the Mountain
Answering the So What? Question
A Writing Process Driven by Questions

A Strategy of Inquiry: Questioning, Generating, and Judging
Exercise 1.6 A Mini Inquiry Project: Cell Phone Culture
Exercise 1.7 Scenes of Writing
Using What You Have Learned

2. Reading as Inquiry
Purposes for Academic Reading
Exercise 2.1 Using the Four Purposes for Academic Reading
Beliefs About Reading
Exercise 2.2 A Reader’s Memoir

One Common Belief That Is an Obstacle

Reading Situations and Rhetorical Choices

Four Frames for Reading
Reading Scenarios

Scenario #1
Scenario #2

Inquiring into the Details Reading Perspectives
Exercise 2.3 Reading a Life
A Process for Reading to Write

Questions for the Process of Reading to Write

What Do I Want to Know?
What Should I Read to Find Out?
What Do I Do with What I’ve Read?

Having a Dialogue with What You Read

Inquiring into the Details Reading the Visual
Exercise 2.4 Double-Entry Journaling with a Visual Text

Techniques for Keeping a Double-Entry Journal

Exercise 2.5 Reading Creatively, Reading Critically
READING Bruce Ballenger, “The Importance of Writing Badly”

Alternatives to the Double-Entry Journal

Wrestling with Academic Discourse: Reading from the Outside In

Features of Academic Discourse

Using What You Have Learned

II. INQUIRY PROJECTS

3. Writing a Personal Essay
Writing About Experience and Observations
Motives for Writing a Personal Essay
The Personal Essay and Academic Writing
Inquiring into the Details The Power of Narrative Thinking
Features of the Form
Readings
Personal Essay 1 Laura Zazulak, “Every Morning for Five Years”
Inquiring into the Essay
Personal Essay 2 Ginny Blanford, "The Dog That Made Us a Family"
Inquiring into the Essay
Seeing the Form Photo Essays
The Writing Process
Inquiry Project: Writing a Personal Essay
Writing Beyond the Classroom Essaying “This I Believe” What Are You Going to Write About?
Opening Up

Listing Prompts
Fastwriting Prompts
Visual Prompts
Research Prompts

Narrowing Down
Inquiring into the Details Clustering or Mapping

What’s Promising Material and What Isn’t?
Questions About Purpose and Audience

Trying Out

Questions for Reflection

Writing the Sketch
Student Sketch Amanda Stewart, “Earning a Sense of Place”
Moving from Sketch to Draft

Evaluating Your Own Sketch
Reflecting on What You Learned

Developing
Drafting

Methods of Development
Using Evidence

Inquiring into the Details More Than One Way to Tell a Story
Workshopping

Questions for Readers
Reflecting on the Workshop

Revising

Shaping
Polishing

Student Essay Seth Marlin,“Smoke of Empire”
Evaluating the Essay
Using What You Have Learned

4. Writing a Profile
Writing About People
Motives for Writing a Profile
The Profile and Academic Writing
Features of the Form
Readings
Profile 1 Bruce Ballenger, “Museum Missionary”
Inquiring into the Essay
Profile 2 Ian Frazier, “Passengers”
Inquiring into the Essay
Profile 3 Amelia Pang, “The Life of a Violin Prodigy from South Bronx”
Inquiring into the Essay
Seeing the Form “Sun Boy” by William Soule
Inquiry Project: Writing a Profile
Who Are You Going to Write About?
Opening Up

Listing Prompts
Fastwriting Prompts
Visual Prompts
Research Prompts

One Student’s Response Bruce’s Journal
Narrowing Down

What’s Promising Material and What Isn’t?
Questions About Audience and Purpose

Trying Out

Possible Frames
Questions for Reflection

Interviewing

Interview Approaches
Interview Techniques

Writing Beyond the Classroom Digital Profiles

Making Contact
Conducting the Interview

Inquiring into the Details Recording Interviews

Listening and Watching

Flash Profile: Veterans History Projects

From Bullets to Bottles: The Two Wars of Dan Akee

Writing the Sketch
Moving from Sketch to Draft

Evaluating Your Sketch
Reflecting on What You’ve Learned

Developing

Research, Interviews, and Reinterviews
Establishing the Frame

Drafting

Methods of Development
Using Evidence

Workshopping

Reflecting on the Workshop

Revising

Shaping
Polishing

Student Essay Micaela Fisher, “Number 6 Orchard”
Evaluating the Essay
Using What You Have Learned

5. Writing a Review
Writing That Evaluates
Motives for Writing a Review
The Review and Academic Writing
Seeing the Form Choosing the Best Picture
Features of the Form
Readings
Film Review Roger Ebert, “A Christmas Story”
Inquiring into the Essay
Reviewing Methods Carol E. Holstead, “The Benefits of No-Tech Note Taking”
Inquiring into the Essay
Video Game Review Seth Schiesel, “Grand Theft Auto Takes on New York”
Inquiring into the Essay
The Writing Process
Inquiry Project: Writing a Review Essay
What Are You Going to WriteAbout?
Opening Up

Listing Prompts
Fastwriting Prompts
Visual Prompts
Research Prompts

Narrowing Down

What’s Promising Material and What Isn’t?
Questions About Audience and Purpose

Trying Out

Focusing the Category
Fastwriting
Web Research
Interviews
Experiencing Your Subject

Thinking About Criteria

Refining Criteria for Better Evidence
Considering Criteria and Rhetorical Context

Inquiring into the Details Collaborating on Criteria
Writing the Sketch
Student Sketch Laura Burns, “Recipe for a Great Film: Unlikeable People, Poor Choices, and Little Redemption”
Moving from Sketch to Draft

Evaluating Your Sketch
Reflecting on What You’ve Learned

Developing

Talking It Through
Re-Experience
Interview
Read

Drafting

Finding an Opening
Methods of Development
Using Evidence

Workshopping

Reflecting on the Draft

Revising

Shaping
Polishing

Student Essay Laura Burns, “How to Not Feel Good and Feel Good About It”
Evaluating the Essay
Using What You Have Learned

6. Writing a Proposal
Writing About Problems and Solutions

Problems of Consequence
Problems of Manageable Scale

Motives for Writing a Proposal
The Proposal and Academic Writing
Inquiring into the Details Writing a Research Proposal
Features of the Form
Proposal 1 Buzz Bissinger, “Why College Football Should Be Banned”
Inquiring into the Essay
Proposal 2 Robert F. Saltz, Ph. D., “Preventing Alcohol-Related Problems on College Campuses—Summary of the Final Report of the NIAAA Task Force on College Drinking”
Inquiring into the Essay
Seeing the Form A Problem in Pictures
Inquiry Project: Writing a Proposal
What Are You Going to Write About?
Opening Up

Listing Prompts
Fastwriting Prompts
Visual Prompts
Research Prompts

Narrowing Down
What’s Promising Material and What Isn’t?
Questions About Audience and Purpose
Trying Out

Researching to Answer the So What? Question
Giving Your Answer on a PowerPoint

Writing the Sketch
Student Sketch Jenna Appleman, “Loving and Hating Reality TV”
Moving from Sketch to Draft

Evaluating Your Own Sketch
Reflecting on What You Learned

Developing

Research
Focusing on the Justifications

Drafting

Methods of Development
Using Evidence

Inquiring into the Details Evidence—A Case Study
Workshopping

Reflecting on the Draft

Revising

Shaping
Polishing

Student Essay Jenna Appleman, “Avoidable Accidents: How to Make Reality TV Safer”
Evaluating the Essay
Using What You Have Learned

7. Writing an Argument
Writing to Persuade People
Motives for Writing an Argument
Writing Beyond the Classroom Public Argument in a Digital Age
The Argument and Academic Writing
Features of the Form
What Is Argument?

Argument Has More Than Two Sides
Inquiry Arguments Begin with Exploration

What Do We Mean by Claims, Reasons, and Evidence?

Claims: What You Want People to Believe
Reasons: The “Because. . .” Behind the Claim
Evidence: Testing the Claim

Seeing the Form The “Imagetext” as Argument
Analyzing What Makes a Good Argument

Classical Argument: Ethos, Pathos, Logos
Toulmin's Approach: What Do You need to Believe Is True?
Rogers: Accurately Restating and Refusing Opposing Claims

Exercise 7.1 Argument as Therapy
One Student’s Response Rebecca’s Journal
Avoiding Logical Fallacies
Exercise 7.2 Find the Fallacies
Factual Argument: Is it true that _____? David Leonhardt, “Is College Worth It?”
Inquiring into the Essay
Definition Argument: What should we call it? Khalid Sheikh Mohammed, “The Language of War Is Killing”
Inquiring into the Essay
Casual Argument: What’s the cause? Kevin Sabet, “Colorado Will Show Why Legalizing Marijauna is a Mistake?”
Inquiring into the Essay
Inquiry Project: Writing an Argument
What Are You Going to Write About?
Opening Up

Listing Prompts

One Student’s Response Rebecca’s Journal

Fastwriting Prompts
Visual Prompts
Research Prompts

Narrowing Down

What’s Promising Material and What Isn’t?
Questions About Audience and Purpose

Trying Out

Kitchen Knives of Thought
Research Considerations
Interviews

Writing the Sketch
Student Sketch Rebecca Thompson, “Twitter a Profound Thought?”
Moving from Sketch to Draft

Evaluating Your Own Sketch
Reflecting on What You’ve Learned

Developing

Writing for Your Readers
Researching the Argument

Drafting
Designing Your Argument Rhetorically
Methods of Development
Inquiring into the Details What Evidence Can Do

Using Evidence

Workshopping

Reflecting on the Draft

Revising

Shaping

Polishing

Student Essay Rebecca Thompson, “Social Networking Social Good?”
Evaluating the Essay
Using What You Have Learned

8. Writing an Analytical Essay
Writing to Interpret
Motives for Writing an Analytical Essay
The Analytical Essay and Academic Writing
Exercise 8.1 Find Interpeting an Image
Features of the Form
Literary Analysis Bart Brinkman, “On ‘The Shield That Came Back’”
Inquiring into the Poem
Analysis Alex Soojung-Kim Pang, “What Does Apple’s ‘Misunderstood’ Advertisement Mean?
Inquiring into the Ad
Inquiring into the Details Five Methods of Analysis
Film Analysis Bryan Bishop, “Why Won’t You Die?!” The Art of the Jump Scare”
Inquiring into the Essay
Seeing the Form Brand as Visual Interpretation
Inquiry Project: Writing an Analytical Essay
What Are You Going to Write About?
Opening Up

Listing Prompts
Fastwriting Prompts
Visual Prompts
Research Prompts

Inquiring into the Details Common Literary Devices
Narrowing Down

What’s Promising Material and What Isn’t?

Questions About Audience and Purpose
Writing the Sketch
Student Sketch Hailie Johnson-Waskow, “All About That Hate”
Moving from Sketch to Draft

Evaluating Your Own Sketch
Reflecting on What You’ve Learned

Developing

Analysis
Research

Drafting

Methods of Development
Using Evidence

Workshopping

Reflecting on the Draft

Revising
Shaping
Polishing
Student Essay Hailie Johnson-Waskow, “All About That Hate: A Critical Analysis of ‘All About That Bass’”
Evaluating the Essay
Using What You Have Learned

9. Writing an Ethnographic Essay
Writing About Culture
Motives for Writing Ethnography
Ethnography and Academic Writing
Features of the Form
Ethnographic Essay 1 Elisabeth Chiseri-Strater, “Anna as Reader: Intimacy and Response”
Inquiring into the Essay
Ethnographic Essay 2 Rebekah Nathan, “My Freshman Year: Worldliness and Worldview”
Inquiring into the Essay
Seeing the Form German Cowboys
Inquiry Project: Writing the Ethnographic Essay
What Are You Going to Write About?
Opening Up

Listing Prompts

Writing Beyond the Classroom Commercial Ethnography
Fastwriting Prompts
Visual Prompts
Research Prompts
Narrowing Down
Inquiring into the Details Researching Trends and Subcultures on the Web

What’s Promising Material and What Isn’t?
Questions About Audience and Purpose

Trying Out
Inquiring into the Details Questions Ethnographers Ask

Taking Notes

Inquiring into the Details Ethnography and Ethics
Field Notes Rita Guerra, “Field Notes on Friday Afternoon at Emerald Lanes”
Writing the Sketch
Moving from Sketch to Draft

Evaluating Your Own Sketch
Reflecting on What You’ve Learned

Developing

Sources of Data

Inquiring into the Details Useful Library Databases for Ethnography

Analyzing the Data

Drafting

Methods of Development
Using Evidence

Workshopping

Reflecting on the Draft

Revising

Shaping
Polishing

Student Essay Kersti Harter,“Beyond ‘Gaydar’”
Evaluating the Essay
Using What You Have Learned

III. INQUIRING DEEPER

10. Writing a Research Essay
Writing with Research
Research Essays, Research Papers, and Research Reports
Motives for Writing a Research Essay
The Research Essay and Academic Writing
Features of the Form
Exercise 10.1 Flash Research on Tattoos
Poll: The Tattoo Paradox
Excerpt 1: Journal Article Derek J. Roberts, “Secret Ink: Tattoo’s places in Contemporary American Culture”
Excerpt 2: Journal Article Myrna L. Armstrong, Alden E. Roberts, Jerome R. Koch, Jana C. Saunders, Donna C. Owen, and R. Rox Anderson, “Motivation for Contemporary Tattoo Removal”
Excerpt 3: Book Miliann Kange and Katherine Jones, “Why Do People Get Tattoos”
Excerpt 4: Journal Article Jenn Home, David Knox, Jane Zusman, and Marty E. Zusman, “Tattoos and Piercings: Attitudes, Behaviors, and Interpretations of College Students”
Exercise 10.1 (Continued from p. 347 )
Inquiry Project: Writing a Research Essay
What Are You Going to Write About?
Opening Up

Listing Prompts
Fastwriting Prompts
Visual Prompts

One Student’s Response Julian’s Journal

Research Prompts

Narrowing Down

What’s Promising Material and What Isn’t?
Questions About Audience and Purpose

Trying Out

Refining the Question
Focus Like a Journalist
Writing a Proposal

Sample Research Proposal
Moving from Proposal to Draft

Evaluating Your Proposal
Reflecting on What You’ve Learned

Inquiring into the Details Scheduling Your Time
Developing

Tools for Developing the Research Essay Draft

Drafting

Methods of Development
Using Evidence

Workshopping

Reflecting on the Draft

Revising

Shaping
Polishing

Student Essay Laura Burns, “The ‘Unreal Dream’: True Crime in the Justice System”
Evaluating the Essay
Using What You Have Learned

11. Research Techniques
Methods of Collecting
Research in the Electronic Age

Research Routines
Power Searching Using Google

Inquiring into the Details Google Tips and Tricks

Google Scholar

Power Searching in the Library

Combing Terms Using Boolean Searching
Using Controlled Language Searches

Developing Working Knowledge
A Strategy for Developing Working Knowledge
Refine the Research Question
Developing Focused Knowledge

Library Research: A Strategy for Developing Focused Knowledge

Searching for Books
Searching for Periodicals and Newspapers
Web Research: A Strategy for Developing Focused Knowledge
Advanced Internet Research Techniques

Evaluating Library Sources
Inquiring into the Details The Working Bibliography
Evaluating Web Sources

An Evaluation Checklist for Web Sources

Research with Living Sources: Interviews, Surveys, and Fieldwork

Interviews

Arranging Interviews
Conducting the Interview
Using the Interview in Your Writing
The Online Interview

Finding People Online
Contacting Someone for an Online Interview
Surveys

Defining a Survey’s Goals and Audience
Two Types of Survey Questions
Crafting Survey Questions

Inquiring into the Details Types of Survey Questions

Conducting a Survey: Paper or Electronic?
Testing the Survey
Find the Target Audience
Using Survey Results in Your Writing

Fieldwork: Research on What You See and Hear

The Ethics of Fieldwork
Note-Taking Strategies
Using Field Research in Your Writing

Writing in the Middle: Note-Taking Techniques

Double-Entry Journal
Research Log

One Student’s Response Claude’s Research Log
Using What You Have Learned

12. Using and Citing Sources
Controlling Information
Using and Synthesizing Sources

The Research Writer as Narrator
The Narrator as Synthesizer
The Notetaker’s Triad: Summary, Paraphrase, and Quotation
Summarizing
Paraphrasing
Quoting

Citing Sources and Avoiding Plagiarism

Avoiding Plagiarism

Inquiring into the Details A Taxonomy of Copying
Exercise 12.1 The Accidental Plagiarist
MLA Documentation Guidelines
Inquiring into the Details The Common Knowledge Exception

Citing Sources

Where to Put Citations

Inquiring into the Details Citations That Go with the Flow

When You Mention the Author’s Name
When There Is No Author
Works by the Same Author
When One Source Quotes Another
Personal Interviews
Several Sources in a Single Citation
Sample Parenthetical References for Other Sources

Format

The Layout

Preparing the Works Cited Page

Format
Citing Books
Sample Book Citations
Citing Periodicals
Sample Periodical Citations
Citing Online and Other Sources
A Sample Paper in MLA Style

APA Documentation Guidelines

How the Essay Should Look

Page Format
Title Page
Abstract
Body of the Paper
References Page
Appendix
Notes
Tables and Figures
Language and Style

Citing Sources in Your Essay

When the Author Is Mentioned in the Text
When the Author Isn’t Mentioned in the Text
When to Cite Page Numbers
A Single Work by Two or More Authors
A Work with No Author
Two or More Works by the Same Author
An Institutional Author
Multiple Works in the Same Parentheses
Interviews, E-Mail, and Letters
New Editions of Old Works
A Website

Preparing the References List

Order of Sources
Order of Information
Sample References: Articles
Sample References: Books
Sample References: Other
A Sample Paper in APA Style

Using What You Have Learned

IV. RE-INQUIRING

13. Re-Genre: Repurposing Your Writing for Multimedia Genres
What Writers Can Learn from Re-Genre: Knowledge Transfer
Transfer from Blog Essay to Podcast: A Case Study
Beyond Words: Communicating in Other Modes

The Problem of Definition

Re-Genre is Deep Re-Vision

Genre as a Way of Knowing and Seeing
Genre and Its Conventions

Re-Genre: The Assignment

Planning the Re-Genre
Applying Rhetorical Goals

Exercise 13.1 Re-Genre Pitch
Eight Multimodal Genres

Slide Presentations
Infographic
Brochure
Conference Poster
Photographic Essay
Radio Essays or Podcasts
Web Page
Video PSA

Drafting Tools: Storyboards, Mock-ups, and Scripts

Scripts
Storyboards
Mock-ups

Exercise 13.2 Genre Analysis: Conventions and Best Practices
The Ethics of Borrowing

Creative Commons Licenses
Public Domain

Reflecting on Re-Genre
Using What You Have Learned

14. Revision Strategies
Why Revise?
Divorcing the Draft
Strategies for Divorcing the Draft
Five Categories of Revision
Problems with Purpose
Inquiring into the Details Explore or Argue?

Revision Strategy 14.1: Dialogue with Dave
Revision Strategy 14.2: What Do You Want to Know About What You Learned?

One Student’s Response Julia’s Draft

Revision Strategy 14.3: Finding the Focusing Question
Revision Strategy 14.4: What’s the Relationship?

Problems with Meaning

Where Does Meaning Come From?
Methods for Discovering Your Thesis
Revision Strategy 14.5: Harvest Meanings in the Draft
Revision Strategy 14.6: Looping Toward a Thesis
Revision Strategy 14.7: Reclaiming Your Topic
Revision Strategy 14.8: The Believing Game
Methods for Refining Your Thesis
Revision Strategy 14.9: Questions as Knives
Revision Strategy 14.10: Qualifying Your Claim

Problems with Information

Revision Strategy 14.11: Explode a Moment
Revision Strategy 14.12: Beyond Examples
Revision Strategy 14.13: Research the Conversation
Revision Strategy 14.14: Backing Up Your Assumptions

Problems with Structure

Formal Academic Structures
Revision Strategy 14.15: Beginnings, Middles, Ends, and the Work They Do
Revision Strategy 14.16: Reorganizing Around Thesis and Support
Revision Strategy 14.17: Multiple Leads

Inquiring into the Details Types of Leads

Revision Strategy 14.18: The Frankenstein Draft
Revision Strategy 14.19: Reverse Outline

Problems with Clarity and Style

Solving Problems of Clarity
Revision Strategy 14.20: The Three Most Important Sentences

The Very First Sentence
The Last Line of the First Paragraph
The Last Line of the Essay
Revision Strategy 14.21: Untangling Paragraphs
Revision Strategy 14.22: Cutting Clutter

Inquiring into the Details Transition Flags

Revision Strategy 14.23: The Actor and the Action Next Door
Improving Style
Revision Strategy 14.24: Actors and Actions
Revision Strategy 14.25: Smoothing the Choppiness
Revision Strategy 14.26: Fresh Ways to Say Things

Using What You Have Learned

Appendix A: The Writer’s Workshop
Making the Most of Peer Review

Being Read
Divorcing the Draft
Instructive Talk

Models for Writing Workshops

Group Workshops
One-on-One Peer Review

The Writer’s and Reader’s Responsibilities
Useful Responses

Response Formats

The No-Response Workshop
The Initial-Response Workshop
The Narrative-of-Thought Workshop
The Instructive-Lines Workshop
The Purpose Workshop
The Graphing-Reader-Interest Workshop
The Sum-of-the-Parts Workshop
The Thesis Workshop
The Editing Workshop
Reflecting on the Workshop

Appendix B: The Writing Portfolio
What Is a Portfolio?
Types of Portfolios

Unevaluated Portfolios
Evaluated Portfolios

Why Require a Portfolio?
Organizing Portfolios
Writing a Reflective Letter or Essay
Final Preparations

Appendix C: The Annotated Bibliography
What Is an Annotated Bibliography?
Writing an Annotated Bibliography
Sample Student Annotated Bibliography

HANDBOOK
1. Sentence Boundaries

1A Fragments
1B Comma Splices
1C Fused Sentences

2. Sentence Inconsistencies

2A Parallelism
2B Coordination and Subordination
2C Mixed Sentences
2D Shifts

3. Problems with Modification

3A Dangling and Misplaced Modifiers
3B Restrictive and Nonrestrictive Modifiers
3C Adjectives and Adverbs

4 .Verbs

4A Tense
4B Voice
4C Mood
4D Subject–Verb Agreement

5. Pronouns

5A Pronoun Case
5B Pronoun Reference
5C Pronoun Agreement
5D Relative Pronouns

6. Style

6A Conciseness
6B Appropriate Language

7. Punctuation

7A End Punctuation
7B Semicolon
7C Comma
7D Colon
7E Dash
7F Quotation Marks
7G Other Marks

8. Mechanics and Spelling

8A Capitalization
8B Abbreviation
8C Apostrophe
8D Hyphens
8E Italics (Underlining)
8F Numbers
8G Spelling

9. Review of Basic Grammar

9A Parts of Speech
9B Subjects and Predicates
9C Objects and Complements
9D Phrases
9E Clauses
9F Basic Sentence Patterns
9G Types of Sentences

10. Tips for ESL Writers

10A Articles
10B Verbs
10C Adjectives and Adverbs
10D Prepositions
10E Participles

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REVEL for The Curious Writer -- Access Card

REVEL for The Curious Writer -- Access Card

0134243307

Summary

Author Biography

Table of Contents

Supplemental Materials