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Whether you have years of teaching experience or are new to the classroom, you and your students can count on The St. Martin s Guide to Writing to provide the thoroughly class-tested support you need for first-year composition, with a rhetoric, an array of engaging readings, a research manual, and a handbook, all in a single book and available online in LaunchPad. Thousands of instructors and their students rely on the Guide s proven approach because it works: Acclaimed step-by-step reading and writing guides to 9 different genres offer sure-fire invention that get students started and revision strategies that help them develop their writing. The new edition continues in its strategies to serve a diverse audience of schools and students with an improved, accessible design, new support for reflection that encourages the transfer, and a new Student s Companion for students taking co-requisite or ALP courses. (Publisher) Cover......Page 1 LaunchPad......Page 2 Brief Contents......Page 3 Halftitle Page......Page 5 Title Page......Page 6 Copyright......Page 7 Contents......Page 9 Student Essays......Page 32 Sustained Attention to Critical Reading and Reflective Writing......Page 35 Practical, Classroom-Tested Guides to Writing......Page 36 Hands-On Strategies for Writing and Research......Page 37 New Annotated Student Essays and Compelling Professional Readings......Page 38 Council of Writing Program Administrators’ Outcomes Statement......Page 39 Acknowledgments......Page 50 We’re All In. As Always......Page 52 Instructor Resources......Page 55 CHAPTER 1 Composing Literacy......Page 56 Understanding the Rhetorical Situation......Page 57 Reflecting on Your Own Literacy......Page 59 Composing Your Own Literacy Narrative......Page 62 Readings......Page 64 PART 1 Writing Activities......Page 73 CHAPTER 2 Remembering an Event......Page 75 PRACTICING THE GENRE......Page 76 GUIDE TO READING......Page 78 Readings......Page 85 GUIDE TO WRITING......Page 111 Writing a Draft: Invention, Research, Planning, and Composing......Page 113 Evaluating the Draft: Using Peer Review......Page 125 Improving the Draft: Revising, Editing, and Proofreading......Page 127 A WRITER AT WORK......Page 131 REFLECTION......Page 136 CHAPTER 3 Writing Profiles......Page 138 PRACTICING THE GENRE......Page 139 GUIDE TO READING......Page 140 Readings......Page 145 GUIDE TO WRITING......Page 182 Writing a Draft: Invention, Research, Planning, and Composing......Page 183 Evaluating the Draft: Using Peer Review......Page 201 Improving the Draft: Revising, Editing, and Proofreading......Page 202 A WRITER AT WORK......Page 207 REFLECTION......Page 214 CHAPTER 4 Explaining a Concept......Page 216 PRACTICING THE GENRE......Page 217 Analyzing Concept Explanations......Page 218 Readings......Page 224 The Writing Assignment......Page 259 Writing a Draft: Invention, Research, Planning, and Composing......Page 261 Evaluating the Draft: Using Peer Review......Page 275 Improving the Draft: Revising, Editing, and Proofreading......Page 277 A WRITER AT WORK......Page 282 Reflecting on Reading and Writing a Concept Analysis......Page 284 Reflecting on Your Composing Process......Page 285 CHAPTER 5 Analyzing and Synthesizing Opposing Arguments......Page 286 PRACTICING THE GENRE......Page 287 GUIDE TO READING......Page 289 Readings......Page 295 GUIDE TO WRITING......Page 312 Writing a Draft: Invention, Research, Planning, and Composing......Page 313 Evaluating the Draft: Using Peer Review......Page 328 Improving the Draft: Revising, Editing, and Proofreading......Page 330 A WRITER AT WORK......Page 334 Reflecting on Your Composing Process......Page 338 CHAPTER 6 Arguing a Position......Page 340 PRACTICING THE GENRE......Page 341 GUIDE TO READING......Page 343 Readings......Page 351 GUIDE TO WRITING......Page 385 Writing a Draft: Invention, Research, Planning, and Composing......Page 386 Evaluating the Draft: Using Peer Review......Page 401 Improving the Draft: Revising, Editing, and Proofreading......Page 402 Jessica Statsky’s Response to Opposing Positions......Page 406 REFLECTION......Page 410 CHAPTER 7 Proposing a Solution......Page 412 Take a moment . . .......Page 413 Determine the writer’s purpose and audience......Page 415 EXAMPLE......Page 416 A WELL-ARGUED SOLUTION......Page 418 AN EFFECTIVE RESPONSE TO OBJECTIONS AND ALTERNATIVE SOLUTIONS......Page 420 EXAMPLES......Page 421 A CLEAR, LOGICAL ORGANIZATION......Page 422 More Testing, More Learning......Page 423 Starting High School Later......Page 428 Use the Basic Features......Page 435 ANALYZE & WRITE......Page 444 Ounces of Prevention: The Public Policy Case for Taxes on Sugared Beverages......Page 446 Make connections: Government problem-solving......Page 453 AN EFFECTIVE RESPONSE: HANDLING OBJECTIONS......Page 454 Consider possible topics: Improving a group to which you belong......Page 455 The Writing Assignment......Page 456 Choose a problem for which you can propose a solution......Page 458 Frame the problem for your readers......Page 459 Did you know . .......Page 463 Evaluating the Draft: Using Peer Review......Page 473 Improving the Draft: Revising, Editing, and Proofreading......Page 474 Patrick O’Malley’s Revision Process......Page 478 Reflecting on Your Composing Process......Page 481 PRACTICING THE GENRE......Page 483 GUIDE TO READING......Page 485 Readings......Page 492 GUIDE TO WRITING......Page 523 Evaluating the Draft: Using Peer Review......Page 537 Improving the Draft: Revising, Editing, and Proofreading......Page 538 A WRITER AT WORK......Page 543 Reflecting on Your Composing Process......Page 545 Chapter 9 Arguing for Causes or Effects......Page 547 PRACTICING THE GENRE......Page 548 GUIDE TO READING......Page 549 Readings......Page 557 GUIDE TO WRITING......Page 589 A WRITER AT WORK......Page 610 REFLECTION......Page 613 PRACTICING THE GENRE......Page 615 GUIDE TO READING......Page 617 Readings......Page 624 ANALYZE & WRITE......Page 630 GUIDE TO WRITING......Page 633 Writing a Draft: Invention, Research, Planning, and Composing......Page 634 TEST YOUR CHOICE......Page 640 A WRITER AT WORK......Page 650 REFLECTION......Page 655 AN ANTHOLOGY OF SHORT STORIES......Page 657 PART 2 Critical Thinking Strategies......Page 677 Chapter 11 A Catalog of Invention and Inquiry Strategies......Page 678 Mapping......Page 679 Writing......Page 687 Chapter 12 A Catalog of Reading Strategies......Page 695 Annotating......Page 697 Taking Inventory......Page 705 Outlining......Page 706 Paraphrasing......Page 710 Summarizing......Page 712 Synthesizing......Page 715 Contextualizing......Page 717 Exploring the Significance of Figurative Language......Page 719 Looking for Patterns of Opposition......Page 722 Reflecting on Challenges to Your Beliefs and Values......Page 724 Evaluating the Logic of an Argument......Page 726 Recognizing Emotional Manipulation......Page 731 Judging the Writer’s Credibility......Page 732 PART 3 Writing Strategies......Page 734 Chapter 13 Cueing the Reader......Page 735 Orienting Statements......Page 736 Paragraphing......Page 739 Cohesive Devices......Page 746 Transitions......Page 751 Headings and Subheadings......Page 756 Chapter 14 Narrating and Describing......Page 758 Narrating......Page 759 Describing......Page 775 Chapter 15 Defining, Classifying, and Comparing......Page 791 Defining......Page 792 Classifying......Page 802 Comparing and Contrasting......Page 808 Chapter 16 Arguing......Page 816 Asserting a Thesis......Page 817 Giving Reasons and Support......Page 822 Responding to Objections and Alternatives......Page 832 Identifying Logical Fallacies......Page 837 PART 4 Research Strategies......Page 839 Chapter 17 Planning and Conducting Research......Page 840 Analyzing Your Rhetorical Situation and Setting a Schedule......Page 841 Choosing a Topic and Getting an Overview......Page 843 Focusing Your Topic and Drafting Research Questions......Page 844 Create a working bibliography......Page 845 Annotating Your Working Bibliography......Page 847 Taking Notes on Your Sources......Page 849 Finding Sources......Page 850 Conducting Field Research......Page 860 Chapter 18 Selecting and Evaluating Sources......Page 865 Selecting Relevant Sources......Page 866 Evaluating Sources......Page 869 Chapter 19 Using Sources to Support Your Ideas......Page 876 Synthesizing Sources......Page 877 Acknowledging Sources and Avoiding Plagiarism......Page 879 Using Information from Sources to Support Your Claims......Page 882 Chapter 20 Citing and Documenting Sources in MLA Style......Page 895 Citing Sources in the Text......Page 896 Creating a List of Works Cited......Page 904 Books (Print, Electronic, Database)......Page 911 Articles (Print, Online, Database)......Page 916 Multimedia Sources (Live, Print, Electronic, Database)......Page 921 Other Electronic Sources......Page 925 Student Research Project in MLA Style......Page 930 Chapter 21 Citing and Documenting Sources in APA Style......Page 938 Citing Sources in the Text......Page 939 Creating a List of References......Page 943 A Sample Reference List in APA Style......Page 954 PART 5 Composing Strategies for College and Beyond......Page 955 Chapter 22 Analyzing and Composing Multimodal Texts......Page 957 Understanding Multimodality......Page 958 Analyzing Multimodal Texts......Page 959 Composing Multimodal Texts......Page 966 Creating a Multimodal Presentation......Page 976 Chapter 23 Taking Essay Examinations......Page 981 Preparing for an Exam......Page 982 Taking the Exam......Page 983 Chapter 24 Creating a Portfolio......Page 1002 Purposes of a Writing Portfolio......Page 1003 Assembling a Portfolio for Your Composition Course......Page 1004 Chapter 25 Writing in Business and Scientific Genres......Page 1009 Business Letters......Page 1010 E-mail......Page 1012 Résumés and Online Professional Profiles......Page 1014 Job-Application Letters......Page 1017 Web Sites......Page 1019 Lab Reports......Page 1022 Chapter 26 Writing for and about Your Community......Page 1025 Writing about Your Service Experience......Page 1026 Writing for Your Service Organization......Page 1030 Chapter 27 Writing Collaboratively......Page 1032 Working with Others on Your Individual Writing Projects......Page 1033 Collaborating on Joint Writing Projects......Page 1036 Contents......Page 1039 How to Use This Handbook......Page 1041 Keeping a Record of Your Errors......Page 1043 Add a subordinating conjunction to one clause, rewording as necessary......Page 1045 Separate the independent clauses with a semicolon or a period, and add a conjunctive adverb......Page 1046 Turn one independent clause into a phrase that modifies the other......Page 1047 Make one of the clauses subordinate to the other by adding a subordinating conjunction and rewording as necessary......Page 1048 Separate the independent clauses with a semicolon or a period, and add a conjunctive adverb or a transitional phrase, such as for example or in other words......Page 1049 Turn one independent clause into a phrase that modifies the other......Page 1050 Eliminate the subordinating word(s) that make a clause dependent......Page 1051 Exception: Use fragments intentionally for emphasis or special effect......Page 1052 Add a noun, change the pronoun to a noun, or eliminate vague uses of this, that, or which......Page 1053 Specify an implied reference......Page 1054 G2-a Use pronouns and antecedents that agree in number......Page 1056 Use a singular pronoun to refer to a singular indefinite pronoun, or reword the sentence......Page 1057 G2-b Use masculine, feminine, or gender-free forms to match a pronoun with its antecedent......Page 1058 Eliminate unneeded or awkward pairs of masculine and feminine pronouns......Page 1059 G3-a Select who for references to people, which for nonrestrictive references to things, and that for restrictive references to groups and things......Page 1060 Change which to that when a restrictive clause supplies essential information defining a thing or a group......Page 1061 Change who to whom when the pronoun is the object of a preposition......Page 1062 Change whom to who when the pronoun is the subject of a clause and is followed by a verb......Page 1063 Replace a reflexive pronoun that does not refer to another noun or pronoun in the clause......Page 1064 Change the form of a pronoun to fit the implied or understood wording of a comparison using than or as......Page 1065 Use we to precede a subject, or us to precede an object......Page 1066 Change verbs from the past tense to the present when discussing events in a literary work or film, general truths, ongoing principles, and facts......Page 1067 Change the verb from the past tense to the past perfect (using had) to show that one past action took place before another......Page 1068 Add an -s or -es ending to a verb when the subject is in the third-person singular (he, she, it, or a singular noun)......Page 1069 Check to be sure you have used the correct form of an irregular verb......Page 1070 G5-c Choose the correct form of a verb to show the indicative, imperative, or subjunctive mood......Page 1071 Eliminate awkward, unnecessary passive verbs......Page 1072 G6-a Make sure the subject and verb agree even if they are separated by other words......Page 1074 G6-c Use a verb that agrees with a subject placed after it......Page 1075 G6-e Use a verb that agrees with the antecedent of the pronouns who, which, or that......Page 1076 G6-f Use a singular verb with an indefinite pronoun......Page 1077 G6-g Use a verb that agrees with the subject rather than the subject complement......Page 1078 G7-a Select an adverb, not an adjective, to modify an adjective, another adverb, or a verb......Page 1079 G7-b Select an adjective, not an adverb, to modify a noun or a pronoun......Page 1080 G7-c Select the correct forms of adjectives and adverbs to show comparisons......Page 1081 Insert missing prepositions......Page 1082 Insert missing articles......Page 1083 E1-b Insert the word that if needed to prevent confusion or misreading......Page 1084 Reword a comparison to identify clearly and completely all items being compared......Page 1085 E1-d Supply all words needed to clarify the parts of a compound structure......Page 1086 Change verbs to the present tense to discuss events in literature, general truths, facts, and other ongoing principles......Page 1087 E2-b Change the nouns and pronouns in a passage to a consistent person and number......Page 1088 Make the verbs in a passage consistent, preferably using the active voice......Page 1089 E2-d Use either direct or indirect quotation, without mixing the two......Page 1090 E3-b Decide whether a noun should be singular or plural......Page 1091 Consider changing a noun to singular or plural to reflect its context......Page 1092 Rewrite to clarify the sentence......Page 1094 Change the modifying phrase into a dependent clause......Page 1095 E4-c Place a limiting modifier just before the word it modifies......Page 1096 E4-d Keep the two parts of an infinitive together......Page 1097 E5-b Match the subject and the predicate in a sentence so that they are compatible......Page 1098 E5-d Eliminate the phrase is where, is when, or the reason is because, and then rewrite the sentence so that it is clear and logical......Page 1099 Cite a source smoothly, guiding readers from text to quotation......Page 1101 E6-b Integrate a question so that its source is clear......Page 1102 E6-c Integrate thoughts so that they are clearly identified and consistently punctuated......Page 1103 E7-a Each item in a series must follow the same grammatical pattern as the other items......Page 1104 E7-d Use parallel form for items joined by correlative conjunctions......Page 1105 E8-b Use subordination to indicate that one sentence element is more important than other elements......Page 1106 Eliminate or rewrite redundant expressions......Page 1108 Rewrite a wordy sentence to reduce the number of clauses and phrases......Page 1109 Eliminate wordy expressions......Page 1110 Delete unnecessary intensifiers......Page 1111 W1-d Eliminate unnecessary prepositions......Page 1112 W2-c Use standard idioms......Page 1114 W2-f Use appropriate figures of speech......Page 1115 W3-b Limit the use of slang in formal writing situations......Page 1117 W3-d Replace pretentious language with simpler, more direct wording......Page 1118 P1-b Place a comma after an introductory word, phrase, or clause......Page 1120 Use a pair of commas to set off a nonrestrictive word group in the middle of a sentence......Page 1121 P1-e Use commas to separate three or more items in a series, placing the final comma before the conjunction......Page 1122 P1-g Place a comma between a complete direct quotation and the text identifying the speaker......Page 1123 P1-i Use a comma between coordinate adjectives......Page 1124 P1-j Add commas where needed to set off dates, numbers, and addresses......Page 1125 P2-b Omit any comma that sets off a restrictive word group......Page 1126 P2-d Omit a comma that separates the main part of the sentence from a trailing adverbial clause......Page 1127 Omit commas that follow coordinating conjunctions......Page 1128 Omit commas preceding that when it introduces an indirect quotation......Page 1129 Rewrite a sentence that is full of phrases and commas to simplify both the sentence structure and the punctuation......Page 1130 P3-c Use a semicolon to join a series of independent clauses when they include other punctuation......Page 1131 Replace a semicolon with a colon, dash, or comma to link an independent clause to a phrase or to set off an appositive......Page 1132 Replace a semicolon with a colon to introduce a list......Page 1133 Consider using a colon to emphasize an appositive......Page 1134 Omit a colon that interrupts an independent clause, especially after words such as is, are, include, composed of, consists of, including, such as, for instance, and for example......Page 1135 Replace an inappropriate colon with the correct punctuation mark......Page 1136 Use a dash or a pair of dashes to emphasize a definition, a dramatic statement, a personal comment, or an explanation......Page 1137 P5-c Rewrite a sentence that uses the dash inappropriately or excessively......Page 1138 P6-b Follow convention in using punctuation at the end of a quotation, after a signal phrase or speaker tag (she said), and with other punctuation......Page 1139 Place a question mark or an exclamation point inside the closing quotation mark if it is part of the quotation, or outside if it is part of your own sentence......Page 1140 P6-e Omit or correct quotation marks used excessively or incorrectly......Page 1141 Omit quotation marks from indirect quotations......Page 1142 Add -’s to a singular noun to show possession......Page 1143 P7-c Check your style guide to determine whether to include an apostrophe to form the plural of a number, a letter, or an abbreviation......Page 1144 P7-e Omit unnecessary or incorrect apostrophes......Page 1145 P8-b Correct the punctuation used with parentheses, and omit unnecessary parentheses......Page 1146 P9 Brackets......Page 1148 P10 Ellipsis Marks......Page 1149 P11 Slashes......Page 1150 P12 Periods......Page 1151 P13 Question Marks......Page 1152 P14 Exclamation Points......Page 1153 M1-a Use a hyphen to join compound adjectives that precede nouns......Page 1154 M1-b Present a compound noun as one word, as separate words, or as a hyphenated compound......Page 1155 M1-d Use a hyphen when necessary to avoid ambiguity......Page 1156 M1-e Insert a hyphen between syllables to divide a word at the end of a line......Page 1157 M2-a Capitalize proper nouns......Page 1158 M2-c Capitalize the first word in a quotation unless it is integrated into your own wording or continues an interrupted quotation......Page 1159 M2-e Capitalize a title that precedes a person’s name......Page 1160 M2-f Avoid overusing capitalization for emphasis......Page 1161 M3-b Close up any unnecessary space between words and punctuation marks......Page 1162 M4-a Spell out select types of numbers in most nonscientific college writing......Page 1163 M4-b Use numerals for numbers over a hundred, in fractions and percentages, with abbreviations and symbols, in dates and addresses, and for page numbers and sections of books......Page 1164 M5-c Italicize names of planes, ships, and other vehicles; foreign words not commonly used in English; and, on occasion, words that need special emphasis......Page 1165 M5-d Italicize when appropriate, but not in place of or in addition to other conventional uses of punctuation and mechanics......Page 1166 M6-c Use commonly accepted abbreviations for titles, degrees, and Latin terms......Page 1167 M6-d Use abbreviations when appropriate, but do not use them to replace words in most writing......Page 1168 Add a prefix to a root without doubling or dropping letters......Page 1170 Add a suffix that begins with y or a vowel by dropping a final silent e......Page 1171 Form the plural of a singular noun in accord with its form......Page 1172 Spell most words ending in the sound “seed” as -cede......Page 1173 M7-c Watch for words that are often spelled incorrectly because they sound like other words......Page 1174 M7-d Watch for words that are often misspelled......Page 1175 T1-a Select the correct article to use with a count noun......Page 1178 Use the before a singular or plural count noun when it refers to one or more specific things......Page 1179 Delete any article before a general noncount noun......Page 1180 Delete any article before most singular proper nouns......Page 1181 Change the verb in the main clause to the future and the verb in the conditional clause to the present to express future possibilities or predictions......Page 1183 T2-b Learn the meanings of idiomatic two- and three-word verbs used in English......Page 1184 T2-c Use the correct verb forms after helping verbs......Page 1185 T2-d Follow verbs with gerunds or infinitives......Page 1186 Change any incorrect prepositions so that in, on, and at convey location and time correctly......Page 1189 Change any incorrect prepositions to idiomatic usage......Page 1190 Delete other words that repeat grammatical functions......Page 1191 T5 Adjective Order......Page 1193 Change a participle to its past form (-ed) if it describes someone or something experiencing a situation......Page 1194 R1-b Sentence Units......Page 1195 R1-c Types of Simple Sentences......Page 1197 R1-d Combinations and Transformations......Page 1198 R2-a Parts of Speech......Page 1200 R2-b Dependent Clauses......Page 1215 R2-c Phrases......Page 1217 Glossary of Frequently Misused Words......Page 1221 Acknowledgments......Page 1230 Index......Page 1234 Index for Multilingual Writers......Page 1338 A Guide to Editing and Proofreading......Page 1342 Back Cover......Page 1346