Rules for writers (diana hacker nancy sommers) 8th ed

THIS TITLE HAS BEEN UPDATED TO REFLECT THE 2016 MLA UPDATES Our editorial team has updated this text based on content from The MLA Handbook, 8th Edition. Browse our catalog or contact your representative for a full listing of updated titles and packages, or to request a custom ISBN.When students routinely use their handbook in the course, they see its value, find that it’s a faster way to get answers than search engines like Google, learn to rely on it as a reference, and are more likely to achieve the goals of the course. And when that handbook is Rules for Writers, you can be sure the advice they find is practical and reliable—with help for composing and revising, writing arguments, analyzing texts, using grammar and punctuation correctly, and working with sources. In revising the eighth edition, Nancy Sommers has woven a new emphasis on reading critically throughout the first section of the handbook, introduced advice for analyzing multimodal texts, and added help for public speaking. New practical Writing Guides support students working through college assignments in a variety of genres. And new peer review advice helps students effectively comment on drafts and apply feedback to revisions of their own work. All of these improvements help student writers—but they also save you time and effort. You can draw from Rules for Writers for planning class discussions, conducting inclass workshops, and providing feedback on student work that they can easily apply. Rules for Writers even comes with a complete instructor’s manual, Teaching with Hacker Handbooks, with steppedout lesson plans to customize and sample assignments, syllabi, and rubrics from your peers.

Diana Hacker Nancy Sommers

Rules for Writers is here for you

No one learns everything about writing in a single course or

even two; we all need to consult the rules or seek out advice

sometimes Having a reliable support system is key Your

peers, your instructor, and your writing center are part of your

support system — and so is your Rules for Writers Whatever the

assignment, whatever your purpose for writing, Rules for Writers

has answers and advice you need for papers and projects in

every course The more you rely on your handbook and learn

from its advice, the more successful you’ll be as a college writer

More support for you online

If your instructor has assigned this book with LaunchPad Solo

for Rules for Writers, use the activation code to access even

more support Visit macmillanhighered.com/rules8e to check

out 192 grammar and research exercises, 39 sample student

papers, and 30 LearningCurve adaptive quizzes

According to a recent survey of 700 students at 50 colleges, 79% of students feel that their handbook makes them more effective academic writers.

Brief Menu

The Writing Process 1

1 Exploring, planning, and drafting 3

2 Revising, editing, and reflecting 30

3 Building effective paragraphs 49

Academic Reading, Writing, and Speaking 65

4 Reading and writing critically 66

5 Reading and writing about multimodal texts 80

6 Reading and writing arguments 91

21 Subject-verb agreement (is or are etc.) 202

22 Pronoun-antecedent agreement (singular or plural) 213

23 Pronoun reference (clarity) 218

24 Pronoun case (I and me etc.) 222

25 who and whom 227

26 Adjectives and adverbs 230

27 Standard English verb forms, tenses, and moods 237

Multilingual Writers and ESL Challenges 255

e double negatives

27 Verb forms, tenses, moods vb 237

a irregular verbs

b lie and lay

c -s (or -es) endings

30 Structure ESL 279

31 Prepositions and idioms ESL 288

Punctuation 293

32 The comma ^ , 294

a with and, but, etc.

b introductory elements

c series

d coordinate adjectives

e nonrestrictive elements

j to prevent confusion

33 Unnecessary commas no , 308

34 The semicolon ;

313

a independent clauses

b transitional expressions

c series

d misuses

35 The colon : 317

a with lists, appositives, quotations

c contractions

d plurals of numbers, letters, etc.

c titles of short works

d words as words

e with other punctuation marks

f misuses

38 End punctuation 330

a period .

b question mark ?

c exclamation point !

39 Other punctuation marks 332

62 Manuscript format

APA 580

Sample paper 585

Appendixes 597 Document design 597 Glossary of usage 608

Answers to lettered exercises 622

Index 636

50 Thinking like a researcher; gathering sources 396

51 Managing information; taking notes responsibly 408

56 MLA documentation style 458

57 MLA manuscript format; sample research paper 513

Writing Papers in APA Style 527

58 Supporting a thesis 530

59 Citing sources; avoiding plagiarism 534

60 Integrating sources 537

61 Documenting sources in APA style 546

62 APA manuscript format; sample paper 580

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ISBN 978-1-4576-8304-6 (Student Edition) Manufactured in China

ISBN 978-1-319-01134-5 (Instructor’s Edition) Manufactured in U.S.

ISBN 978-1-319-01131-4 (Student Edition with Writing about Literature)

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Acknowledgments

Acknowledgments and copyrights appear on the same page as the text and art

selections they cover; these acknowledgments and copyrights constitute an extension

of the copyright page It is a violation of the law to reproduce these selections by any

means whatsoever without the written permission of the copyright holder.

A letter from the author

Dear Students:

Welcome to Rules for Writers — your college writing

hand-book One of the pleasures of college writing is exploring ideas

and discovering what you think about a subject You may fi nd

that the writing process leads you in unexpected directions — the

more you read about a topic, the more questions arise for you to

consider; new questions may lead you to challenge your initial

assumptions It is in the process of writing — of thinking in depth

about ideas — that you learn what’s interesting in a subject and

why you care about it And it is through this process that you

fi gure out not just what you think, but why you think it Rules for

Writers will be your companion throughout the writing process,

helping you to develop your authority as a thoughtful and eff

ec-tive writer

College off ers many opportunities to write and to learn from

the process of writing and revising In a criminal justice course,

for example, you may be asked to write a policy memo or a legal

brief; in a nursing course, you may be asked to write a case study

or a nursing practice paper To write in these courses is to learn

how to think like a criminologist or a nurse and to contribute

your ideas to the discipline’s important conversations and

de-bates As you write college papers, you’ll have questions about

how to engage with other writers who have written about your

topic, how to support your ideas with well-documented

evi-dence, and how to communicate your points eff ectively Rules for

Writers provides the guidance you’ll need to write successful

col-lege papers in all your courses

As you fl ip through Rules for Writers, you’ll see that it’s easy

to use and convenient to keep with you as you draft and revise

You’ll fi nd answers to all your writing questions — forming a

the-sis, developing an argument, evaluating and citing sources, and

managing information to avoid plagiarism You’ll fi nd

documen-tation models and formatting advice in MLA and APA You’ll

also fi nd answers to your questions about grammar, punctuation,

and mechanics — how to tighten wordy sentences, for example,

or how to use commas or quotation marks correctly

Th e more you rely on Rules for Writers and learn from its

advice, the more successful you’ll be as a college writer For each

assignment, fl ag sections that contain information you need to

write a successful paper And when you get feedback on a draft ,

fl ag sections to help you address your writing challenges

Rules for Writers supports your writing in every college

course Use it Being a successful college writer starts here

With all good wishes,

Making the most of your handbook

Want to be successful with writing assignments in all your college

courses? Using Rules for Writers is a key fi rst step Make the most of your

handbook by turning to it whenever you’re writing, revising, conducting

research, or documenting sources You’ll fi nd advice you can use for

nearly every college writing assignment, starting with answers to common

questions like these:

● What are multimodal texts, and how do I write

● How do I know whether a source is reliable and

● How should I introduce a source in

● Are there easy ways to avoid plagiarism? 54 (MLA) and 59 (APA)

● How do I cite online videos and social

Quick tips for fi nding more help

Whatever writing and research questions you have, fi nding help in Rules

for Writers is easy The following reference aids offer convenient, reliable

help for writing assignments in any course

● The brief and detailed contents inside the front and back covers

allow you to quickly spot the help you need.

● The index includes user-friendly terms such as “fl ow” to point to help

with coherence.

● Color-coded MLA and APA sections give discipline-specifi c advice for

working with sources Directories at the beginning of each section

list documentation models

● The glossaries in the Appendixes offer useful defi nitions and help

with commonly confused or misused words such as affect and effect.

If your instructor has assigned this book with for

Rules for Writers, use the activation code to access the exercises,

sample student papers, and LearningCurve game-like quizzing Visit

macmillanhighered.com/rules8e to log in.

● 260 writing, grammar, and research exercises help you improve

your writing and integrate sources.

● 39 sample student papers provide guidance in writing and formatting

your work in any course.

● 30 LearningCurve adaptive quizzes offer game-like sentence-level

practice and let you track your progress.

macmillanhighered.com/rules8e

8 Active verbs

> Exercises: 8–2 to 8–6

> LearningCurve: Active and passive voice

References to additional online support appear throughout Rules

for Writers.

Preface for instructors

Dear Colleagues:

As college teachers, we have an important mission We

pre-pare students to write for diff erent purposes and for diff erent

audiences We show students how to read critically and write

ef-fectively, preparing them to join ongoing research conversations

as contributors (not just consumers) of ideas In college, students

learn to write, and they learn through writing Eff ective writing is

fundamental to academic success — across the disciplines

When you adopt Rules for Writers for your students, you

send an important message: Writing is worth studying and

learn-ing And you give students the resource to answer their questions

and to learn from the answers College writing is high stakes:

Students learn to become nurses and teachers, biologists and

criminal justice professionals through writing Th ey might focus

on psychology or economics, but they’ll most likely write in each

college class they take Rules for Writers is the one text that

stu-dents will need for all their college work

When students have a trusted handbook to answer their

writ-ing questions, they become more confi dent writers Confi dent

college writers are more fl exible learners; they’re more willing to

try new approaches, and they feel comfortable thinking critically

I recently surveyed 700 fi rst-year writers about the relationship

between handbook use and writer confi dence When students

were asked about this relationship, 79% of survey participants,

many of whom use Rules for Writers, reported that using a

hand-book made them more confi dent academic writers Students

re-ported that using Rules for Writers helped them become more

effi cient and eff ective writers than if they had simply searched

the Internet for answers to their questions about comma usage,

for example, or about citing and documenting sources A Google

search might call up 46 million results to their question about

comma usage, but these results are oft en more confusing than

illuminating, and never as straightforward and authoritative as

the confi dence-building instruction they receive from relying on

Rules for Writers.

Each new feature in the eighth edition is designed to answer

students’ writing questions and address specifi c problems

stu-dents face as college writers And each new feature of Rules for

Writers is designed to support your teaching with the handbook

One such feature is an emphasis on the relationship between

x Preface for instructors

reading critically and writing eff ectively Th e eighth edition

shows students how to read carefully to understand an author’s

ideas, how to read with skepticism to question those ideas, and

how to present their own ideas in response Th e entire academic

writing section is focused on the important reading and writing

relationship, because the more students learn to take from their

reading, the more they have to give as writers

My goal in revising Rules for Writers was to create an even

more useful classroom resource to save you time and increase

students’ learning Th e eighth edition is informed by teachers and

students who use it and who helped me look squarely at the

writ-ing problems students face and the practical solutions they need

to become confi dent academic writers You’ll fi nd new

instruc-tion on eff ective peer review, successful paraphrasing, accurate

citation of online sources, and meaningful research — turning

topics into questions; fi nding entry points in debates; and

eval-uating, integrating, and citing sources And you’ll fi nd

step-by-step writing guides to help students write common assignments,

such as an annotated bibliography

Teaching with Rules for Writers has become easier than

ever Th e eighth edition is now available with LaunchPad Solo

for Rules for Writers — an online product with assignable

exer-cises, sample student writing, and other resources I’ve included

“Writing Practice” prompts to help students apply handbook

ad-vice to their own draft s and to off er practice with core academic

skills — thesis statements, research questions, peer review, and

more You and your students will also fi nd videos; practice

exer-cises for grammar, style, and citation; and LearningCurve,

game-like adaptive quizzing

As the author of Rules for Writers, I bring to this handbook

the belief that writing is worth studying and learning — that all

students who use this book will learn to read deeply and write

clearly, that they will fi nd in their reading ideas they care about,

and that they will write about these ideas with care and depth

I am eager to share this handbook with you, knowing that in

the eighth edition you’ll fi nd everything you and your students

trust and value about Rules for Writers.

Preface for instructors

Acknowledgments

I am grateful for the expertise, enthusiasm, and classroom

ex-perience that so many individuals brought to the eighth edition

Reviewers

I thank those instructors who off ered detailed feedback on various

parts of the handbook and its supplements: Kirk Adams, Tarrant

County College; Kathryn Allen, University of North Carolina–

Pembroke; David Arnold, University of Wisconsin–Stevens Point;

Kevin Burke, University of Delaware; Sherry Clark, Hopkinsville

Community College; Kristen di Gennaro, Pace University;

Marylynne Diggs, Clark College; Kimberly Dozier, College of the

Desert; Candice Floyd, Prince George’s Community College; Ann

Guess, Alvin Community College; Derek Handley, Community

Col-lege of Allegheny County; Peter Harvan, Beachwood High School;

Anne Helms, Alamance Community College; Elizabeth Joseph,

Tarrant County College; Chippy McLain, Walters State

Commu-nity College; L Adam Mekler, Morgan State University; Matt Miller,

Oxford High School; Candice Rowe, University of Massachusetts–

Boston; Tony Russell, Central Oregon Community College; Jim

Schrantz, Tarrant County College; Art Schuhart, Northern Virginia

Community College; Cynthia Scurria, Alcorn State University; Alex

Tavares, Hillsborough Community College; Janel Mays Th ompson,

Durham Technical Community College; Brandon Wallace,

Mont-gomery College; Sander Zulauf, County College of Morris

Contributors

I am grateful to the following individuals, fellow teachers of

writ-ing, for their smart revisions of important content: Kimberli

Huster, ESL Specialist at Robert Morris University, updated the

advice for multilingual writers, and Sara McCurry, Instructor

of English at Shasta College, coauthored the second edition of

Teaching with Hacker Handbooks with Jonathan Cullick,

Profes-sor of English and Chair of the Department of English at

North-ern Kentucky University

Students

I would like to thank the following students who have let us

adapt their papers as models: Ned Bishop, Sophie Harba, Sam

xii Preface for instructors

Jacobs, Luisa Mirano, Michelle Nguyen, Emilia Sanchez, and Ren

Yoshida Th anks also to Alyson D’Amato and Marisa Williamson

for permission to use their multimodal projects as models

Bedford/St Martin’s

A comprehensive handbook is a collaborative writing project,

and it is my pleasure to acknowledge and thank the enormously

talented Bedford/St Martin’s editorial team, whose deep

commit-ment to students informs each new feature of Rules for Writers

Edwin Hill, vice president for the humanities, Leasa Burton,

publisher for composition, and Karen Henry, editorial director

for English, have helped shape the handbook’s identity and have

guided us with their insights about how the college handbook

market is changing and how we can continue to meet the needs

of today’s college writer

Michelle Clark, executive editor, is a treasured friend and

colleague and an endless source of creativity and clarity Michelle

combines wisdom with patience and imagination with

practi-cality Mara Weible, senior editor, brings to the eighth edition

her superb editorial judgment and her teacher’s sensibility It is

a deep personal and professional pleasure to work with an

edi-tor as thoughtful and talented as Mara Her creativity has shaped

the eighth edition and made it an even more practical and

in-novative handbook Barbara Flanagan, senior media editor, has

worked on the Hacker handbooks for more than 25 years and

brings attention to detail, keen insights, and unrivaled

exper-tise in documentation and media Th anks to Stephanie Th omas,

assistant editor, for help with art and permissions, for managing

the review process, and for developing several ancillaries Many

thanks to Gregory Erb, senior production editor, for keeping

us on schedule and for producing the book with skill and care

And I am grateful to the media team — especially media

pro-ducer Allison Hart — for creating engaging media for the writing

course Practical advice from Bedford colleagues Emily Rowin,

Brendan Baruth, Jimmy Fleming, and Nick Carbone, who, like

me, spend many, many hours on the road and in faculty offi ces, is

always treasured Th anks to Hilly van Loon, copy editor, for her

thoroughness and attention to detail; to Claire Seng-Niemoeller,

text designer, who craft ed another open and beautifully designed

edition of the book; and to William Boardman, art director, who

has given the book a strikingly beautiful cover

Preface for instructors

Last, but never least, I off er thanks to my own students who,

over many years, have shaped my teaching and helped me

under-stand their challenges in becoming college writers Th anks to my

friends and colleagues Suzanne Lane, Maxine Rodburg, Laura

Saltz, and Kerry Walk for sustaining conversations about the

teaching of writing And thanks to my family: to Joshua Alper, an

attentive reader of life and literature, for his steadfastness across

the draft s; to my parents, Walter and Louise Sommers, and my

aunt Elsie Adler, who encouraged me to write and set me forth

on a career of writing and teaching; to my extended family, Ron,

Charles Mary, Alexander, Demian, Devin, Liz, Kate, and Sam for

their good humor and good cheer; and to Rachel and Curran,

to Alexandra and Brian, witty and wise beyond measure, always

generous with their instruction and inspiration in all things that

matter And to Lailah Dragonfl y, my granddaughter, thanks for

the joy and sweetness you bring to life

Nancy Sommers

xiv Preface for instructors

Welcome to the eighth edition

Rules for Writers speaks to everything student writers need

Many students want to turn to popular search engines for quick

answers, but the real shortcut is right in their hands Rules for

Writers provides authoritative, trustworthy advice that’s easy

to understand and apply No guesswork involved And while

writing-related resources on the Web off er information

(some-times accurate, some(some-times not), they don’t off er the instruction

students will fi nd in their handbook With the eighth edition,

students have access to reference content that has been

class-tested by millions of students, along with the following new

con-tent to meet their evolving needs

An emphasis on critical reading Th e second section of Rules for

Writers — Academic Reading, Writing, and Speaking — has been

substantially revised to emphasize the importance of reading

to college research and writing Th e handbook off ers students a

reading process, teaching them to analyze various types of texts,

sources they discover through research, their own writing, and

the work of their peers

Help with analyzing multimodal texts A new chapter, “Reading

and writing about multimodal texts” (pp 80–91), introduces new

genres and practical strategies for analysis

More help for composing in a variety of genres Writing guides

throughout Rules for Writers (see pp 76–77 for an example) help

students work through college assignments in a variety of genres

New annotated sample papers provide helpful models

Practical advice for public speaking A new chapter, “Speaking

confi dently” (pp 119–23), helps students develop eff ective oral

communication strategies, whether they’re writing a speech from

scratch or turning a paper into a presentation

More help with peer review and revising with comments A new

chapter, “Revising, editing, and refl ecting” (pp 30–49), advises

students on giving and receiving comments on assignments and

applying feedback to revisions of their own work

Research and documentation help for every course Substantially

revised sections teach students to fi nd an entry point in a debate

and develop authority as a researcher Students will fi nd new

practical advice for writing a research proposal Rules for Writers

now includes more than 200 documentation models for sources

in MLA and APA styles And because some sources are especially

Preface for instructors

hard to cite, new how-to boxes address tricky issues such as

au-thorship of reposted online content

for Rules for Writers — handbook-specifi c online

assignments and exercises

LaunchPad Solo for Rules for Writers, available free when

pack-aged with the print text, includes 36 interactive writing prompts

related to specifi c handbook content; 260 writing, grammar, and

research exercises; 39 additional sample student papers in MLA

and APA styles; and 30 adaptive LearningCurve quizzes Targeted

cross-references throughout the handbook connect you and your

students to related resources in LaunchPad Solo for Rules for

Writers ISBN 978-1-319-05719-0

macmillanhighered.com/rules8e

8 Active verbs

> Exercises: 8–2 to 8–6

> LearningCurve: Active and passive voice

Writer’s Help 2.0 for Hacker Handbooks — a complete online

hand-book, and more

For searchable, assignable Hacker handbook content online, you

can package Rules for Writers with Writer’s Help 2.0 for Hacker

Handbooks Instead of turning to Google for hit-or-miss advice,

students can search Writer’s Help 2.0 for the same

straightfor-ward, reliable content they fi nd in their handbook as well as

exer-cises, videos, and additional coverage of topics such as writing in

the disciplines and analyzing and composing multimodal texts

With Writer’s Help 2.0, you can assign online pages and activities

and track students’ use and progress User-friendly help for

col-lege writers also means useful data for instructors and

adminis-trators — two benefi ts of Writer’s Help 2.0 for Hacker Handbooks

ISBN 978-1-319-05725-1

LaunchPad Solo for Readers and Writers — prebuilt teaching and

learning units

Rules for Writers can be packaged with LaunchPad Solo for

Readers and Writers, which provides multimedia content and

assessments — including LearningCurve adaptive quizzing —

organized into prebuilt, curated units for easy assigning and

assessment of student progress ISBN 978-1-319-05722-0

Supplements and media

Visit the catalog page for Rules for Writers to see a complete list

of instructor supplements, including Teaching with Hacker

Hand-books, student supplements, e-books (various formats), and other

media: macmillanhighered.com/rules/catalog

Custom solutions

Many schools opt for a custom edition of Rules for Writers Some

programs choose to add a section about course outcomes and

policies; others choose to customize by adding sample writing by

their own students Custom covers with the school’s name and

school colors or a photo help emphasize that the handbook

pro-vides advice students can count on in all their courses, across the

disciplines and throughout their college careers

Preface for instructors

Contents

PREFACE FOR INSTRUCTORS ix

The Writing Process 1

1 Exploring, planning, and drafting 3

a Assess the writing situation 3

b Explore your subject 12

c Draft and revise a working thesis statement 14

d Draft a plan 19

e Draft an introduction 22

f Draft the body 24

g Draft a conclusion 25

h Manage your fi les 29

2 Revising, editing, and refl ecting 30

a See revision as a social process 30

b Use peer review: Revise with comments 30

c Use peer review: Give constructive comments 33

d Highlights of one student’s peer review process 35

e Approach global revision in cycles 38

f Revise and edit sentences 43

g Proofread the fi nal manuscript 44

h Sample student revision 45

i Prepare a portfolio; refl ect on your writing 48

3 Building effective paragraphs 49

a Focus on a main point 49

b Develop the main point 52

c Choose a suitable pattern of organization 52

d Make paragraphs coherent 59

e If necessary, adjust paragraph length 63

xviii

Academic Reading, Writing, and Speaking 65

4 Reading and writing critically 66

a Read actively 66

b Outline a text to identify main ideas 71

c Summarize to deepen your understanding 72

d Analyze to demonstrate your critical reading 73

e Sample student writing: Analysis of an article 77

5 Reading and writing about multimodal

texts 80

a Read actively 81

b Outline to identify main ideas 84

c Summarize to deepen your understanding 85

d Analyze to demonstrate your critical reading 86

e Sample student writing: Analysis of an advertisement 88

6 Reading and writing arguments 91

a Distinguish between reasonable and fallacious argumentative

tactics 92

b Distinguish between legitimate and unfair emotional

appeals 98

c Judge how fairly a writer handles opposing views 100

d When writing arguments, consider purpose and

context 103

e View your audience as a panel of jurors 103

f In your introduction, establish credibility and state your

position 105

g Back up your thesis with persuasive lines of

argument 106

h Support your claims with specifi c evidence 107

i Anticipate objections; counter opposing

arguments 109

j Build common ground 111

k Sample student writing: Argument 111

Contents xix

7 Speaking confi dently 119

a Identify your purpose, audience, and context 120

b Prepare a presentation 120

c Focus on delivery 122

d Remix an essay for a presentation 123

Clarity 125

8 Prefer active verbs 126

a Active versus passive verbs 126

b Active versus be verbs 127

c Subject that names the actor 128

9 Balance parallel ideas 129

a Parallel ideas in a series 130

b Parallel ideas presented as pairs 130

c Repetition of function words 132

10 Add needed words 133

a In compound structures 133

b that 134

c In comparisons 134

d a, an, and the 136

11 Untangle mixed constructions 137

a Mixed grammar 137

b Illogical connections 138

c is when, is where, and reason is because 139

12 Repair misplaced and dangling modifi ers 140

a Limiting modifi ers 140

b Misplaced phrases and clauses 141

c Awkwardly placed modifi ers 142

d Split infi nitives 142

e Dangling modifi ers 144

13 Eliminate distracting shifts 147

a Point of view (person, number) 147

b Verb tense 148

c Verb mood, voice 149

d Indirect to direct questions or quotations 150

xx

14 Emphasize key ideas 152

a Coordination and subordination 152

c Empty or infl ated phrases 167

d Simplifying the structure 168

e Reducing clauses to phrases, phrases to single

words 169

17 Choose appropriate language 170

a Jargon 171

b Pretentious language, euphemisms, “doublespeak” 171

c Slang, regional expressions, nonstandard English 174

Contents xxi

20 Revise run-on sentences 195

a Revision with coordinating conjunction 197

b Revision with semicolon, colon, or dash 198

c Revision by separating sentences 199

d Revision by restructuring 200

21 Make subjects and verbs agree 202

a Standard subject-verb combinations 202

b Words between subject and verb 202

c Subjects joined with and 203

d Subjects joined with or, nor, either or,

or neither nor 206

e Indefi nite pronouns 206

f Collective nouns 207

g Subject following verb 209

h Subject, not subject complement 209

i who, which, and that 210

j Words with plural form, singular meaning 211

k Titles of works, company names, words mentioned

as words, gerund phrases 211

22 Make pronouns and antecedents agree 213

a Singular with singular, plural with plural (indefi nite

pronouns, generic nouns) 213

b Collective nouns 215

c Antecedents joined with and 215

d Antecedents joined with or, nor, either or,

or neither nor 216

23 Make pronoun references clear 218

a Ambiguous or remote reference 218

b Broad reference of this, that, which, and it 219

c Implied antecedents 219

d Indefi nite use of they, it, and you 220

e who for persons, which or that for things 221

24 Distinguish between pronouns such as

f Subjects and objects of infi nitives 225

g Pronoun modifying a gerund 226

c As subjects or objects of infi nitives 229

26 Choose adjectives and adverbs with care 230

a Adjectives to modify nouns 231

b Adverbs to modify verbs, adjectives, and other adverbs 232

c good and well, bad and badly 233

d Comparatives and superlatives 234

e Double negatives 235

27 Choose appropriate verb forms, tenses, and moods

in Standard English 237

a Irregular verbs 237

b lie and lay 241

c -s (or -es) endings 242

c Base form after a modal 261

d Negative verb forms 264

e Verbs in conditional sentences 265

f Verbs followed by gerunds or infi nitives 267

29 Articles 270

a Articles and other noun markers 270

b When to use the 271

c When to use a or an 274

d When not to use a or an 276

e No articles with general nouns 277

f Articles with proper nouns 277

30 Sentence structure 279

a Linking verb between a subject and its complement 280

b A subject in every sentence 280

Contents xxiii

c Repeated nouns or pronouns with the same grammatical

function 281

d Repeated subjects, objects, and adverbs in adjective clauses 282

e Mixed constructions with although or because 283

f Placement of adverbs 284

g Present participles and past participles as adjectives 285

h Order of cumulative adjectives 287

31 Prepositions and idiomatic expressions 288

a Prepositions showing time and place 288

b Noun (including -ing form) after a preposition 290

c Common adjective + preposition combinations 291

d Common verb + preposition combinations 291

e Nonrestrictive and restrictive elements 299

f Transitions, parenthetical expressions, absolute phrases,

a Between two words, phrases, or subordinate clauses 308

b Between a verb and its subject or object 309

c Before the fi rst or after the last item in a series 309

d Between cumulative adjectives, an adjective and a noun, or an

adverb and an adjective 309

e Before and after restrictive or parenthetical elements 310

f Before essential concluding adverbial elements 310

g After a phrase beginning an inverted sentence 311

b Quotation within a quotation 325

c Titles of short works 325

b The question mark 331

c The exclamation point 331

39 Other punctuation marks 332

c Words that sound alike 351

d Commonly misspelled words 351

44 The hyphen 353

a Compound words 353

b Hyphenated adjectives 354

c Fractions and compound numbers 354

d With certain prefi xes and suffi xes 355

e To avoid ambiguity or to separate awkward double or triple

letters 355

f Word division 355

45 Capitalization 356

a Proper vs common nouns 356

b Titles with proper names 358

c Titles and subtitles of works 358

d First word of a sentence 359

e First word of a quoted sentence 359

f First word after a colon 359

50 Thinking like a researcher; gathering sources 396

a Manage the project 396

b Pose questions worth exploring 398

c Map out a search strategy 401

d Search effi ciently; master a few shortcuts to fi nding good

sources 402

e Conduct fi eld research, if appropriate 406

f Write a research proposal 408

51 Managing information; taking notes

responsibly 408

a Maintain a working bibliography 409

b Keep track of source materials 410

c Take notes carefully to avoid unintentional plagiarism 410

52 Evaluating sources 416

a Think about how sources might contribute to your writing 416

b Select sources worth your time and attention 418

c Select appropriate versions of online sources 421

d Read with an open mind and a critical eye 422

Contents xxvii

e Assess Web sources with care 424

f Construct an annotated bibliography 427

Writing Papers in MLA Style 431

53 Supporting a thesis 435

a Form a working thesis 435

b Organize your ideas 436

c Use sources to inform and support your argument 437

d Draft an introduction for your thesis 439

e Draft the paper in an appropriate voice 440

54 Citing sources; avoiding plagiarism 441

a Understand how the MLA system works 441

b Avoid plagiarism when quoting, summarizing, and paraphrasing

sources 442

55 Integrating sources 445

a Summarize and paraphrase effectively 446

b Use quotations effectively 447

c Use signal phrases to integrate sources 450

d Synthesize sources 454

56 Documenting sources in MLA style 458

a MLA in-text citations 458

b MLA list of works cited 468

c MLA information notes 512

57 MLA manuscript format; sample research paper 513

a MLA manuscript format 513

b Sample MLA research paper 516

Writing Papers in APA Style 527

58 Supporting a thesis 530

a Form a working thesis 530

b Organize your ideas 531

c Use sources to inform and support your argument 532

59 Citing sources; avoiding plagiarism 534

a Understand how the APA system works 534

b Avoid plagiarism when quoting, summarizing, and paraphrasing

sources 535

xxviii

60 Integrating sources 537

a Summarize and paraphrase effectively 538

b Use quotations effectively 539

c Use signal phrases to integrate sources 541

d Synthesize sources 545

61 Documenting sources in APA style 546

a APA in-text citations 547

b APA list of works cited 553

62 APA manuscript format; sample paper 580

a APA manuscript format 581

b Sample APA research paper 584

The Writing

Process

1 Exploring, planning, and drafting, 3

2 Revising, editing, and refl ecting, 30

STUDENT WRITING: HIGHLIGHTS OF ONE STUDENT’S

3 Building effective paragraphs, 49

Exploring, planning, and drafting

College off ers many opportunities to write and learn from the

process of writing and revising

As you write, you will read and respond to what others have

written, use evidence to support your ideas, and develop your

ability to think carefully and creatively In a sociology class, you

might be asked to write a fi eld report; in a nursing class, a case

study; and in a literature class, a critical analysis By writing in

these classes, you contribute your ideas and join thinkers and

writ-ers who share interests, ideas, and ways of communicating with

one another Developing the following habits of mind — curiosity,

engagement, responsibility, and refl ection — will help you write

successfully in all of your college courses

Be curious. Good college writing starts with curiosity What

issues intrigue you? What questions need to be explored? Writing

is more interesting and rewarding when you explore questions

you don’t have answers to, questions that matter to you and to

those in the discipline in which you are writing

Be engaged. Writing is a social activity that brings you into

con-versations with scholars, instructors, classmates, librarians, and

writing center tutors Reading actively allows you to consider

and respond to the ideas of other writers Participating in

class-room or online discussions deepens your thinking and gives you

opportunities to engage with your peers Eff ective college writers

reach out to readers who can help shape their work in progress

Be responsible. Engaging with the ideas of other writers and

thinkers requires responsibility — to represent their ideas

accu-rately and honestly and to acknowledge their contributions to

your work By giving credit to your sources and diff erentiating

your own ideas from those of your sources, you encourage your

readers to trust you and take you seriously

Be refl ective. Being refl ective in a writing class oft en means

stopping to think about your own writing habits or approaches

to writing assignments By examining your decisions, successes,

and challenges, you’ll be able to fi gure out what’s working and

what needs more work and to transfer skills from one writing

assignment to the next

and drafting

Writing is a process of fi guring out what you think, not a matter

of recording already developed thoughts Since it’s not possible to

think about everything all at once, you’ll fi nd the process more

manageable if you handle a piece of writing in stages You will

generally move from planning to draft ing to revising, but as your

ideas develop, you will fi nd yourself circling back and returning

to earlier stages

Before composing a fi rst draft , spend some time generating

ideas Mull over your subject while listening to music, taking a

walk, or driving to work; or jot down inspirations or explore your

questions with a willing listener Consider these questions: What

do you fi nd puzzling, striking, or interesting about your subject?

What would you like to know more about? Be curious and open

to new ideas and diff erent points of view Explore questions you

don’t have answers to

Begin by taking a look at your writing situation Th e key elements

of a writing situation include the following:

It is likely that you will make fi nal decisions about all of

these matters later in the writing process — aft er a fi rst draft , for

example — but you will become a more eff ective writer if you

think about as many of them as possible in advance For a quick

checklist, see the chart on pages 4–5

1a Exploring, planning, and drafting

4

Checklist for assessing the writing situation

Subject

● Has the subject (or a range of possible subjects) been assigned to

you, or are you free to choose your own?

● What interests you about your subject? What questions would

you like to explore?

● Why is your subject worth writing about? How might readers

benefi t?

● Do you need to narrow your subject (because of length

restric-tions, for instance)?

Purpose and audience

● Why are you writing: To inform readers? To persuade them? To

call them to action? To off er an interpretation of a text? Do you

have more than one purpose for writing?

● Who are your readers? How well informed are they about the

subject? What do you want them to learn?

● How interested and attentive are your readers likely to be? Will

they resist any of your ideas? What possible objections will you

need to anticipate and counter?

● What is your relationship to your readers: Student to instructor?

Citizen to citizen? Expert to novice? Employee to supervisor?

Genre

● What genre (type of writing) does your assignment require: A

report? A proposal? An analysis of data? An essay?

● If the genre is not assigned, what genre is appropriate for your

subject, purpose, and audience?

● What are the expectations and conventions of your assigned genre?

For instance, what type of evidence is typically used in the genre?

● Does the genre require a specifi c design format or method of

organization?

● Does the genre require or benefi t from visuals, such as photos,

drawings, or graphs?

Sources of information

● Where will your information come from: Reading? Research?

Direct observation? Interviews? Questionnaires?

Assess the writing situation 1a 5

● What type of evidence suits your subject, purpose, audience,

and genre?

● What documentation style is required: MLA? APA?

Length and format

● Do you have any length specifi cations? If not, what length seems

appropriate, given your subject, purpose, audience, and genre?

● Is a particular format required? If so, do you have guidelines to

follow or examples to consult?

Deadlines

● What are your deadlines? How much time will you need to allow

for the various stages of writing, including proofreading and

printing or posting the fi nal draft ?

Academic English What counts as good writing varies from

culture to culture and even among groups within cultures In

some situations, you will need to become familiar with the writing

styles — such as direct or indirect, personal or impersonal, plain or

embellished — that are valued by the culture or discipline for which

you are writing.

Subject

Frequently your subject will be given to you In a psychology class,

for example, you might be asked to discuss Bruno Bettelheim’s

Freudian analysis of fairy tales In a composition course,

assign-ments oft en ask you to analyze texts and evaluate arguassign-ments In

the business world, you may be assigned to draft a marketing

plan When you are free to choose your own subject, let your own

curiosity focus your choice Make connections between yourself

and what you are learning If you are studying television, radio,

and the Internet in a communications course, for example, you

might ask yourself which of these subjects interests you most

Perhaps you want to learn more about the role streaming video

can play in activism and social change Look through your

read-ings and class notes to see if you can identify questions you’d like

to explore further in an essay

1a Exploring, planning, and drafting

6

Make sure that you can reasonably investigate your subject

in the space you have If you are limited to a few pages, for

exam-ple, you could not do justice to a broad subject such as “videos as

agents of social change.” You could, however, focus on one aspect

of the subject — perhaps contradictory claims about the eff

ective-ness of creating video content for small, specifi c audiences

If your interest in a subject stems from your personal

expe-rience, you will want to ask what it is about your experience that

would interest your audience and why For example, if you have

vol-unteered at a homeless shelter, you might have spent some time

talk-ing to homeless children and learntalk-ing about their needs Perhaps

you can use your experience to broaden your readers’

understand-ing of the issues, to persuade an organization to fund an aft er-school

program for homeless children, or to propose changes in legislation

Whether or not you choose your own subject, it’s important

to be aware of the expectations of each writing situation Th e

fol-lowing chart suggests ways to interpret assignments

Understanding an assignment

Determining the purpose of an assignment

Th e wording of an assignment may suggest its purpose You might

be expected to do one or more of the following in a college writing

assignment:

● summarize information from course materials or research (See 4c.)

● analyze ideas and concepts (See 4d.)

● take a position on a topic and defend it with evidence (See 6h.)

● synthesize (combine ideas from) several sources and create an

original argument (See 55d and 60d.)

Understanding how to answer an assignment’s question

Many assignments will ask you to answer a how or why question

You cannot answer such questions using only facts; instead, you

will need to take a position For example, the question “What are

the survival rates for leukemia patients?” can be answered with

facts Th e question “Why are the survival rates for leukemia patients

in one state lower than those in a neighboring state?” must be

answered with both a claim and facts

If a list of questions appears in the assignment, be careful —

instructors rarely expect you to answer all the questions in order Look

instead for topics or themes that will help you ask your own questions.

Assess the writing situation 1a 7

Purpose

Your purpose, or reason for writing, will oft en be dictated by

your writing situation Perhaps you have been asked to draft a

proposal requesting funding for a student organization, to report

the results of a psychology experiment, or to write about the

con-troversy surrounding genetically modifi ed foods for the school

newspaper Even though your overall purpose may be fairly

obvi-ous in such situations, a closer look at the assignment can help

you make some necessary decisions How detailed should the

proposal be? How technical does your psychology professor

ex-pect your report to be? Do you want to inform students about the

controversy surrounding genetically modifi ed foods or to change

their attitudes toward it?

In many writing situations, part of your challenge will be

discovering a purpose Asking yourself why readers should care

about what you are saying can help you decide what your

pur-pose might be Perhaps your subject is magnet schools — schools

that draw students from diff erent neighborhoods because of

fea-tures such as advanced science classes or a concentration on the

arts If you have discussed magnet schools in class, a description

of how these schools work probably will not interest you or your

readers But maybe you have discovered that your county’s

mag-net schools are not promoting diversity as had been planned, and

you want to call your readers to action

Although no precise guidelines will lead you to a purpose,

you can begin by asking, “Why am I writing?” and “What is my

goal?” Identify which one or more of the following aims you

hope to accomplish

Recognizing implied questions

When you are asked to discuss, analyze, agree or disagree with, or

consider a topic, your instructor will oft en expect you to answer a

how or why question.

Discuss the eff ects of the No

Child Left Behind Act on special

education programs.

= How has the No Child Left

Behind Act aff ected special education programs?

Consider the recent rise of

attention defi cit hyperactivity

disorder diagnoses.

= Why are diagnoses of attention

defi cit hyperactivity disorder rising?

1a Exploring, planning, and drafting

to call readers to action to propose

Writers oft en misjudge their own purposes, summarizing

when they should be analyzing, or expressing feelings about

problems instead of proposing solutions Before beginning any

writing task, pause to ask, “Why am I communicating with my

readers?” Th is question will lead you to another important

ques-tion: “Just who are my readers?”

Audience

Take time to ask questions about your readers and their

expec-tations Consider questions such as these: Who will be reading

your draft ? What is your relationship to your readers? What

in-formation will your audience need to understand your ideas? Th e

choices you make as you write will tell readers who you think

they are (novices or experts, for example) and will show respect

for your readers’ perspectives

Academic audiences In college writing, considerations of

audi-ence can be more complex than they seem at fi rst Your

instruc-tors will read your essay, of course, but most instrucinstruc-tors play

multiple roles while reading Th eir fi rst and most obvious roles

are as coach and evaluator; but they are also intelligent and

objec-tive readers, the kind of people who might be informed or called

to action by what you have to say and who want to learn from

your insights and ideas

Business audiences Writers in the business world oft en fi nd

themselves writing for multiple audiences A letter to a client,

for instance, might be distributed to sales representatives as

well Readers of a report might include people with and without

Assess the writing situation 1a 9

technical expertise, or readers who want details and those who

prefer a quick overview

Public audiences Writers in communities oft en write to a specifi c

audience — a legislative representative, readers of a local

news-paper, fellow members of a social group With public writing, it

is more likely that you are familiar with the views your readers

hold and the assumptions they make, so you may be better able

to judge how to engage those readers

For help with audience when composing e-mail messages,

see the following chart

Considering audience when writing e-mail messages

In academic, business, and public contexts, you will want to show

readers that you value their time Here are some strategies for

writ-ing eff ective e-mails:

● Use a concise, meaningful subject line to help readers sort

mes-sages and set priorities.

● State your main point at the beginning so that your reader sees it

without scrolling.

● Write concisely; keep paragraphs short.

● Avoid writing in all capital letters or all lowercase letters.

● Proofread for typos and obvious errors that are likely to slow

down readers.

You will also want to follow conventions of etiquette and

aca-demic integrity Here are some strategies for writing responsible

e-mails:

● E-mail messages can easily be forwarded to others and

repro-duced Do not write anything that you would not want attributed

to you.

● Do not forward another person’s message without asking his or

her permission.

● If you write an e-mail message that includes someone else’s

words — opinions, statistics, song lyrics, and so forth — let your

reader know the source for that material and where any

bor-rowed material begins and ends.

● Choose your words carefully because e-mail messages can

eas-ily be misread Without hearing your voice or seeing your facial

gestures or body language, readers can misunderstand your

message.

1a Exploring, planning, and drafting

10

Genre

When writing for a college course, pay close attention to the

genre, or type of writing, assigned Each genre is a category of

writing meant for a specifi c purpose and audience, with its own

set of agreed-upon expectations and conventions for style,

struc-ture, and document design Sometimes an assignment specifi es

the genre — an essay in a writing class, a policy memo in a

crim-inal justice class, or an executive summary in a business class

Sometimes the genre is yours to choose, and you need to decide if

a particular genre — a poster presentation, an audio essay, a Web

page, or a podcast, for example — will help you communicate

your purpose and reach readers

If the genre has been assigned, the following questions will

help you fi gure out how to present your ideas:

• Do you have access to sample projects in the genre that has

been assigned?

• Who is the audience? What specialized vocabulary do

readers expect in the genre?

• What type of evidence is usually required in the genre?

• What format, organization, and citation style are

expected?

If you are free to choose the genre, consider the following

questions when deciding which genre to use:

• What is your purpose: To argue a position? To instruct?

To present a process? To inspire? To propose? Do you have

more than one purpose?

• Who is your audience? What do you know about your

readers or viewers?

• What method of presenting information would appeal to

your audience: Reasoned paragraphs? Diagrams? Video?

Slides?

Sources of information

Where will your evidence — facts, details, and examples — come

from? What kind of reading, observation, or research is

neces-sary to meet the expectations of your assignment?