Writing today /

By:

Donald pharr

Contributor(s):

Santi V. Buscemi

Language: Inglés Series: SeriePublication details: Mc Graw hill USA 2005Edition: 1Description: 779 Contiene imagenes 19cm de ancho X 23cm de largoISBN:

0-07-320202-9

LOC classification:

Contents:

BRIEF CONTENTS APPROACHES The Essay: Determining Purpose, Audience, and Approach 1 Shaping Your Essay: Prewriting, Focusing, Organizing, and Drafting 24 Developing Strong Paragraphs: Exploring Your Options 51 Reshaping Your Essay: Global Revision 78 Refining Your Essay: Editing and Proofreading 99 APPLICATIONS 7 16 Essay Examinations 495 Business Formats 503 Quoting Text 523 19 Writing About Literature 20 The Research Process 556 21 The Research Paper 583 DIRECCIÓN 165 GRAMMAR AND MECHANICS 78 STRUCTURES Description 134 Narration 172 Exemplification 208 9 Process Analysis 244 10 Causal Analysis 278 11 Definition 316 12 Classification 350 13 Comparison and Contrast 14 Argument 422 15 The Blended Essay 458 538 22 Parts of Speech 625 23 Sentence Parts and Sentence Types 647 24 Major Sentence Errors 659 25 Problems with Verbs 676 26 Problems with Pronouns 689 27 Problems with Modifiers 707 28 Punctuating Sentences with Commas 29 Punctuating Sentences with Other Punctuation Marks 733 30 Mechanics 750 31 Diction, Usage, and Spelling 32 A Glossary of Usage 762 779

Summary: PREFACE The careers that today's students aspire to, and the preparation that they need for those careers, are different from what they were only ten years ago. Much of this change. of course, can be attributed to the electronic revolution in communications, which pre sents students with increasingly sophisticated tools for researching, writing, revising, and communicating with others. Consequently, in recent years, the English compen tion course, already essential in a complete and well-planned college curriculum, has also been changing in new and challenging ways. As composition instructors with sixty years of experience between us, we have learned that today's college students need and want a curriculum that challenges them in the classroom, provides them with skills they can use in other college courses, and, most important, prepares them to communicate effectively in the professional and business worlds. Our goal in Writing Today is to give students realistic, practical reasons to master college reading and writing because success in writing is a prerequisite to achieving continued success in college and in their careers. Therefore, we decided to write a text that would focus on both academic and professional contexts for writing. Throughout Writing Today, we deliberately address the skepticism of students who see English composition classes as just another hurdle on their way to a degree. Writing Today helps them use reading and writing as tools for continued intellectual growth that they can employ in any writing context they confront, long after having com-pleted even their most advanced degrees. OPTIONS WITHIN DIFFERENT WRITING CONTEXTS In today's high-tech-dominated world, students are confronted with an exciting, and often bewildering, array of choices in how to write, when to write, and what to write about. A writer's decisions don't happen in a vacuum, of course. As much as possible, we offer scenarios related to the world of writing both inside and outside college. In fact, the chapters in Part 2, "Structures," begin with brief vignettes in which writing and challenges associated with writing play a part in solving problems found in typical business and professional environments. These scenarios help students connect their own daily concerns and their academic and future goals with what the text offers. In addition, each chapter in Part 2 offers a job-related writing prompt at the end of the chapter along with two prompts that ask students to respond to, analyze, or other-wise discuss a photograph that carries an intriguing message about our history and cul-ture. Other prompts ask them to address questions about popular and/or classic films and encourage them to explore questions by researching Internet sources. In all cases. the text encourages students to focus on specific questions that allow them to apply the techniques and strategies discussed and illustrated in the chapter. Several chapters in Part 3 also emphasize the notion that effective writing makes use of well-defined contexts. For example, the chapter on business formats suggests a variety of scenarios to which students can respond by writing e-mails, letters, and memoranda, including the all-important context of a job search.

Holdings
Item type	Current library	Call number	Status
Libro	CI Gustavo A. Madero 2	LCC	Available
Libro	CI Gustavo A. Madero 2	LCC	Available
Libro	CI Gustavo A. Madero 2	LCC	Available

BRIEF CONTENTS

APPROACHES

The Essay: Determining Purpose, Audience, and Approach 1

Shaping Your Essay: Prewriting, Focusing, Organizing, and Drafting 24 Developing Strong Paragraphs: Exploring Your Options 51

Reshaping Your Essay: Global Revision 78

Refining Your Essay: Editing and Proofreading 99

APPLICATIONS

7

16 Essay Examinations

495

Business Formats 503

Quoting Text 523

19 Writing About Literature

20 The Research Process

556

21 The Research Paper

583

DIRECCIÓN

165

GRAMMAR AND MECHANICS

78

STRUCTURES

Description 134

Narration 172

Exemplification

208

9 Process Analysis

244

10 Causal Analysis

278

11 Definition 316

12 Classification 350

13 Comparison and Contrast

14 Argument 422

15 The Blended Essay 458

538

22 Parts of Speech

625

23 Sentence Parts and Sentence Types 647

24 Major Sentence Errors 659

25 Problems with Verbs 676

26 Problems with Pronouns 689

27 Problems with Modifiers 707

28 Punctuating Sentences with Commas

29 Punctuating Sentences with Other Punctuation Marks 733

30 Mechanics 750

31

Diction, Usage, and Spelling

32 A Glossary of Usage

762

779

PREFACE

The careers that today's students aspire to, and the preparation that they need for those careers, are different from what they were only ten years ago. Much of this change. of course, can be attributed to the electronic revolution in communications, which pre sents students with increasingly sophisticated tools for researching, writing, revising, and communicating with others. Consequently, in recent years, the English compen tion course, already essential in a complete and well-planned college curriculum, has also been changing in new and challenging ways.

As composition instructors with sixty years of experience between us, we have learned that today's college students need and want a curriculum that challenges them in the classroom, provides them with skills they can use in other college courses, and, most important, prepares them to communicate effectively in the professional and business worlds. Our goal in Writing Today is to give students realistic, practical reasons to master college reading and writing because success in writing is a prerequisite to achieving continued success in college and in their careers. Therefore, we decided to write a text that would focus on both academic and professional contexts for writing. Throughout Writing Today, we deliberately address the skepticism of students who see English composition classes as just another hurdle on their way to a degree. Writing Today helps them use reading and writing as tools for continued intellectual growth that they can employ in any writing context they confront, long after having com-pleted even their most advanced degrees.

OPTIONS WITHIN DIFFERENT WRITING CONTEXTS

In today's high-tech-dominated world, students are confronted with an exciting, and often bewildering, array of choices in how to write, when to write, and what to write about. A writer's decisions don't happen in a vacuum, of course. As much as possible, we offer scenarios related to the world of writing both inside and outside college. In fact, the chapters in Part 2, "Structures," begin with brief vignettes in which writing and challenges associated with writing play a part in solving problems found in typical business and professional environments. These scenarios help students connect their own daily concerns and their academic and future goals with what the text offers.

In addition, each chapter in Part 2 offers a job-related writing prompt at the end of the chapter along with two prompts that ask students to respond to, analyze, or other-wise discuss a photograph that carries an intriguing message about our history and cul-ture. Other prompts ask them to address questions about popular and/or classic films and encourage them to explore questions by researching Internet sources. In all cases. the text encourages students to focus on specific questions that allow them to apply the techniques and strategies discussed and illustrated in the chapter. Several chapters in Part 3 also emphasize the notion that effective writing makes use of well-defined contexts. For example, the chapter on business formats suggests a variety of scenarios to which students can respond by writing e-mails, letters, and memoranda, including the all-important context of a job search.

There are no comments on this title.

to post a comment.

Click on an image to view it in the image viewer