Writing today /
- 1
- USA Mc Graw hill 2005
- 779 Contiene imagenes 19cm de ancho X 23cm de largo
- Serie .
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.