A Writer's Resource (comb-version) Student Edition

Contextualizing Reading engages students personally, actively, and critically through an integrated print and digital program designed to prepare them for college—and lifelong—reading. Here’s how: Eight scaffolded modules help students move from guided to independent reading with selections that are personal and relevant to their lives. Each module is arranged from least to most challenging in terms of reading level and includes pre- and post-reading activities that encourage students to think critically, to summarize, and to synthesize what they have learned. By helping students move from practicing to applying, the modules meet a program’s goals of making students independent readers. Modules also promote vocabulary enhancement through the integration of vocabulary exercises. In addition to the scaffolded modules, integration of metacognitive strategies, and Connect Reading, Contextualizing Reading provides instruction to strengthen comprehension and critical reading skills. Contextualizing Reading uses authentic material allowing students to unlock textbook content across academic disciplines. Based on developmental education and literacy research and with a tested pedagogical system to scaffold student learning, McGraw-Hill’s Contextualizing Reading helps students in upperlevel reading courses become critical readers and active participants in their own learning as they move from guided to independent reading and gain confidence in their skills. Contextualization of reading skills and strategies within freshman experience content is the cornerstone of this textbook. Its unique two-part organization helps to support this approach by containing instructional chapters focusing on a single academic discipline, and theme-based reading selection modules in the second part center around a high-interest topic or theme often addressed in freshman experience topics.

Table of Contents:
A Writer's Resource, Fifth Edition by Elaine Maimon — Table of Contents TAB 1 - Writing Today START SMART: ADDRESSING THE WRITING SITUATION 1. Writing across the Curriculum and beyond College 2. Writing Situations a. Approaching writing via the situation b. Using multimodal elements and genre c. Choosing the best medium d. The persuasive power of images e. Online tools for learning 3. Audience and Academic English a. Becoming aware of audience b. Using reading, writing, and speaking to learn about English c. Tools for multilingual students TAB 2 - Writing and Designing Texts 4. Reading and Writing: The Critical Connection a. Reading critically b. Writing critically 5. Planning and Shaping a. Approaching assignments b. Exploring ideas c. Developing a working thesis d. Planning a structure e. Considering visuals and multimodal elements 6. Drafting Text and Visuals a. Using electronic tools for drafting b. Patterns of organization and visuals c. Writing paragraphs d Integrating visuals and multimodal elements 7. Revising and Editing a. Getting comments b. Using electronic tools for revising c. Focusing on the situation d. Testing your thesis e. Reviewing structure f. Revising paragraphs g. Revising visuals and multimodal elements h. Editing sentences i. Proofreading carefully j. Using campus, Internet, community resources k. One student’s revisions STUDENT REFLECTIVE TEXT 8. Designing Academic Texts and Portfolios a. Considering audience and purpose b. Using computer tools c. Thinking intentionally about design d. Compiling a print or electronic portfolio TAB 3 - Common Assignments 9. Informative Reports STUDENT SAMPLE 10.  Interpretive Analyses and Writing about Literature STUDENT SAMPLE 11. Arguments STUDENT SAMPLE 12. Other Kinds of Assignments a. Personal essays b. Lab reports c. Case studies d. Essay exams e. Coauthored projects 13. Oral Presentations 14. Multimodal Writing a. Tools for creating multimodal texts b. Analyzing images c. Web sites d. Blogs and wikis TAB 4 - Writing Beyond College 15. Service Learning and Community-Service Writing 16. Letters to Raise Awareness and Share Concern a. Writing about a public issue b. Writing as a consumer 17. Writing to Get and Keep a Job a. Internships b. Résumés c. Job application letters d. Job interviews e. Writing on the job TAB 5 - Researching 18. Understanding Research a. Primary and secondary research b. Research and college writing c. Understanding theresearch assignment d. Choosing a research question e. Creating a research plan 19. Finding and Managing Print and Online Sources a. Using the library b. Kinds of sources c. Printed and online reference works d. Keyword searches e. Print indexes and online databases f. Search engines and subject directories g. Using the library’s catalog to find books h. Government documents i. Online communication 20. Finding and Creating Effective Visuals, Audio Clips, and Videos a. Finding and displaying quantitative data b. Searching for images c. Searching for or creating audio clips or videos 21. Evaluating Sources a. Print sources b. Internet sources c. Evaluating a source’s arguments 22. Doing Research in the Archive, Field, and Lab a. Ethics b. Archival research c. Field research d. Lab research 23. Plagiarism, Copyright, and Intellectual Property a. Some definitions b. Avoiding plagiarism c. Fair use 24. Working with Sources and Avoiding Plagiarism a. Working bibliographies b. Annotated bibliographies c. Taking notes d. Paraphrasing, summarizing, quoting, synthesizing e. Integrating quotations, paraphrases, summaries TAB 6 - MLA Documentation Style FINDING SOURCE INFORMATIONAND DOCUMENTING SOURCES IN MLA STYLE MLA Style: In-Text Citations MLA Style: List of Works Cited MLA Style: Explanatory Notes and Acknowledgments MLA Style: Format SAMPLE RESEARCH PROJECT IN MLA STYLE TAB 7 - APA Documentation Style FINDING SOURCE INFORMATION AND IDENTIFYING AND DOCUMENTING SOURCES IN APA STYLE APA Style: In-Text Citations APA Style: References APA Style: Format SAMPLE RESEARCH PROJECT IN APA STYLE TAB 8 - Chicago and CSE Documentation Styles Chicago Documentation Style: Elements SAMPLE FROM A STUDENT RESEARCH PROJECT IN CHICAGO STYLE CSE Documentation Style TAB 9 - Editing for Clarity IDENTIFYING AND EDITING COMMON PROBLEMS AND QUICK REFERENCE FOR MULTILINGUAL WRITERS Wordy Sentences Missing Words Mixed Constructions Confusing Shifts Faulty Parallelism Misplaced/Dangling Modifiers Coordination and Subordination Sentence Variety Active Verbs Appropriate Language Exact Language The Dictionary and the Thesaurus Glossary of Usage TAB 10 - Editing for Grammar Conventions 51 Sentence Fragments Comma Splices and Run-on Sentences Subject-Verb Agreement Problems with Verbs Problems with Pronouns Problems with Adjectives and Adverbs TAB 11 - Editing for Correctness: Punctuation, Mechanics, and Spelling Commas Semicolons Colons Apostrophes Quotation Marks Other Punctuation Marks Capitalization Abbreviations and Symbols Numbers Italics (Underlining) Hyphens Spelling TAB 12 - Basic Grammar Review with Tips for Multilingual Writers Parts of Speech Parts of Sentences Phrases and Dependent Clauses Types of Sentences TAB 13 - Further Resources for Learning Selected Terms from across the Curriculum Discipline-Specific Resources Index Index for Multilingual Writers Quick Guide to Key Resources Abbreviations and Symbols for Editing and Proofreading

About the Author :
Elaine P. Maimon is President of Governors State University in the south suburbs of Chicago, where she is also Professor of English. Previously she was Chancellor of the University of Alaska Anchorage, Provost (Chief Campus Officer) at Arizona State University West, and Vice President of Arizona State University as a whole. In the 1970s, she initiated and then directed the Beaver College writing-across-the-curriculum program, one of the first WAC programs in the nation. A founding Executive Board member of the National Council of Writing Program Administrators (WPA), she has directed national institutes to improve the teaching of writing and to disseminate the principles of writing across the curriculum. With a PhD in English from the University of Pennsylvania, where she later helped to create the Writing Across the University (WATU) program, she has also taught and served as an academic administrator at Haverford College, Brown University, and Queens College. Janice Haney Peritz is an Associate Professor of English who has taught college writing for more than thirty years, first at Stanford University, where she received her PhD in 1978, and then at the University of Texas at Austin; Beaver College; and Queens College, City University of New York. From 1989 to 2002, she directed the Composition Program at Queens College, where in 1996, she also initiated the college’s writing-across-the-curriculum program and the English Department’s involvement with the Epiphany Project and cyber-composition. She also worked with a group of CUNY colleagues to develop The Write Site, an online learning center, and more recently directed the CUNY Honors College at Queens College for three years. Currently, she is back in the English Department doing what she loves most: research, writing, and full-time classroom teaching of writing, literature, and culture. Kathleen Blake Yancey is the Kellogg W. Hunt Professor of English and Distinguished Research Professor at Florida State University. She has held several national leadership positions, including as President of the Council of Writing Program Administrators (CWPA), Chair of the Conference on College Composition and Communication (CCCC), President of the National Council of Teachers of English (NCTE), and President of the South Atlantic Modern Language Association (SAMLA). She also co-edited the journal Assessing Writing for seven years, and she is the immediate past editor of College Composition and Communication. Her scholarship ranges from reflection and ePortfolios to writing transfer and digital literacies. Previously, she taught at UNC Charlotte and at Clemson University, where she directed the Pearce Center for Professional Communication and created the Class of 1941 Studio for Student Communication, both of which are dedicated to supporting communication across the curriculum.