Rules for writers, Tenth edition - Diana Hacker, Nancy Sommers 2021
Index
A
✵ a, an. See also the
o a vs. an, 241
§ choosing, with common nouns, 244
o defined, 240
o multilingual/ESL topics, 240—41, 244—46
o needed, 118
o omission of, 118, 244—46
✵ Abbreviations, 304—06
o in APA in-text citations, 480
o in APA reference list, 509
o common, 304
o Latin, 305
o in MLA in-text citations, 407—09, 412—15
o in MLA works cited list, 419
o periods with, 298, 304, 305
o plurals of, 289, 306
o for titles with proper names, 304
o for units of measurement, 305
✵ Absolute concepts (such as unique), 209
✵ Absolute phrases
o commas with, 274
o defined, 339
✵ Abstract nouns, 154
✵ Abstracts, in APA papers, 507, 522
✵ Academic degrees, abbreviations for, 304
✵ Academic writing, 53—106. See also Sample student writing
o analysis papers, 54—79
o APA style, 459—522
o argument papers, 80—106
o audience for, 3, 4, 65, 352, 383
o formatting, 45—46, 523
§ APA style, 505—09, 510—12
§ MLA style, 46—48, 446—48, 449—57
o genre (type of writing) and, 3, 4—5
o MLA style, 375—457
o purpose of, 3, 4
o reading for, 54—64, 366
§ how-to guides, 55, 61
o research papers, 347—74
✵ accept, except, 157
✵ Active reading. See Reading
✵ Active verbs, 108—11. See also Active voice
✵ Active voice
o vs. be verbs, 109—10
o changing to passive, 332—33
o choosing, 108—09
o vs. passive, 108—11
o shifts between passive and, avoiding, 129—30
o verb tenses in, 227—29
✵ AD, BC (CE, BCE), 305
✵ Addresses. See also URLs
o commas with, 275
o email, 314—15
o numbers in, 307
✵ Adjective clauses
o avoiding repetition in, 251
o defined, 340
o punctuation of, 271
o words introducing, 340, 341
✵ Adjective phrases
o infinitive, 338
o introductory, with comma, 267
o participial, 337
o prepositional, 335—36
o punctuation of, 272
o restrictive (essential) vs. nonrestrictive (nonessential), 272
✵ Adjectives
o and absolute concepts, 209
o and adverbs, 204—10, 326
o commas with coordinate, 269
o comparative forms (with -er or more), 208—09
o defined, 325
o after direct objects (object complements), 206, 333
o hyphens with, 313
o after linking verbs (subject complements), 205—06, 332
o no commas with cumulative, 269, 279
o order of, 253—54
o participles as, 252—53
o with prepositions (idioms), 257, 258
o superlative forms (with -est or most), 208—09
✵ Adverb clauses
o comma with, 267
o defined, 341
o no comma with, 279—80
o punctuation of, 267, 279—80
o words introducing, 341
✵ Adverb phrases
o infinitive, 338
o prepositional, 335—36
✵ Adverbs. See also Conjunctive adverbs
o and adjectives, 204—10
o comparative forms (with -er or more), 208—09
o defined, 326
o introducing clauses, 251, 340
o placement of, 252
o relative, 251, 340, 341
o repetition of, avoiding, 251
o superlative forms (with -est or most), 208—09
✵ Advertisements, writing about. See Multimodal texts
✵ advice, advise, 158
✵ affect, effect, 158
✵ Agreement of pronoun and antecedent, 190—94
o with antecedents joined by and, 193
o with antecedents joined by either . . . or or neither . . . nor, 193
o with antecedents joined by or or nor, 193
o with collective nouns (audience, team, etc.), 192
o with generic nouns, 192
o with indefinite pronouns, 191—92
o and sexist language, avoiding, 191—92
✵ Agreement of subject and verb, 180—90
o with collective nouns (audience, team, etc.), 185—86
o with company names, 189
o with gerund phrases, 189
o with indefinite pronouns, 184—85
o with intervening words, 180—81
o with nouns of plural form, singular meaning (athletics, economics, etc.), 189
o standard subject-verb combinations, 180, 182—83
o with subject, not subject complement, 187—88
o with subject after verb, 187
o with subjects joined with and, 181, 184
o with subjects joined with or or nor, 184
o with the number, a number, 186
o with there is, there are, 187
o with titles of works, 189
o with units of measurement, 186
o with who, which, that, 188
o with words between subject and verb, 180—81
o with words used as words, 189
✵ agree to, agree with, 155, 158
✵ Alignment of text
o in APA papers, 506
o in MLA papers, 446
✵ all (singular or plural), 184—85
✵ all-, as prefix, with hyphen, 314
✵ all ready, already, 158
✵ all together, altogether, 158
✵ allude, 158
✵ allusion, illusion, 158
✵ almost, placement of, 121—22
✵ a lot (not alot), 158
✵ already. See all ready, already, 158
✵ although
o introducing subordinate clause, 328
o no comma after, 281
✵ altogether. See all together, altogether, 158
✵ American Psychological Association. See APA papers
✵ among, between. See between, among, 159
✵ amount, number, 158
✵ a.m., p.m., AM, PM, 305
✵ am vs. is or are. See Agreement of subject and verb
✵ an, a. See a, an
✵ Analogy
o false, 81
o as paragraph pattern, 32
✵ Analysis. See also Analysis papers
o critical reading, 54—64
§ how-to guides, 55, 61
o evaluating sources, 355, 364—74
o multilingual/ESL topics, 261—62
o of multimodal texts, 72—79
o outlining for, 62—63
o summarizing for, 63—64
§ how-to guide, 64
o synthesizing sources, 57, 59—60, 366
§ APA style, 474—76
§ MLA style, 399—402
o of written texts, 54—72, 261—62, 364
✵ Analysis papers, 54—79. See also Analysis
o audience for, 65
o context for, 65
o and critical thinking, 54—64, 73—76
o drafting, 64—67, 72—73, 75—76
o evidence for, 64—67, 73—76
o how-to guides
§ annotating a text, 55
§ drafting an analytical thesis statement, 67
§ reading like a writer, 61
§ summarizing a text, 64
o interpretation in, 64—67, 73—76
o judgment in, 65, 67, 71—72, 75—76
o questions for, 64—65
o revising, 72
o sample papers, 68—70, 76—79
o sentence starters for, 57, 59
o summaries in
§ balancing with analysis, 65—66, 71—72
§ revising, 72
§ writing, 63—64, 73
o thesis in, 66—67, 71—72, 75—76
o writing guide for, 71—72
✵ and
o antecedents joined by, 193
o comma with, 266—67
o as coordinating conjunction, 113, 328
o excessive use of, 136—37
o no comma with, 277—78, 280
o no semicolon with, 285
o parallelism and, 113
o subjects joined by, 181, 184
✵ and/or, 302
✵ and others. See et al.
✵ angry with (not at), 155
✵ Annotated bibliography, 369—74
o sample entry (MLA style), 371—72
o writing guide for, 372—74
✵ Annotating texts. See also Peer review
o digital texts, 58
§ sample annotated digital text, 58
o to generate ideas, 6, 54—58, 362
o guidelines for, 60
o how-to guide, 55
o multimodal texts, 58, 73, 74
§ sample annotated multimodal texts, 74, 92
o written texts, 54—58, 60
§ sample annotated written texts, 56—57, 262, 362—63, 400
✵ Antecedent
o agreement of pronoun and, 190—94
o defined, 190, 194, 321
o pronoun reference, 194—97
o singular vs. plural, 190—94
o unclear or unstated, 196
o of who, which, that, 188
✵ Anthology or collection, citing
o APA style, 497
o MLA style, 411, 431—33
§ citation at a glance, 432
✵ a number (plural), the number (singular), 186
✵ any, 184—85
✵ anybody (singular), 184—85, 191—92
✵ anyone (singular), 158, 184—85
✵ anyone, any one, 158
✵ anyplace, 158
✵ anything (singular), 184—85, 191—92
✵ APA papers, 459—522. See also Research papers
o abstracts in, 507, 522
o authority in, 463
o capitalization in, 481
o citation at a glance
§ article from a database, 493
§ book, 496
§ online article in a journal or magazine, 492
§ page from a website, 500
o evidence for, 461—63
o footnotes in, 506
o formatting, 505—09, 510—22
o in-text citations
§ list of models for, 477
§ models for, 479—84
o keywords in, 522
o numbers in, 306
o organizing, 461
o plagiarism in, avoiding, 464—67
o reference list
§ formatting, 508—09
§ general guidelines for, 486—87
§ information for, 485
§ list of models for, 477—78
§ models for, 485, 488—505
§ sample, 520
o URLs and DOIs (digital object identifiers) in, 487, 489—91, 499, 509
o sample paper, 510—22
o signal phrases in, 471—74
o sources in
§ citing, 464—67, 476—505
§ integrating, 468—76
§ synthesizing, 474—76
§ uses of, 461—63
o supporting arguments in, 461—63, 474—76
o tables and figures in
§ citing sources of, 503
§ formatting, 507—08, 513, 524
§ sample, 513, 524
o tenses in, 220, 471, 479
o thesis in, 460—61
o title page
§ formatting, 506
§ sample, 510
o understanding the system, 464—65
✵ Apostrophes, 287—91
o in contractions, 289
o misuse of, 290
o in plurals, 289—90
o in possessives, 287—89
✵ Appeals, in arguments, 82—84, 88. See also Ethos (ethical appeals); Logos (logical appeals); Pathos (emotional appeals)
✵ Apposition, faulty, 120
✵ Appositive phrases, 134, 339
✵ Appositives (nouns that rename other nouns)
o case of pronouns with, 199—200
o colon with, 285—86
o commas with, 272
o dashes with, 299—300
o defined, 272
o no commas with, 279
o as sentence fragments, 169—70
✵ Appropriate language (avoiding jargon, slang, etc.), 147—53
✵ Apps
o citing
§ APA style, 503
§ MLA style, 438
o italics for titles of, 308
✵ are vs. is. See Agreement of subject and verb
✵ Argument papers, 80—106. See also Arguments, reading
o appeals in, 82—84, 88, 96—97
o assumptions in, 88
o audience for, 88
o case study, 92—93
o common ground in, 8, 15, 89—91, 105
o context in, 88, 105
o counterarguments in, 8, 84, 96—97, 105
o credibility in, 89—91, 96—97
§ APA style, 463
§ MLA style, 380
o drafting, 87—98, 106
o evidence in, 89—90, 94—96, 105
o introduction to, 90—91
o lines of argument (reasons) in, 94
o purpose in, 88
o researching, 88, 351, 356
o responding to an argument (case study), 92—93
o revising, 106
o sample paper, 98—105
o sentence starters for, 84, 97
o support for, 94
o thesis in, 90—92, 105
§ case study, 92—93
§ how-to guide, 91
o writing guide for, 105—06
✵ Arguments, reading, 80—87. See also Argument papers
o argumentative tactics, 86
o assumptions, 80—81, 84—86
o bias, 367—70
o checklist for, 86
o claims, 84—86
o counterarguments, 80—81, 86
o ethos (ethical appeals), 82, 86
o evidence, 84—85
o fairness, 86
o generalizations, faulty, 81
o inductive reasoning, 85
o logical fallacies, 81
o logos (logical appeals), 82, 89
o pathos (emotional appeals), 82—83
✵ Article from a database, citing. See also Articles in periodicals
o APA style, 489—95
§ citation at a glance, 493
o MLA style, 424
§ citation at a glance, 426
✵ Articles (a, an, the), 240—48. See also a, an; the
✵ Articles in periodicals. See also Article from a database
o capitalizing titles of, 316—17
§ APA style, 487, 506, 508—09
§ MLA style, 418—19, 446—47
o citation at a glance
§ APA style, 492—93
§ MLA style, 425—26
o citing
§ APA style, 489—95
§ MLA style, 423—29
o finding, 353
o keeping records of, 349, 359
o quotation marks for titles of, 293
§ APA style, 486—87, 506, 508—09
§ MLA style, 418, 446—47
✵ Artwork
o citing
§ APA style, 503
§ MLA style, 441—42
o italics for title of, 308
✵ as
o ambiguous use of, 158
o needed word, 117
o parallelism and, 114
o pronoun after, 200
✵ as, like. See like, as, 162
✵ Assumptions
o in arguments, 80—81, 84—86, 88
o in research conversations, 354
✵ at, in idioms (common expressions)
o with adjectives, 257, 258
o vs. in, on, to show time and place, 255—56
o with verbs, 257—58
✵ athletics (singular), 189
✵ audience. See Collective nouns
✵ Audience
o for analysis paper, 65
o for argument paper, 88
o assessing, 3, 4
o for email, 5
o engaging, 14—15, 65, 352
o and format, 523
o and genre (type of writing), 4—5
o and global (big-picture) revision, 35
o and language choices, 150—53
o and level of formality, 147
o for MLA paper, 379, 383
o and peer review, 34, 36—37
o for research paper, 352, 379, 383
o and thesis, 8
o writing for an, 5, 65, 352, 383
✵ Audio texts. See Multimedia sources, citing; Multimodal texts
✵ Authority, establishing, 366
o in APA papers, 463
o in MLA papers, 380, 395—96
✵ Authors, of sources
o in APA reference list, 486—87
o identifying, 367, 422, 486
o in MLA works cited list, 417—18, 420—23
o in reposted files, 439
✵ Auxiliary verbs. See Helping verbs
✵ awhile, a while, 158
✵ Awkward sentences, 118—21
B
✵ bad, badly, 207
✵ Base form of verb, 210, 324
o modal (can, should, etc.) with, 217, 231—33
o in negatives with do, 234
✵ BCE, CE (BC, AD), 305
✵ be, as irregular verb, 211, 215, 226—27
✵ be, forms of, 182, 226—27, 323—24
o vs. active verbs, 109—10
o and agreement with subject, 180—90
o in conditional sentences, 236
o as helping verbs, 109—10, 211, 323—24
o as linking verbs, 109—10, 217, 248, 332
o in passive voice, 108—11, 229—31
o in progressive forms, 219, 228
o and subjunctive mood, 222—23
o in tenses, 211, 218—22
o as weak verbs, 109—10
✵ because
o avoiding after reason is, 120—21
o introducing subordinate clause, 328
o not omitting, 114
✵ Beginning of essays. See Introduction
✵ Beginning of sentences
o capitalizing words at, 317
o numbers at, 306—07
o varying, 140—41
✵ being as, being that (nonstandard), 159
✵ beside, besides, 159
✵ better, best, 208—09
✵ between, among, 159
✵ Bias, signs of, 367—70
✵ Biased language, avoiding, 43, 152—53. See also Noninclusive language, avoiding; Sexist language, avoiding
✵ Bible. See Sacred texts (Bible, Qur’an)
✵ Bibliography. See also Reference list (APA); Works cited list (MLA)
o annotated, 369—74
§ sample entry (MLA style), 371—72
o for finding sources, 355
o working, 359, 360, 364
✵ Block quotation. See Quotations, long (indented)
✵ Blog
o citing
§ APA style, 501
§ MLA style, 435
o to explore ideas, 7
✵ Body, of essay, 16—18
✵ Books
o capitalizing titles of, 316—17
§ APA style, 487, 506, 508—09
§ MLA style, 418, 446—47
o citation at a glance
§ APA style, 496
§ MLA style, 430, 432
o citing
§ APA style, 495—99
§ MLA style, 429—34
o italics for titles of, 308
§ APA style, 486—87, 506, 508—09
§ MLA style, 419, 446—47
✵ Borrowed language and ideas. See Citing sources; Plagiarism, avoiding
✵ both . . . and, 328
o parallelism and, 113
✵ Brackets, 300—01
o APA style, 470
o MLA style, 391—92
✵ Brainstorming, 6
✵ Bridges. See Transitions
✵ bring, take, 159
✵ Broad reference of this, that, which, it, 195
✵ Business writing, models of, 523—27
✵ but
o comma with, 266—67
o as coordinating conjunction, 113, 328
o excessive use of, 136—37
o no comma with, 277—78, 280
o no semicolon with, 285
o parallelism and, 113
o as preposition, 327
✵ by, not omitting, 114
C
✵ can, as modal verb, 231—32, 323—24
✵ can, may, 159
✵ capital, capitol, 159
✵ Capitalization, 315—18
o after colon, 286, 318, 486
o of first word of sentence, 317
o of headings (APA style), 507
o of Internet terms, 316
o misuse of, 315—16
o of proper nouns, 315—16
o in quotations, 317
o of titles of persons, 316
o of titles of works, 316—17
§ APA style, 481, 487, 506, 508—09
§ MLA style, 418, 446—47
✵ capitol. See capital, capitol, 159
✵ Captions
o APA style, 507—08, 524
o MLA style, 447—48, 450
o responsibility and, 17
✵ Case. See Pronoun case
✵ Case study, in responding to an argument, 92—93
✵ Catalog, library, 353
✵ Causative verbs, 239
✵ Cause and effect, as paragraph pattern, 33
✵ CE, BCE (AD, BC), 305
✵ Central idea. See Focus; Thesis
✵ Charts, 17. See also Visuals
✵ Checklists
o assessing the writing situation, 3
o global revision, 42
o reading and evaluating arguments, 86
✵ Choppy sentences, 135—36
✵ Chronological order
o in literacy narratives, 49
o in narration, 30
o in process, 31
✵ Circle, full, in conclusion, 19—20
✵ Citation at a glance
o APA style
§ article from a database, 493
§ book, 496
§ online article in a journal or magazine, 492
§ page from a website, 500
o MLA style
§ article from a database, 426
§ article in an online journal, 425
§ book, 430
§ selection from an anthology or a collection, 432
§ work from a website, 436
✵ Citations. See Citation at a glance; Citing sources
✵ cited in, for a source in another source, 482—83. See also quoted in
✵ cite, site, 159
✵ Citing sources. See also Integrating sources; Plagiarism, avoiding
o APA style, 464—67
§ in-text citations, 479—84
§ reference list, 485—505
o audience and, 383
o common knowledge
§ in APA papers, 464
§ in MLA papers, 382, 383
o how-to guides
§ being a responsible research writer, 386
§ citing a reposted source, 439
§ identifying authors, 422
§ paraphrasing effectively, 389—90
o MLA style, 381—86
§ in-text citations, 406—15
§ works cited list, 415—45
o for multilingual/ESL writers, 259—63
✵ Claims. See Arguments, reading; Thesis
✵ class. See Collective nouns
✵ Classification, as paragraph pattern, 33—34
✵ Clauses. See Independent clauses; Subordinate clauses
✵ Clichés, 156
✵ Coherence, 24—28
✵ Collaborative writing. See Peer review
✵ Collection. See Anthology or collection, citing
✵ Collective nouns (audience, family, team, etc.)
o agreement of pronouns with, 192—93
o agreement of verbs with, 185—86
✵ College writing. See Academic writing
✵ Colon, 285—87
o with appositives (nouns that rename other nouns), 285—86
o capitalization after, 286, 318, 486
o for emphasis, 285—86
o to fix run-on sentences, 176—77
o with greetings and salutations, 286, 525
o between hours and minutes, 286
o introducing quotations, 285—86, 294—95
o with lists, 285—86
o misuse of, 286—87
o outside quotation marks, 294
o with ratios, 286
o between titles and subtitles of works, 286
✵ Combining sentences (coordination and subordination), 132—39
✵ Commands. See Imperative mood; Imperative sentences
✵ Commas, 266—77. See also Commas, unnecessary
o with absolute phrases, 274
o in addresses, 275
o with and, but, etc., 266—67
o with contrasted elements, 274
o between coordinate adjectives, 269
o before coordinating conjunctions, 133, 266—67
o in dates, 275
o with interrogative tags (questions), 274—75
o with interruptions (he writes etc.), 273—75
o after introductory elements, 267, 295
o with items in a series, 268
o with mild interjections, 274—75
o with modifiers, 269
o with nonrestrictive (nonessential) elements, 269—73
o with nouns of direct address, 274—75
o in numbers, 276
o with parenthetical expressions, 274
o with quotation marks, 275, 293—94, 392
o with semicolons, 283—84
o to set off words or phrases, 273—75
o with titles following names, 276
o with transitional expressions, 283—84
o before which or who, 271
o with yes and no, 274—75
✵ Commas, unnecessary, 277—82. See also Commas
o between adjective and noun, 279
o after although, 281
o after and, but, etc., 280
o between compound elements, 277—78
o before concluding adverb clauses, 279—80
o after a coordinating conjunction, 280
o between cumulative adjectives, 269, 279
o with indirect quotations, 281
o in an inverted sentence (verb before subject), 280
o before a parenthesis, 281
o with a question mark or an exclamation point, 281
o with restrictive (essential) elements, 279
o before or after a series, 278
o between subject and verb, 278
o after such as or like, 280
o between verb and object, 278
✵ Comma splices. See Run-on sentences
✵ Comments on a draft, understanding. See Revising with comments
✵ Comments on online articles, citing
o APA style, 491
o MLA style, 428
✵ committee. See Collective nouns
✵ Common ground, establishing
o in argument papers, 8, 15, 89—91, 105
o in MLA papers, 381, 397—98
✵ Common knowledge
o in APA papers, 464
o in MLA papers, 382, 383
✵ Common nouns, 241—45, 315—16
✵ Company names
o abbreviations in, 304
§ APA style, 487
§ MLA style, 419
o agreement of verb with, 189
✵ Comparative form of adjectives and adverbs (with -er or more), 208—09. See also Superlative form of adjectives and adverbs
✵ compare to, compare with, 159
✵ Comparisons
o with adjectives and adverbs, 208—09
o needed words in, 116—17
o as paragraph pattern, 31—32
o parallel elements in, 114
o with pronoun following than or as, 200
✵ complement, compliment, 159
✵ Complements, object, 333
✵ Complements, subject
o adjectives as, 205—06, 332
o case of pronouns as, 198—99
o defined, 332
o and subject-verb agreement, 187—88
✵ Complete subject, 330
✵ Complex sentences, 344
✵ compliment. See complement, compliment, 159
✵ Compound antecedents, 193
✵ Compound-complex sentences, 344
✵ Compound elements
o case of pronoun in, 199
o comma with, 266—67
o needed words in, 115—16
o no comma with, 277—78
o parallelism and, 113
✵ Compound nouns (father-in-law etc.)
o plural of, 311
o possessive of, 288
✵ Compound numbers, hyphens with, 314
✵ Compound predicates
o fragmented, 170
o no comma in, 266—67, 277—78
✵ Compound sentences
o comma in, 266—67
o defined, 343
o excessive use of, 136—37
o semicolon in, 282—84
✵ Compound subjects
o agreement of pronoun with, 193
o agreement of verb with, 181, 184
o defined, 331
✵ Compound verbs. See Compound predicates
✵ Compound words
o hyphens with, 313
o plural of, 311
✵ Conciseness, 143—46
✵ Conclusion
o of essay, 19—20
o hook in, 20
o in inductive reasoning, 85
o sample student writing, 19—20
o strategies for drafting, 20
✵ Concrete nouns, 154
✵ Conditional sentences, 234—36. See also Subjunctive mood
✵ Confused words. See Glossary of usage
✵ Conjunctions, 328—29. See also Conjunctive adverbs
o in coordination and subordination, 132—33, 134
o to fix run-on sentences, 176
✵ Conjunctive adverbs
o comma after, 273—74, 328
o and coordination, 132—33
o defined, 328
o and run-on sentences, 175, 176
o semicolon with, 283—84, 328
✵ Connections. See Transitions
✵ Connotation (implied meaning of word), 153—54
✵ conscience, conscious, 159
✵ Consistency
o in headings, 112
o in lists, 112
o in mood and voice, 129—30
o in paragraphs, 28
o in point of view, 127—28
o in questions and quotations, 130—31
o in verb tense, 128—29
✵ Constructive criticism, 35
✵ Containers, in MLA works cited list, 415—17
✵ Context, establishing
o in analysis papers, 65
o in APA papers, 462, 474
o in argument papers, 88, 105
o in MLA papers, 379, 398—99
o when researching, 348—49
✵ continual, continuous, 159
✵ Contractions
o apostrophe in, 289
o needed verbs and, 217
✵ Contrary-to-fact clauses, 223, 236
✵ Contrast, as paragraph pattern, 31—32
✵ Contrasted elements, comma with, 274
✵ Conversations, academic and research. See Synthesizing sources
✵ Conversing with a text, 54—55, 57, 59—60
o how-to guide, 55
✵ Coordinate adjectives, comma with, 269
✵ Coordinating conjunctions
o comma before, 266—67
o coordination and, 132—33
o defined, 328
o to fix run-on sentences, 176
o no comma after, 277—78, 280
o no semicolon with, 285
o parallelism and, 113
✵ Coordination
o for combining sentences, 132—33
o comma and coordinating conjunction for, 266—67
o excessive use of, 136—37
o to fix choppy sentences, 135—36
o to fix run-on sentences, 176
o and subordination, 136—37
✵ Correlative conjunctions
o defined, 328
o parallelism with, 113
✵ could, as modal verb, 231—32, 323—24
✵ council, counsel, 159—60
✵ Counterarguments
o addressing, 96—97, 105
o anticipating, 8
o in APA papers, 463
o evaluating, 60, 80—81, 84, 86, 370
o in MLA papers, 381, 398
o sentence starters for, 84, 97, 397—98
✵ Count nouns, articles (a, an, the) with, 241—45
✵ Country names, abbreviations for, 304
✵ couple. See Collective nouns
✵ Course materials, citing
o in APA papers, 484, 504
o in MLA papers, 435
✵ Credibility. See also Authority, establishing
o establishing
§ in APA papers, 463
§ in argument papers, 89—91, 96—97
§ in MLA papers, 380, 383, 397—98
§ in research papers, 366
o of sources, determining, 86
✵ Critical reading. See Reading
✵ Critical thinking
o for analysis, 54—64, 73—76
o about arguments, 80—87
o evaluating sources, 364—74
✵ Criticism, constructive, 35
✵ crowd. See Collective nouns
✵ Cumulative adjectives
o defined, 253
o no comma with, 269, 279
o order of, 253—54
✵ Currency, of sources, 365
D
✵ -d, -ed, verb ending, 210—11, 215—16, 227
✵ Dangling modifiers, 124—27
✵ Dashes, 299—300
o for emphasis, 299—300
o excessive use of, 300
o to fix run-on sentences, 176—77
✵ data, 160
✵ Data. See Facts; Statistics
✵ Database, article from. See Article from a database
✵ Databases, for finding sources, 353—56
✵ Dates
o abbreviations in, 305
o in APA reference list, 486—87
o capitalization of, 316
o commas with, 275
o in MLA works cited list, 419
o numbers in, 307
✵ Days of the week, capitalization of, 316
✵ Deadlines, 3, 348, 349
✵ Debatable questions, and thesis statements
o for analysis papers, 67
o for argument papers, 90—92
o for essays, 7—10
o for research papers, 350, 352
✵ Debates, entering. See Argument papers; Arguments, reading; Synthesizing sources
✵ Declarative sentences, 344
✵ Deductive reasoning, 82
✵ Definite article. See the
✵ Definition
o of key terms or concepts, providing
§ in APA papers, 462
§ in MLA papers, 380
o as paragraph pattern, 34
o of words, 153—54
✵ Degree of adjectives and adverbs. See Comparative form of adjectives and adverbs; Superlative form of adjectives and adverbs
✵ Degrees, academic, abbreviations for, 304
✵ Demonstrative pronouns, 322
✵ Denotation (dictionary definition), 153—54
✵ Dependent clauses. See Subordinate clauses
✵ Description, as paragraph pattern, 30—31
✵ Descriptive word groups. See Adjective phrases; Adverb phrases
✵ Design. See Format; Visuals
✵ Detail, adequate. See Development, of ideas; Evidence
✵ Determiners, 240—48
✵ Development, of ideas, 16, 23—24. See also Paragraph patterns
✵ Diagrams, 18. See also Visuals
✵ Dialect, quoting, 358
✵ Dialogue
o paragraphing of, 291
o quotation marks in, 291
✵ Diction. See Words
✵ different from, different than, 155, 160
✵ Digital object identifier (DOI). See DOI (digital object identifier)
✵ Digital texts. See Multimodal texts; Web sources
✵ Direct address, commas with, 274—75
✵ Direct language, 144
✵ Direct objects
o case of pronouns as, 199
o defined, 332
o followed by adjective or noun (object complement), 333
o placement of adverbs and, 252
o transitive verbs and, 332—33
✵ Directories, to documentation models
o APA style, 477—78
o MLA style, 404—05
✵ Direct questions. See Questions, direct and indirect
✵ Direct quotations. See Quotations, direct and indirect
✵ disinterested, uninterested, 160
✵ Diverse viewpoints, in research conversations, 354
✵ Division of words, hyphen and, 314—15
✵ do, as irregular verb, 211
✵ do, forms of
o in forming negatives, 234
o as helping verbs, 323—24
o and subject-verb agreement, 182, 215
✵ do vs. does. See Agreement of subject and verb
✵ Document design. See Format; Visuals
✵ Documenting sources. See Citing sources
✵ does vs. do. See Agreement of subject and verb
✵ doesn’t vs. don’t. See Agreement of subject and verb
✵ DOI (digital object identifier)
o APA style, 487, 489—91, 509
o dividing, 314—15
o MLA style, 418, 419—20, 424, 448
✵ don’t vs. doesn’t. See Agreement of subject and verb
✵ Dots, ellipsis. See Ellipsis
✵ Double comparatives and superlatives, avoiding, 209
✵ Double-entry notebook, 57, 59
✵ Double negatives, avoiding, 209, 234
✵ Doublespeak, avoiding, 148
✵ Double subjects, avoiding, 250
✵ Draft, comments on. See Revising with comments
✵ Drafting
o analysis papers, 64—67, 72—73, 75—76
o annotated bibliographies, 373
o argument papers, 87—98, 106
o body, 16—18
o conclusion, 19—20
o essays, 14—20
o introduction, 14—15
o literacy narratives, 50
o paragraphs, 20—34
o sample rough draft, 38—40
o signal phrases, 397—98
o thesis, 7—11, 14—15
✵ Dropped quotation, avoiding
o in APA papers, 472—73
o in MLA papers, 395
✵ Due dates, 3, 348, 349
E
✵ each (singular), 184—85, 191—92
✵ E-books, citing
o APA style, 495
o MLA style, 429
✵ economics (singular), 189
✵ -ed, verb ending, 210—11, 215—16, 227
✵ Editing log, 37
o how-to guide, 44—45
✵ Editing sentences, 43—45
✵ effect. See affect, effect, 158
✵ Effect. See Cause and effect
✵ e.g. (“for example”), 160, 305
✵ either (singular), 184—85, 191—92
✵ either . . . or
o and parallelism, 113
o and pronoun-antecedent agreement, 193
o and subject-verb agreement, 184
✵ Either/or fallacy, 81
✵ -elect, hyphen with, 314
✵ Ellipsis
o for deleted lines of poetry, 301
o for omissions in sources, 301
§ APA style, 469—70
§ MLA style, 391
✵ Elliptical clause, dangling, 125
o addresses, division of, 314—15
o audience for, 5
✵ emigrate from, immigrate to, 160
✵ Emotional appeals (pathos), in argument, 82—83, 89
✵ Emphasis, 132—40
o active verbs for, 108—11
o choppy sentences and, 135—36
o colon for, 285—86
o dash for, 299—300
o exclamation point for, 298
o parallel structure and, 140
o sentence endings for, 139—40, 142
o subordinating minor ideas for, 138
✵ Enc. (“enclosure”), in business writing, 525
✵ Ending. See Conclusion
✵ Endnotes. See Footnotes or endnotes
✵ End punctuation, 297—99
✵ English as a second language (ESL). See Multilingual topics
✵ enough, with infinitive, 239
✵ -er ending (faster, stronger), 208—09
✵ Errors
o identifying, 44—45
o sic for, 301
§ in APA papers, 470
§ in MLA papers, 393
✵ ESL (English as a second language). See Multilingual topics
✵ especially, and sentence fragments, 171
✵ -es, -s
o spelling rules, for plurals, 306, 311
o as verb ending, 180, 182—83, 214
✵ Essays. See also Sample student writing
o drafting, 14—20
o editing, 43—45
o formatting, 45—46
o planning, 2—14
o proofreading, 45
o researching, 347—74
o reviewing, 35—41
o revising, 41—43
✵ -est ending (fastest, strongest), 208—09
✵ et al. (“and others”), 305
o in APA papers, 480
o in MLA papers, 408, 417, 418
✵ etc., 160, 305
✵ Ethos (ethical appeals)
o in arguments, 82, 86, 89—91, 96—97
o in MLA papers, 383, 395—96
✵ Euphemisms, avoiding, 148
✵ Evaluating arguments. See Arguments, reading
✵ Evaluating sources, 355, 364—74
o how-to guide, 367—68
✵ even, placement of, 121—22
✵ everybody, everyone (singular), 160, 184—85, 191—92
✵ everyone, every one, 160
✵ Evidence
o adding for support, 36
o in analysis papers, 64—67, 73—76
o in argument papers, 80—81, 84—85, 89—90, 94—96, 105
o questioning, 85
o in research papers, 350—51
§ APA style, 461—63
§ MLA style, 379—81
✵ ex-, hyphen with, 314
✵ Exact language, 153—64
✵ Examples
o as evidence, 36, 95—96
o as paragraph pattern, 29—30
o as sentence fragments, 171
✵ except. See accept, except, 157
✵ Exclamation points, 298
o with in-text citations (MLA style), 294, 406—07
o no comma with, 281
o with quotation marks, 294
✵ Exclamations (interjections), 298, 329, 344
✵ Exclamatory sentence, 344
✵ Expert opinion, using as support, 96
✵ Expletives there, it
o and subject following verb, 187, 249, 331
o and subject-verb agreement, 187
o and wordy sentences, 145
✵ explicit, implicit, 160
✵ Expressions
o idiomatic (common), 155
o transitional, 273—74, 283—84
o trite or worn-out (clichés), 156
F
✵ Facebook. See Social media, citing
✵ Facts
o in APA papers, 462, 474
o in argument papers, 95
o in MLA papers, 379, 402
o scientific, and verb tense, 220
o in thesis statements, avoiding, 9
✵ Fairness, in arguments, 86, 96—97
✵ Fake news, identifying, 367—68
✵ Fallacies, logical, 81
✵ False analogy, 81
✵ family. See Collective nouns
✵ farther, further, 160
✵ Faulty apposition, 120
✵ Faulty predication, 120
✵ Feedback. See Peer review
✵ fewer, less, 160
✵ Field research, 357—58
✵ Figures. See Numbers; Visuals
✵ Figures of speech, 156—57
✵ firstly, 160
✵ First-person point of view
o consistency with, 127—28
o in literacy narratives, 49
o revising for, 42
✵ Flashbacks, in narration, 30
✵ Flow (coherence), 24—28
✵ Flowcharts, 18. See also Visuals
✵ Focus. See also Thesis
o of argument paper, 90—92
o of essay, 2, 7—11, 14—15, 42
o of paragraph, 21—24
o of research paper, 350—52
✵ Footnotes or endnotes
o APA style, 507
o MLA style, 445
✵ for
o comma before, 266—67
o as coordinating conjunction, 113, 328
o parallelism and, 113
o as preposition, 327
✵ Foreign words, italics for, 308
✵ for example
o no colon after, 286—87
o and sentence fragments, 171
✵ Formality, level of, 147
✵ Formal outline, 12—14, 62—63. See also Outlines
✵ Format
o academic manuscripts, 45—46, 523
§ APA format, 505—09, 510—12
§ MLA format, 46—48, 446—57
o business letters, 525
o business reports, 524
o genre (type of writing) and, 4—5
o headings
§ in APA papers, 461, 507, 512
§ in memos, 527
§ in MLA papers, 446, 447
o lists, displayed, 527
o memos, 527
o models of professional writing, 523—27
o options, 3
o résumés, 526
o visuals and, 16—18, 524
✵ Fractions
o hyphens with, 314
o numerals for, 307
✵ Fragments, sentence
o acceptable, 171—72
o clauses as, 168—69
o for emphasis or effect, 171—72
o examples as, 171
o finding and recognizing, 166—68
o fixing, 167, 168—71
o lists as, 170—71
o phrases as, 169—70
o predicates as, 170
o testing for, 167
✵ Freewriting, 6
✵ Full-block style, for business letters, 525
✵ “Full-circle” strategy, in conclusions, 19—20
✵ further. See farther, further, 160
✵ Fused sentences. See Run-on sentences
✵ Future perfect tense, 218—19
✵ Future progressive forms, 219
✵ Future tense, 218, 227, 230
G
✵ Gender, and pronoun agreement, 191—92
✵ Gender-fluid pronouns, 151—52
✵ Gender-neutral language, 150—52, 191—92
✵ Generalization, hasty, 81
✵ Generic he (nonstandard), 151, 192
✵ Generic nouns, 192
✵ Genre (type of writing)
o and format, 4—5
o and language, 147
o of multimodal texts, 72—73
o purpose and, 3, 4—5
o writing situation and, 3, 4—5
✵ Geographic names, the with, 247
✵ Gerunds
o defined, 338
o following prepositions, 256—57
o following verbs, 237—38
o phrases, agreement of verb with, 189
o possessives as modifiers of, 201
✵ Global (big-picture) revisions, 35, 41—43. See also Revising with comments
✵ Glossary of usage, 157—64
✵ good, well, 161, 207
✵ Google, searching with, 356
✵ Google docs, for double-entry notebooks, 57
✵ Government documents, citing
o APA style, 481, 498
o MLA style, 411, 442—43
✵ Grammar, mixed. See Mixed constructions
✵ Graphic narrative, citing (MLA style), 421
✵ Graphic organizers, 379
✵ Graphs, 17, 450. See also Visuals
✵ Greetings and salutations, colon with, 286, 525
✵ Guides. See How-to guides; Sentence starters; Writing guides
H
✵ hanged, hung, 161
✵ Hasty generalization, 81
✵ has vs. have, 182, 214—15. See also Agreement of subject and verb
✵ have, as irregular verb, 212
✵ have, forms of
o as helping verbs, 228—29, 230, 323—24
o and passive voice, 229—30
o and perfect tenses, 228—29, 230
o and subject-verb agreement, 182, 214—15
✵ have vs. has, 182, 214—15. See also Agreement of subject and verb
✵ Headings
o in APA papers, 461, 507, 512
o formatting, 527
o in MLA papers, 446, 447
o to organize ideas, 461
o parallel phrasing of, 112
o planning with, 461
✵ he, him, his, noninclusive use of, 151, 191—92
✵ Helping verbs
o contractions with, 217
o defined, 217, 323
o and forming passive voice, 211, 229—31
o and forming perfect tenses, 211, 218—19, 228, 230
o and forming verb tenses, 211, 218—19, 221, 228, 230
o modals (can, should, etc.) as, 217, 231—33, 323—24
o needed, 217
o and progressive forms, 228
✵ he or she, his or her, as noninclusive language, 151—52, 191—92
✵ here, not used as subject, 250
✵ her vs. she, 198—201
✵ he/she, his/her
o noninclusive use of, 151—52, 191—92
o slash with, 302
✵ he vs. him, 198—201
✵ he writes, she writes, comma with, 275, 295
✵ hir, as gender-neutral pronoun, 152
✵ his or her, he or she, noninclusive use of, 151—52, 191—92
✵ Homophones (words that sound alike), 311—12
✵ Hook, in introduction, 14—15, 20, 377
✵ hopefully, 161
✵ however
o at beginning of sentence, 161
o comma with, 273—74
o semicolon with, 283—84
✵ How-to guides. See also Writing guides
o analysis papers
§ annotating a text, 55
§ drafting an analytical thesis statement, 67
§ reading like a writer, 61
§ revising a run-on sentence, 175
§ summarizing a text, 64
o argument papers, 91
o critical reading, 55, 61
o editing logs, 44—45
o MLA papers
§ being a responsible research writer, 386
§ citing a reposted source, 439
§ identifying authors, 422
§ paraphrasing effectively, 389—90
o peer review, 35
o research
§ avoiding plagiarism from the web, 361
§ being a responsible research writer, 386
§ detecting fake news and misleading sources, 367—68
§ entering a research conversation, 351
§ going beyond a Google search, 356
§ paraphrasing effectively, 389—90
§ taking notes responsibly, 364
o revising a run-on sentence, 175
o summarizing texts, 64
o thesis statements
§ drafting for analysis papers, 67
§ drafting for argument papers, 91
§ solving problems with, 9—10
✵ Humanities, writing in. See MLA papers
✵ hung. See hanged, hung, 161
✵ Hyphens, 313—15
o with adjectives, 313
o to avoid ambiguity, 314—15
o in compound words, 313
o and division of words, 314—15
o in email addresses, 314—15
o to form dash, 299
o in fractions, 314
o in numbers, 314
o with prefixes and suffixes, 314
o in URLs and DOIs, 314—15
§ APA style, 509
§ MLA style, 420, 447, 448
I
✵ I
o vs. me, 198—201
o point of view, 42, 49, 127—28
o shifts with you, he, or she, avoiding, 127—28
✵ Idioms (common expressions), 155
o adjective + preposition combinations, 257, 258
o with prepositions showing time and place (at, on, in, etc.), 255—56
o verb + preposition combinations, 257—58
✵ i.e. (“that is”), 161, 305
✵ -ie, -ei, spelling rule, 310
✵ if clauses
o conditional sentences, 234—36
o contrary to fact (subjunctive), 223
✵ if, whether, 161
✵ illusion. See allusion, illusion, 158
✵ Illustrated work, citing (MLA style), 421
✵ Illustrations (examples), as paragraph pattern, 29—30. See also Visuals
✵ Images. See Multimodal texts; Visuals
✵ immigrate. See emigrate from, immigrate to, 160
✵ Imperative mood, 222
✵ Imperative sentences
o defined, 331, 344
o you understood in, 249, 331
✵ implicit. See explicit, implicit, 160
✵ Implied meaning of word (connotation), 153—54
✵ imply, infer, 161
✵ in, in idioms (common expressions)
o with adjectives, 257, 258
o vs. at, on, to show time and place, 255—56
o with verbs, 257—58
✵ including, no colon after, 286—87
✵ Inclusive language, 150—52, 191—92
✵ Incomplete comparison, 116—17
✵ Incomplete construction, 115—18
✵ Incomplete sentences. See Fragments, sentence
✵ Indefinite articles. See a, an
✵ Indefinite pronouns
o agreement of verb with, 184—85
o as antecedents, 191—92
o apostrophe with, 289
o defined, 322
✵ Indenting
o in APA reference list, 508—09
o of long quotations, 292
§ APA style, 470—71, 506—07, 515—16
§ MLA style, 393, 447, 454
§ no quotation marks with, 292
o in MLA works cited list, 448
o in outlines, 12—14, 62
✵ Independent clauses
o colon between, 285—86
o combined with subordinate clauses, 344
o and comma with coordinating conjunction, 266—67
o defined, 343
o and run-on sentences, 173—79
o semicolon between, 282—84
✵ Indexes to periodical articles. See Databases, for finding sources
✵ Indicative mood, 222
✵ Indirect objects
o case of pronouns as, 199
o defined, 333
o Indirect questions, 130—31
✵ Indirect quotations
o no comma with, 281
o shifts to direct quotations, avoiding, 130—31
✵ Indirect source (source quoted in another source), citing
o APA style, 482—83
o MLA style, 413
✵ Inductive reasoning, 82, 85
✵ infer. See imply, infer, 161
✵ Infinitive phrases, 338
✵ Infinitives
o case of pronouns with, 200
o dangling, 125
o following verbs, 237—39
o marked (with to), 237—39, 256—57
o and sequence of tenses, 221—22
o split, 123—24
o subject of, objective case for, 200
o to, infinitive marker vs. preposition, 256—57
o with too and enough, 239
o unmarked (without to), 239
✵ Inflated phrases, 144
✵ Infographics, 17. See also Multimodal texts; Visuals
✵ Informal language, 147
✵ Informal outline, 11—12, 378—79. See also Outlines
✵ Information, for essay
o finding, 347—74
o managing, 348—49, 358—64
o working bibliography, 359, 360
✵ Information notes (MLA), 444—45
✵ -ing verb ending. See Gerunds; Present participles
✵ in, into, 161
✵ Inserted material, in quotations. See Brackets
✵ Instagram. See Social media, citing
✵ Institutional review board (IRB), for research subjects, 357
✵ Instructor’s comments, revising with. See Revising with comments
✵ Integrating sources
o in APA papers, 468—76
o in MLA papers, 387—403
o sentence starters for, 397—98
✵ Intensive pronouns, 321
✵ Interjections (exclamations), 274—75, 298, 329
✵ Internet. See also URLs; Web sources
o avoiding plagiarism from, 17, 361
o capitalization of terms for, 316
o reading on, 58
o searching, 355—56
✵ Interpretation
o in analysis papers, 64—67, 73—76
o in argument papers, 84—85
o different perspectives and, 60
o of multimodal texts, 72—79
o in research conversations, 354
o of written texts, 54—72
✵ Interrogative pronouns
o defined, 322
o who, whom, 164, 202—04
✵ Interrogative sentences, 344
✵ Interrogative tags (questions), commas with, 274—75
✵ Interruptions, commas with, 273—75
✵ Interviews, as information source, 358
✵ In-text citations. See also Integrating sources
o APA style
§ list of models for, 477
§ models for, 479—84
§ relation to reference list, 464—65
o MLA style
§ list of models for, 404
§ models for, 406—15
§ relation to works cited list, 382
o punctuation with, 294, 382, 393, 471
✵ into. See in, into, 161
✵ Intransitive verbs
o defined, 333—34
o not used in passive voice, 231
✵ Introduction. See also Thesis
o of argument paper, 90—91
o of essay, 14—15
o hook in, 14—15, 377
o of MLA paper, 377
o to portfolio, 50—51
o sample student writing, 19
o strategies for drafting, 15
✵ Introductory word groups, comma with, 267
✵ Inverted sentence order
o for emphasis, 139—40, 142
o with expletives there, it, 187, 248, 331
o no comma with, 280
o and position of subject, 249, 331
o in questions, 331
o and subject-verb agreement, 187
o for variety, 142
✵ IRB (institutional review board), for research subjects, 357
✵ irregardless (nonstandard), 161
✵ Irregular verbs, 210—13
o be, am, is, are, was, were, 211, 215
o do, does, 211, 215
o have, has, 212, 214—15
o lie, lay, 213
o list of, 211—12
✵ Issue and volume numbers, citing
o APA style, 487, 489—91
o MLA style, 424
✵ is vs. are. See Agreement of subject and verb
✵ is when, is where, avoiding, 120—21
✵ it
o broad reference of, 195
o as expletive (placeholder), 249
o indefinite use of, 196—97
o as subject of sentence, 249
✵ Italics, 308—09
o for non-English words, 308
o for titles of works, 308—09
§ APA style, 481, 486—87, 506, 508—09
§ MLA style, 419, 446—47
o for words as words, 309
§ APA style, 309
✵ its, it’s, 289, 290, 311—12
J
✵ Jargon, 147—48
✵ Journal, keeping a, 7
✵ Journalist’s questions, 350, 356
✵ Journals. See Periodicals
✵ Judgment, in analysis papers, 65, 67, 71—72, 75—76
✵ jury. See Collective nouns
✵ just, placement of, 121—22
K
✵ Key words
o defining for readers
§ in APA papers, 462
§ in MLA papers, 380
o repeating for coherence, 25
✵ Keywords
o in APA abstracts, 522
o searching with, 355—56
§ how-to guide, 356
✵ kind of, sort of, 161
L
✵ Labels for persons, caution with, 152—53
✵ Labels for visuals. See Captions
✵ Language. See also Tone (voice); Words
o appropriate, 147—53
o biased, avoiding, 43, 152—53
o borrowed. See Citing sources; Plagiarism, avoiding
o clichés, avoiding, 156
o direct, 144
o doublespeak, avoiding, 148
o euphemisms, avoiding, 148
o exact, 153—64
o formality of, 147
o idioms (common expressions), 155
o jargon, 147—48
o noninclusive, avoiding, 150—52
o plain, 147—48
o sexist, avoiding, 150—52
o slang, avoiding, 150
o wordy, 143—46
✵ Latin abbreviations, 305
✵ lay, lie; laying, lying, 162, 213
✵ Layout of documents. See Format
✵ lead, led, 162
✵ Length
o of conclusion, 19
o of introduction, 14
o of paper, 2—3
o of paragraph, 20, 28—29
✵ less. See fewer, less, 160
✵ Letters, business, 525
✵ Letters of the alphabet
o capitalizing, 315—18
o italics for, 309
o plural of, 289—90
✵ Library resources, 352—56
✵ lie, lay; lying, laying, 162, 213
✵ like
o no comma after, 280
o and sentence fragments, 171
✵ like, as, 162
✵ Limiting modifiers (only, almost, etc.), 121—22
✵ Line spacing
o in APA paper, 506
o and format, 525
o in MLA paper, 446
✵ Linking verbs
o adjective after, 205—06, 332
o defined, 332
o omission of, 217, 248
o pronoun after, 198—99
✵ Listing ideas, 6
✵ List of sources. See APA papers, reference list; MLA papers, works cited list
✵ Lists. See also Series
o with colon, 285—86
o with dash, 299—300
o formatting, 527
o as fragments, 170—71
o for generating ideas, 6
o parallelism and, 112
✵ Literacy narrative
o sample student writing, 38—40, 45—50
o writing guide for, 49—50
✵ Literary present tense, 128—29, 220
✵ Literature review, sample paper (APA style), 510—21
✵ Logic
o deductive reasoning, 82
o fallacies. See Fallacies, logical
o inductive reasoning, 82, 85
o logos (logical appeals), 82, 89
o of sentences, 120
✵ Logos (logical appeals), in arguments, 82, 89. See also Logic
✵ Logs
o editing, 37, 44—45
o reading, 57, 59
o research, 349
o revision, 37
✵ loose, lose, 162
✵ lots, lots of, 162
✵ -ly ending on adverbs, 204, 313
✵ lying vs. laying, 213
M
✵ Magazines. See Periodicals
✵ Main clauses. See Independent clauses
✵ Main point. See Focus; Thesis; Topic sentence
✵ Main verbs, 226—27, 324
o with modals (can, should, etc.), 217, 231—33
✵ man, mankind, sexist use of, 151
✵ Manuscript formats. See Format
✵ Mapping. See Outlines
✵ Maps, 18. See also Visuals
✵ Margins
o in APA papers, 506
o in MLA papers, 446
✵ Mass (noncount) nouns, 241—47
✵ mathematics (singular), 189
✵ may. See can, may, 159
✵ may, as modal verb, 231—32, 323—24
✵ maybe, may be, 162
✵ Meaning, finding in a text
o for analysis papers, 64—67, 73—76
o for note taking, 364
o for paraphrasing, 261—62, 364
✵ Measurement, units of
o abbreviations for, 305
o and agreement of subject and verb, 186
✵ Memos, 527
✵ Metaphor, 156—57
✵ Methods of development. See Paragraph patterns
✵ me vs. I etc., 198—201
✵ might, as modal verb, 231—32, 323—24
✵ Minor ideas. See Subordination
✵ Misplaced modifiers, 121—22. See also Modifiers
✵ Missing claims, in arguments, 84—86
✵ Missing words. See Needed words
✵ Mixed constructions
o illogical connections, 120
o is when, is where, 120—21
o mixed grammar, 119—20
o reason . . . is because, 120—21
✵ Mixed metaphors, 156—57
✵ MLA Handbook, 403, 445
✵ MLA papers, 375—457
o audience for, 383
o authority in, 380, 395—96
o capitalization in, 418, 446—47
o citation at a glance
§ article from a database, 426
§ article in an online journal, 425
§ book, 430
§ selection from an anthology or a collection, 432
§ work from a website, 436
o citing sources in, 381—86, 406—45
o evidence for, 379—81
o formatting, 46—48, 446—48, 449—57
o how-to guides
§ being a responsible research writer, 386
§ citing a reposted source, 439
§ identifying authors, 422
§ paraphrasing effectively, 389—90
o information notes (optional), 444—45
o in-text citations
§ list of models for, 404
§ models for, 406—15
o numbers in, 306
o organizing, 378—79
o plagiarism, avoiding, 381—86
o sample papers
§ analysis, 68—70, 76—79
§ argument, 98—105
§ research, 449—57
o sentence guides for, 397—98
o signal phrases in, 390, 393—99
o sources in
§ citing, 381—86, 403—45
§ integrating, 387—403
§ synthesizing, 399—402
§ uses of, 379—81
o supporting arguments in, 379—81, 399—402
o tenses in, 128—29, 220, 394
o thesis in, 376—78
o understanding the system, 382
o works cited list
§ container concept for, 415—17
§ formatting, 448
§ general guidelines for, 418—20
§ information for, 415—17
§ list of models for, 404—05
§ models for, 417, 420—45
§ sample, 104—05, 456—57
§ URLs and DOIs (digital object identifiers) in, 419—20, 424, 448
✵ Modal verbs (can, should, etc.), 217, 231—33, 323—24. See also Helping verbs
✵ Models of professional writing, 523—27
✵ Modern Language Association. See MLA papers
✵ Modes. See Multimodal texts; Paragraph patterns
✵ Modifiers
o adjectives as, 204—10, 325—26
o adverbs as, 204—10, 326
o commas with, 269
o dangling, 124—27
o of gerunds, 201
o limiting, 121—22
o misplaced, 121—22
o redundant, 143
o restrictive (essential) and nonrestrictive (nonessential), 269—73
o split infinitives, 123—24
o squinting, 123
✵ Money
o abbreviations for, 305
o numerals for, 307
✵ Mood of verbs, 222—23. See also Conditional sentences
o shifts in, avoiding, 129—30
✵ more, most (comparative, superlative), 208—09
✵ moreover
o comma with, 273—74
o semicolon with, 283—84
✵ Multilingual topics, 225—63
o adjectives, 252—54
o adjectives and adverbs, placement of, 253—54
o articles (a, an, the), 240—48
o idioms (common expressions), 255—58
o nouns, types of, 241
o omitted subjects or expletives, 249—50
o omitted verbs, 248
o paraphrasing sources, 259—63
o participles, present vs. past, 252—53
o prepositions, in idioms (common expressions)
§ with adjectives, 257, 258
§ with nouns and -ing forms, 256—57
§ to show time and place (at, in, on, etc.), 255—56
§ with verbs, 257—58
o repeated objects or adverbs, 136, 251
o repeated subjects, 120, 250
o sentence structure, 248—54, 259—63
o thesis statements, 14
o verbs
§ active voice, 227—29
§ conditional, 234—36
§ forms of, 226—29
§ with gerunds or infinitives, 237—39
§ modals (can, should, etc.), 231—33
§ negative forms, 234
§ passive voice, 229—31
§ tenses, 227—29, 234—36
✵ Multimedia sources, citing. See also Web sources
o APA style, 501—04
o MLA style, 437—43
✵ Multimodal texts. See also Genre (type of writing)
o analyzing, 72—79
§ case study, 92—93
§ sample analysis paper, 76—79
o annotating, 58, 60, 73, 74, 92
o audience for, 4
o conversing with, 60
o defined, 72—73
o planning, 49, 71, 105—06, 373
o reading, 73—75
o summarizing, 73
o writing about, 73—76
✵ Multitasking, avoiding, 58
✵ must, as modal verb, 231—32, 323—24
✵ myself, 199
N
✵ namely, and sentence fragments, 171
✵ Narration, as paragraph pattern, 30
✵ Narrative citations (APA style), 471. See also Signal phrases
✵ Narrative writing. See Literacy narrative
✵ Narrowing a subject. See Topic
✵ nearly, placement of, 121—22
✵ Needed words, 115—18
o articles (a, an, the), 118, 240—48
o in comparisons, 116—17
o in compound structures, 115—16
o it, 249
o in parallel structures, 114
o subjects, 249—50
o that, 116
o there, 249
o verbs, 217, 248
✵ Negatives
o double, avoiding, 209, 234
o forming, 234
o not and never, 326
✵ neither (singular), 184—85, 191—92
✵ neither . . . nor
o and parallel structure, 113
o and pronoun-antecedent agreement, 193
o and subject-verb agreement, 184
✵ never
o as adverb, 326
o in double negatives, avoiding, 209
✵ nevertheless
o comma with, 273—74
o semicolon with, 283—84
✵ news (singular), 189
✵ News, fake, identifying, 367—68
✵ Newspapers. See Periodicals
✵ no
o comma with, 274—75
o in double negatives, avoiding, 209, 234
✵ nobody (singular), 184—85, 191—92
✵ Nonbinary pronouns, 151—52
✵ Noncount nouns, 241—47
✵ none, 184—85
✵ Non-English words, italics for, 308
✵ Noninclusive language, avoiding, 150—52
✵ Nonrestrictive (nonessential) elements, commas with, 269—73
✵ Non sequitur, 81
✵ Nonsexist language, 150—52, 191—92
✵ no one (singular), 184—85, 191—92
✵ nor
o comma with, 266—67
o as coordinating conjunction, 113, 328
o parallelism and, 113
o and pronoun-antecedent agreement, 193
o and subject-verb agreement, 184
✵ not
o as adverb, 234, 326
o in double negatives, avoiding, 209, 234
o in forming negatives, 234
o placement of, 121—22
✵ Notes. See Footnotes or endnotes; Information notes
✵ Note taking
o for analysis, 54—58
o and avoiding plagiarism, 259—63, 359—64
o digital comments, 58
o double-entry notebook for, 57, 59
o to generate ideas, 6
o how-to guides, 55, 364
o research log for, 349
o responsibility and, 16, 364
o sample notes, 56—59, 74
✵ nothing (singular), 184—85, 191—92
✵ not only . . . but also, 328
o and parallel structure, 113
o and pronoun-antecedent agreement, 193
o and subject-verb agreement, 184
✵ Noun/adjectives, 320, 325
✵ Noun clauses, 341—42
o words introducing, 341
✵ Noun markers, 240—48
✵ Nouns. See also Nouns, types of
o adjectives with, 325—26
o articles with, 240—48
o capitalizing, 315—16
o defined, 320
o of direct address, comma with, 274—75
o plural form, singular meaning (athletics, economics, etc.), 189
o plurals of, 311
o after prepositions, 256—57
o renaming other nouns. See Appositives
o shifts between singular and plural, avoiding, 127—28
✵ Nouns, types of. See also Nouns
o abstract, 154
o collective (audience, family, team, etc.), 185—86, 192—93
o common, 241—45, 315—16
o concrete, 154
o count, 241—45
o defined, 320
o general vs. specific, 154, 241, 244
o generic, 192
o noncount, 241—47
o possessive, 287—89
o proper, 241, 243, 247, 315—16
o singular and plural, 241, 243
o specific, concrete, 154, 241, 244
✵ Novels. See Books
✵ number. See amount, number, 158
✵ number, agreement of verb with, 186
✵ Number and person
o shifts in, avoiding, 127—28
o and subject-verb agreement, 180—86
✵ Numbers
o commas in, 276
o consistency of, 306—07
o hyphens with, 314
o italics for, 309
o plural of, 289
o spelled out vs. numerals, 306—07
O
✵ Object complements, 333
o adjectives as, following direct object, 206
✵ Objections, to arguments. See Counterarguments
✵ Objective case, of pronouns
o for objects, 199
o for subjects and objects of infinitives, 200
o whom, 202—04
✵ Objectivity
o assessing, in sources, 85—86, 367—70
o in writing a summary, 63—64, 73
✵ Objects
o direct, 199, 332—33
o indirect, 199, 333
o of infinitives, 200
o no comma between verb and, 278
o objective case for, 199, 202—04
o of prepositions, 199, 335—36
o pronouns as, 199
o repetition of, avoiding, 251
✵ of, after could, would, may, etc. (nonstandard), 162
✵ off of (nonstandard), 155, 162
✵ Omission of needed words. See Needed words
✵ Omissions of letters and words
o apostrophe for, 289
o ellipsis for, 301
§ in APA papers, 469—70
§ in MLA papers, 391
✵ on, in idioms (common expressions)
o with adjectives, 257, 258
o vs. at, in, to show time and place, 255—56
o with verbs, 257—58
✵ one of the, agreement of verb with, 188
✵ Online sources. See Web sources
✵ only, placement of, 121—22
✵ only one of the, agreement of verb with, 188
✵ Opening. See Introduction
✵ Opinion, expert, using as support, 96
✵ Opposing arguments. See Counterarguments
✵ or
o comma with, 266—67
o as coordinating conjunction, 113, 328
o excessive use of, 136—37
o parallelism and, 113
o and pronoun-antecedent agreement, 193
o and subject-verb agreement, 184
✵ Organization. See also Outlines
o of APA papers, 461
o improving, 42
o of literacy narratives, 49—50
o of MLA papers, 378—79
o outlining, 41, 43
o patterns of. See Paragraph patterns
✵ Organizations
o abbreviations for, 304
o as authors, citing
§ APA style, 481, 488
§ MLA style, 409, 420
✵ ought to, as modal verb, 323—24
✵ Outlines
o for essay, 11—14
o formal, 12—14, 62—63
o informal, 11—12, 378—79
o for MLA papers, 378—79
o reverse, 41, 43
o for summary or analysis, 62—63
✵ Ownership. See Possessive case
P
✵ Page numbers (of sources). See also Pagination (of paper)
o APA style, 487
o MLA style, 419
✵ Page setup. See Format
✵ Pagination (of paper)
o APA style, 506
o MLA style, 446
✵ Paired ideas, parallelism and, 113
✵ Paragraph patterns. See also Paragraphs
o analogy, 32
o cause and effect, 33
o classification, 33—34
o comparison and contrast, 31—32
o definition, 34
o description, 30—31
o illustrations, 29—30
o narration, 30
o process, 31
✵ Paragraphs, 20—34. See also Paragraph patterns
o coherence in, 24—28
o concluding, 19—20
o defined, 20
o details in, 23—24
o development of, 23—24, 29—34
o drafting, 16
o focus of, 21—23
o introductory, 14—15
o length of, 20, 28—29
o main point in, 21—24
o outlining, 41, 43
o revising, 42
o sample student writing, 73
o topic sentences in, 21, 24, 262
o transitions in, 26—27
o unity of, 22
✵ Parallelism
o for emphasis, 140
o in headings, 112
o in lists, 112
o in paragraphs, 25—26
o in sentences, 111—15
✵ Paraphrases
o citing
§ in APA papers, 466—67, 469, 476—505
§ in MLA papers, 383, 388—90, 403—45
o how-to guide, 389—90
o integrating
§ in APA papers, 469, 473
§ in MLA papers, 384—86, 393—99, 402—03
o for multilingual/ESL writers, 259—63
o no quotation marks for, 292
o and note taking, 359, 361—64
o present tense for, 64
✵ Parentheses, 300
o capitalizing sentence in, 317
o excessive use of, 300
o no comma before, 281
o periods with, 382
✵ Parenthetical citations. See In-text citations
✵ Parenthetical elements
o commas with, 274
o dashes with, 299—300
✵ Participial phrases. See also Past participles; Present participles
o for combining sentences, 134
o dangling, 125
o defined, 337
✵ Participles. See Past participles; Present participles
✵ Particles, with verbs, 324
✵ Parts of speech, 320—29
o adjectives, 325—26
o adverbs, 326
o conjunctions, 328—29
o interjections (exclamations), 329
o nouns, 320—21
o prepositions, 327
o pronouns, 321—23
o verbs, 323—25
✵ passed, past, 162
✵ Passive voice
o vs. active voice, 108—11
o appropriate uses of, 108—09
o forming, 229—31
o shifts between active and, avoiding, 129—30
✵ past. See passed, past, 162
✵ Past participles
o as adjectives, 252—53
o defined, 210—11
o of irregular verbs, 210—12
o in participial phrases, 337
o and passive voice, 229—31
o and perfect tenses, 218—19, 221, 228—29, 230
o vs. present participles, 252—53
o of regular verbs, 216
o as verbals, 337
✵ Past perfect tense, 218—19, 221, 228—29, 230
✵ Past progressive form, 219, 228, 230
✵ Past tense
o in APA papers, 220, 471, 479
o and -d, -ed endings, 210—11, 215—16
o defined, 227, 230
o of irregular verbs, 210—12
o vs. past perfect, 221
o of regular verbs, 210—11, 216
✵ Patchwriting, avoiding
o in APA papers, 466—67
o in MLA papers, 384—86
✵ Pathos (emotional appeals), in arguments, 82—83, 89
✵ Patterns of organization. See Paragraph patterns
✵ Peer review, 35—41
o for an analytical essay, 72
o for an annotated bibliography, 374
o for an argument paper, 106
o comments
§ how-to guide, 35
§ revising with, 36—37
§ samples of, 36, 37—40
§ understanding, 36—37
o feedback, 36—37
o guidelines for, 35—36
o for a literacy narrative, 50
o reflecting on, 51
✵ Percentages, numerals for, 307. See also Statistics
✵ Perfect progressive forms, 219, 229
✵ Perfect tenses, 218—19, 221, 230
✵ Periodicals. See also Articles in periodicals
o capitalizing titles of, 316—17
§ APA style, 481, 487, 506, 508—09
§ MLA style, 418, 446—47
o italics for titles of, 308
§ APA style, 481, 486—87, 506
§ MLA style, 418—19, 446—47
✵ Periods, 297—98
o with abbreviations, 298, 304, 305
o and ellipsis, 301
o to end a sentence, 297—98
o with in-text citations, 294
§ in APA papers, 471
§ in MLA papers, 382, 393
o with quotation marks, 293—94, 392
✵ Permalinks
o in APA reference list, 487
o in MLA works cited list, 419, 424
✵ Personal pronouns
o case of, 198—201
o defined, 321
✵ Personal titles. See Titles of persons
✵ Person and number
o shifts in, avoiding, 127—28
o and subject-verb agreement, 180—86
✵ Persons, names of. See Nouns
✵ Perspectives
o interpretation and, 64—67, 73—76, 84—85
o widening, 354
✵ Persuasive writing. See Argument papers
✵ Photographs, 18. See also Multimodal texts; Visuals
✵ Phrasal verbs. See Particles, with verbs
✵ Phrases. See also Phrases, types of
o dangling, 124—27
o empty or inflated, 144
o fragmented, 169—70
o introductory, comma after, 267
o misplaced, 122—23
o as modifiers, 337
o nonrestrictive (nonessential), with commas, 269—73
o restrictive (essential), with no commas, 269—73, 279
o separating subject and verb, 123
✵ Phrases, types of. See also Phrases
o absolute, 339
o appositive, 339
o gerund, 338
o infinitive, 338
o participial, 337
o prepositional, 335—36
o verbal, 336—39
✵ Pictures. See Multimodal texts; Visuals
✵ Places, names of. See Nouns
✵ Plagiarism, avoiding
o in APA papers, 464—67
o and drafting, 16
o how-to guide, 361, 386
o in MLA papers, 381—86
o for multilingual/ESL writers, 259—63
o and note taking, 59, 359—64
o responsibility and, 386
o and web sources, 17, 361
o working bibliography and, 359, 360
✵ Planning an essay. See also Outlines
o assessing the writing situation, 2—5
o drafting and, 14—20
o exploring ideas, 6—7
o revising and, 41, 43
o working thesis, 7—11
✵ plan to do (not plan on doing), 155
✵ Plays, titles of
o capitalizing, 316—17
§ APA style, 481, 487, 506, 508—09
§ MLA style, 418, 446—47
o italics for, 308
§ APA style, 486—87, 506, 508—09
§ MLA style, 418—19, 446—47
✵ Plurals. See also Agreement of pronoun and antecedent; Agreement of subject and verb; Singular vs. plural
o of abbreviations, 289, 306
o of compound nouns, 311
o of letters, 289—90
o of numbers, 289
o spelling of, 311
o of words used as words, 289—90
✵ p.m., a.m., PM, AM, 305
✵ Podcasts, citing
o APA style, 501
o MLA style, 437
✵ Poems, titles of
o capitalizing, 316—17
§ APA style, 481, 487, 506, 508—09
§ MLA style, 418, 446—47
o quotation marks for, 293
§ APA style, 481, 486—87, 506, 508—09
§ MLA style, 418—19, 446—47
✵ Point of view
o consistency in, 28, 127—28
o dominant, 42
o in literacy narratives, 49
o opposing, in arguments. See Counterarguments
o revising for, 42
o in summaries, 64, 372
✵ politics (singular), 189
✵ Portfolios, 50—51
✵ Position, stating. See Thesis
✵ Possessive case
o apostrophe for, 287—89
o with gerund, 201
✵ Possessive pronouns
o defined, 321
o no apostrophe in, 290
✵ Post hoc fallacy, 81
✵ precede, proceed, 162
✵ Predicate
o compound, 170
o defined, 170, 329
o fragmented, 170
✵ Predication, faulty, 120
✵ Prefixes, hyphen after, 314
✵ Premises, in argument, 82
✵ Prepositional phrases
o defined, 335—36
o fragmented, 169—70
o restrictive (essential) vs. nonrestrictive (nonessential), 272
o between subject and verb, 181
✵ Prepositions
o after adjectives, 257, 258
o at, in, on, to show time and place, 255—56
o defined, 327
o followed by nouns or -ing forms, not verbs, 256—57
o in idioms (common expressions), 155, 255—58
o list of, 327
o objects of, 199, 335—36
o repeating, for parallel structure, 114
o after verbs, 257—58, 324
✵ Presentations. See Multimodal texts
✵ Present participles
o as adjectives, 252—53
o in gerund phrases, 338
o in participial phrases, 337
o vs. past participles, 252—53
o and progressive forms, 219, 228
o and sequence of tenses, 221—22
✵ Present perfect tense, 218—19, 222, 228—29, 230
o in APA papers, 220, 471, 479
o in MLA papers, 394
✵ Present progressive form, 219, 228
✵ Present tense, 218, 227
o in APA papers, 220, 471, 479
o in MLA papers, 128—29, 220, 394
o subject-verb agreement in, 180—86
o in summaries and paraphrases, 64, 372
o and tense shifts, avoiding, 128—29
o in writing about literature, 128—29, 220
o in writing about science, 220
✵ Previewing texts, 54, 60
✵ Prewriting strategies, 6—7
✵ Primary sources
o historical, 365
o vs. secondary sources, 355
o on the web, 439
✵ principal, principle, 162
✵ Problem/solution approach, for revising a thesis, 9—10
✵ proceed. See precede, proceed, 162
✵ Process
o as paragraph pattern, 31
o of writing an essay
§ drafting, 14—20
§ editing, 43—45
§ formatting, 45—46
§ planning, 2—14
§ proofreading, 45
§ reviewing, 35—41
§ revising, 41—43
✵ Professional writing, models of, 523—27
✵ Progressive forms, 219, 228
✵ Pronoun/adjectives, 321
✵ Pronoun-antecedent agreement. See Agreement of pronoun and antecedent
✵ Pronoun case
o I vs. me etc., 198—201
o who vs. whom, 202—04
o you vs. your, 201
✵ Pronoun reference, 194—97
o ambiguous, 194—95
o broad this, that, which, it, 195
o implied, 196
o indefinite they, it, you, 196—97
o remote, 194—95
o unstated antecedent, 196
o who (not that, which) for persons, 164, 197
✵ Pronouns. See also Pronouns, types of
o adjectives with, 325—26
o agreement of verbs with, 180—86
o agreement with antecedent, 190—94
o as appositives, 199—200
o case (I vs. me etc.), 198—201
o defined, 321
o gender-neutral, 151—52, 191—92
o lists of, 321—22
o as objects, 199
o pronoun/adjectives, 321
o reference of, 194—97
o shifts in person and number, avoiding, 127—28
o singular vs. plural, 127—28, 190—94
o as subjects, 198—99
o who, whom, 202—04
✵ Pronouns, types of, 321—22. See also Pronouns
o demonstrative (those, that, etc.), 322
o indefinite (some, any, etc.), 322
o intensive (herself, themselves, etc.), 321
o interrogative (who, which, etc.), 322
o personal (you, they, etc.), 321
o possessive (your, his, etc.), 201, 321
o reciprocal (each other etc.), 322
o reflexive (myself, yourselves, etc.), 321
o relative (that, which, etc.), 322
✵ Proof. See Evidence
✵ Proofreading, 45
✵ Proper nouns, 241, 243
o capitalizing, 315—16
o the with, 247
✵ Proposal, research, 357
✵ Publication Manual of the American Psychological Association, 476, 505. See also APA papers
✵ Public writing, audience for, 4
✵ Publishers
o in APA reference list, 487
o in MLA works cited list, 419
o of web sources, 355—56
✵ Punctuation, 265—302
o apostrophe, 287—91
o brackets, 300—01
o colon, 285—87
o comma, 266—77
o dash, 299—300
o ellipsis, 301
o exclamation point, 298
o parentheses, 300
o period, 297—98
o question mark, 298
o quotation marks, 291—97
o with quotation marks, 293, 392
o semicolon, 282—85
o slash, 301
✵ Purpose in writing
o for argument papers, 88
o and finding sources, 350—54
o and format, 523
o and genre (type of writing), 3, 4—5
o for research papers, 350—52, 379
o and writing situation, 3, 4
Q
✵ qtd. in (quoted in), for a source in another source, 413. See also cited in
✵ Quantifiers with noncount nouns, 246
✵ Question mark, 298
o and MLA citations, 294, 392, 406—07
o no comma with, 281
o with quotation marks, 294, 392
✵ Questionnaires, as information source, 358
✵ Questions
o commas with, 274—75
o direct and indirect, 130—31, 298
o pronouns for, 322
o punctuation of, 298
o subject in, 331
o in thesis statements, avoiding, 9
✵ Questions to ask
o for an analysis paper, 64—65, 67, 71—72, 75
o for an annotated bibliography, 373—74
o about arguments, 82, 86, 91, 92—93, 105—06
o about audience, 4
o for drafting, 16
o to generate ideas, 2, 6
o for a literacy narrative, 49—50
o of peer reviewers, 34, 36, 49—50, 71—72, 106
o about reading, 57, 60, 61, 80—81
o for reflection on writing, 50—51
o about a research subject, 350—52, 357, 366
§ for APA papers, 460—61
§ how-to guide, 351
§ for MLA papers, 376—77, 402—03
o for a revision plan, 43
o to shape a thesis, 7—8, 14—15, 67, 91
§ for APA papers, 460—61
§ for MLA papers, 376—78
o in signal phrases, 397—98
o about statistics, 95
o when drafting, 16
✵ Quotation marks, 291—97. See also Quotations
o to avoid plagiarism, 59
§ APA style, 465—66
§ MLA style, 383—84
o with direct quotations (exact language), 291, 383—84, 465—66
o misuses of, 296
o not used with indented (long) quotations, 292, 393
o not used with paraphrases and summaries, 292
o other punctuation with, 293, 392
o single, 292
o with titles of works, 293
§ APA style, 481, 486—87, 506
§ MLA style, 418, 446—47
o with words used as words, 293, 309
✵ quotation, quote, 162
✵ Quotations. See also Quotation marks
o in APA papers
§ accuracy of, 469—70
§ avoiding plagiarism in, 464—67
§ brackets with, 470
§ citing, 464—67, 476—505
§ context for, 474
§ dropped, avoiding, 472—73
§ effective use of, 469—71
§ ellipsis with, 469—70
§ indenting, 470—71, 506—07, 515—16
§ integrating, 468—76
§ long (indented), 470—71, 506—07, 515—16
§ quotation marks for, 465—66
§ sandwiching, 474
§ sic for errors in, 470
§ with signal phrase, 471—74
§ synthesizing, 474—76
o capitalization in, 317
o colons introducing, 285—86, 294—95
o commas with, 275
o direct and indirect, 130—31, 291
o ellipses for cuts in, 301
o integrating, 21
o from interviews, 358
o long (indented), 292
o in MLA papers
§ accuracy of, 391—92
§ avoiding plagiarism in, 383—84
§ brackets with, 391—92
§ citing, 383—84, 403—05
§ context for, 398—99
§ dropped, avoiding, 395
§ effective use of, 388, 390—93, 402—03
§ ellipsis with, 391
§ indenting, 393, 447, 454
§ integrating, 388, 390—93
§ long (indented), 393, 447, 454
o within paraphrases, 390
§ quotation marks for, 383—84
§ sandwiching, 398—99
§ “sic” for errors in, 393
§ with signal phrase, 393—99
§ synthesizing, 399—402
o note taking and, 359, 361—63
o present tense for, 394
o punctuation of, 291—97, 388, 390—93
o within quotations, 292
✵ quoted in (qtd. in), for a source in another source, 413. See also cited in
✵ quote, quotation. See quotation, quote, 162
✵ Quotes. See Quotations
R
✵ raise, rise, 163
✵ Ratios, colon with, 286
✵ Readers. See Audience
✵ Reading
o active and critical
§ for analysis, 54—64, 71
§ of arguments, 80—87
§ how-to guides, 55, 61
§ of multimodal texts, 73—75
§ of research sources, 368
§ of written texts, 54—72
o annotating. See Annotating texts
o conversing with a text, 54—55, 57, 59—60
o evaluating arguments, 80—87
o evaluating sources, 355, 364—74
o to explore a subject, 6
o how-to guides, 55, 61
o multimodal texts, 73—75
o previewing texts, 54, 60
o like a researcher, 366
✵ real, really, 163, 207
✵ Reasoning. See also Argument papers
o deductive, 82
o inductive, 85
o logical fallacies, 81
✵ reason . . . is because (nonstandard), 120—21
✵ reason why (nonstandard), 163
✵ Reciprocal pronouns, 322
✵ Redundancies, 143
✵ Reference list. See APA papers, reference list
✵ Reference of pronouns. See Pronoun reference
✵ Reflection
o in literacy narrative, 45—50
o on peer review, 51
o for portfolio cover letter, 50—51
✵ Reflexive pronouns, 321
✵ Regular verbs
o -d, -ed endings on, 210—11, 215—16
o defined, 210—11, 324
o -s forms of, 214
✵ Relative adverbs
o defined, 340
o introducing adjective clauses, 251, 340
✵ Relative pronouns
o agreement with verb, 188
o defined, 322, 340, 341
o introducing adjective clauses, 251, 340
o in noun clauses, 341
o who, whom, 202—04
✵ Relevance, of sources, 365—66
✵ Reliability, of sources, 365—66, 368
✵ Repetition
o of function words, for parallel structure, 114
o of key words, for coherence, 25
o unnecessary
§ ideas, 143
§ nouns and pronouns, 250
§ objects or adverbs, 251
§ words, 144
✵ Report, business, 524
✵ Reposted source, citing (MLA style), 422, 439
✵ Requests, subjunctive mood for, 223
✵ Researched writing. See also Researching a topic; Responsibility, with sources
o APA papers, 459—522
o assumptions in, 354
o audience for, 352
o how-to guides
§ avoiding plagiarism from the web, 361
§ being a responsible research writer, 386
§ entering a research conversation, 351
§ paraphrasing effectively, 389—90
o MLA papers, 375—457
o sample student writing
§ APA style, 510—22
§ MLA style, 449—57
o sentence guides, 351
✵ Researching a topic, 347—74. See also Researched writing; Sources
o for argument papers, 88
o assumptions, 354
o bibliography
§ annotated, 369—74
§ scholarly, 355
§ working, 359, 360
o catalog, library, 353
o databases, 353
o entry point for, finding, 351
o evaluating sources, 355, 364—74
o field research, 357—58
o getting started, 348—52
o how-to guides
§ detecting false and misleading sources, 367—68
§ entering a research conversation, 351
§ going beyond a Google search, 356
§ taking notes responsibly, 364
o interviews, 358
o keeping a research log, 349
o keeping track of sources, 349, 359
o library resources, 352—56
o managing information, 348—49, 358—64
o narrowing the focus, 350—52
o note taking, 349, 359—64
§ how-to guide, 364
o planning, 348, 349
o purpose and, 350—52
o reading critically, 368
o research proposals, 357
o research questions, 350—52, 357
§ for APA papers, 460—61
§ for MLA papers, 376—77
o schedule for, 348, 349
o search strategy, 352—54, 357
o sentence starters for, 351, 397—98
o shortcuts to good sources, 353
o surveys, 358
o tips for smart searching, 356
o web resources, 355—56
✵ respectfully, respectively, 163
✵ Response papers. See Analysis papers; Argument papers
✵ Responsibility, with sources
o altering quotations, 358
§ in APA papers, 470
§ in MLA papers, 391
o citing summaries and paraphrases, 387
o crediting visuals, 17
o documenting evidence, 94
o how-to guides, 364, 386
o keeping records, 16, 59
o and note taking, 358—64
o reading critically, 366
✵ Restrictive (essential) elements, no commas with, 269—73, 279
✵ Résumés, 526
✵ Reverse outlines, 41, 43
✵ Reviewers. See Peer review
✵ Review of the literature, 460, 461
o sample paper, 510—21
✵ Revising with comments, 36—37
o “be specific,” 36
o giving comments, 35
o sample peer review process, 37—41
o strategies for, 36—37
✵ Revision, 31—43
o checklist for, 42
o with comments, 36—37
o cycles of, 34, 41—42
o vs. editing, 43
o global (big-picture), 35, 41—43
o planning, 41, 43
o revision and editing logs, 37, 44—45
o sample revised draft, 46—48
o sentence-level, 43—45
o strategies for, 36
o of thesis, 8—10, 42
✵ Rhetorical analysis. See Analysis papers
✵ rise. See raise, rise, 163
✵ Running heads, in APA papers, 506. See also Pagination (of paper)
✵ Run-on sentences
o finding and recognizing, 173—79
o fixing, 175—78
§ with colon or dash, 176—77
§ with comma and coordinating conjunction, 176
§ how-to guide, 175
§ by making two sentences, 177
§ by restructuring, 177—78
§ with semicolon, 176
S
✵ -s, word ending
o and apostrophe, 287—90
o and plurals of abbreviations, 306
o and spelling, 311
o and verbs, 180, 182—83, 214
✵ Sacred texts (Bible, Qur’an)
o citing
§ APA style, 484, 499
§ MLA style, 414—15, 434
o no italics for, 308
o punctuation between chapter and verse, 286
✵ Salutations and greetings, colon with, 286, 525
✵ Sample student writing
o analysis
§ of a multimodal text, 76—79
§ of a written text, 68—70
o annotated bibliography, 371—72
o argument, 98—105
o conclusion, 19—20
o introduction, 19
o literacy narrative, 46—48
o outline, 12—14
o paragraph, 73
o paraphrase, 263, 363
o peer review comments, 38—40
o in progress (multiple drafts), 38—40, 46—48
o research
§ APA style, 510—22
§ MLA style, 449—57
o revised draft, 46—48
o rough draft, 38—40
o summaries, 63, 73, 363
✵ Sandwiched quotations
o in APA papers, 474
o in MLA papers, 398—99
✵ Scholarly sources
o in bibliographies, 355
o finding, 353, 365
o identifying, 365
✵ Scientific facts, and verb tense, 220
✵ Scores, numerals for, 307
✵ Search engines, 356
✵ Search strategy, 352—54, 357
✵ Secondary sources, 355
✵ Second-person point of view, 42, 127—28
✵ self-, hyphen with, 314
✵ Self-assessment. See Reflection
✵ Semicolon, 282—85
o for combining sentences, 133
o with commas, 283—84
o to fix run-on sentences, 176
o and independent clauses, 282—84
o misuse of, 284—85
o with quotation marks, 294
o with series, 284
o transitional expressions with, 283—84
✵ Sentence fragments. See Fragments, sentence
✵ Sentence guides. See Sentence starters
✵ Sentence patterns, 329—34
✵ Sentence purposes, 344
✵ Sentences. See also Sentence types
o awkward, 118—21
o choppy, combining, 135—36
o conditional, 234—36
o fragments. See Fragments, sentence
o fused. See Run-on sentences
o incomplete. See Fragments, sentence
o inverted (verb before subject), 139—40, 142, 187, 249, 331
o logical, 120
o parts of, 329—34
o patterns of, 329—34
o purposes of, 344
o revising and editing, 43—45
o run-on. See Run-on sentences
o thesis. See Thesis
o topic, 21, 24, 262—63
o transitional, 26—27
o variety in, 140—43
o wordy, 143—46
✵ Sentence starters
o for argument papers, 84
o for entering research conversations, 351
o for exploring ideas, 6, 57
o for integrating sources (MLA style), 397—98
o for posing counterarguments, 97
✵ Sentence structure
o mixed constructions, 118—21
o multilingual/ESL topics, 248—54
§ adjectives, placement of, 253—54
§ adverbs, placement of, 252
§ linking verb between subject and complement, 248
§ paraphrasing, 259—63
§ present participle vs. past participle, 252—53
§ repetition of object or adverb, avoiding, 251
§ repetition of subject, avoiding, 250
§ subject, needed, 249—50
§ there, it, 249—50
o paraphrases and, 259—63
§ in APA papers, 466—67
§ in MLA papers, 384—86, 389
o simplifying, 145
o variety in, 140—43
✵ Sentence types, 141, 342—45
o complex, 141, 344
o compound, 141, 343
o compound-complex, 141, 344
o declarative, 344
o exclamatory, 344
o imperative, 344
o interrogative, 344
o simple, 141, 343
✵ Series. See also Lists
o comma with, 268
o parallelism and, 112
o parentheses with, 300
o semicolon with, 284
✵ set, sit, 163
✵ Setup, page. See Format
✵ Sexist language, avoiding, 150—52, 191—92
✵ shall, as modal verb, 231—32, 323—24
✵ she, her, hers, noninclusive use of, 151, 191—92
✵ she vs. her, 198—201
✵ she writes, he writes, comma with, 275, 295
✵ Shifts, avoiding
o from indirect to direct questions or quotations, 130—31
o in levels of formality, 147
o in mood or voice, 129—30
o in point of view (person and number), 127—28
o in verb tense, 128—29
✵ Short stories, titles of
o capitalizing, 316—17
§ APA style, 506
§ MLA style, 418, 446—47
o quotation marks for, 293
§ APA style, 506
§ MLA style, 418—19, 446—47
✵ should, as modal verb, 231—32, 323—24
✵ sic, 301
o in APA paper, 470
o in MLA paper, 393
✵ Signal phrases
o APA style, 471—74
o MLA style, 390, 393—99
o sentence starters for, 397—98
✵ Simile, 156—57
✵ Simple sentences, 343
✵ Simple subjects, 330
✵ Simple tenses, 218, 227, 230
✵ since, 163
✵ Singular they, 151—52, 191—92
✵ Singular vs. plural
o antecedents, 191—92
o nouns, 180—90, 214—15
o pronouns, 191—92
o subjects, 180—90, 214—15
✵ sit. See set, sit, 163
✵ site. See cite, site, 159
✵ Skills, transferring, 50—51
✵ Skimming. See Previewing
✵ Slang, avoiding, 150
✵ Slash, 302
✵ so
o comma with, 266—67
o as coordinating conjunction, 113, 328
o parallelism and, 113
✵ Social media, citing
o APA style, 484, 504—05
o MLA style, 412, 423, 435
✵ Social sciences, writing in. See APA papers
✵ some, 184—85
✵ somebody, someone (singular), 184—85, 191—92
✵ something (singular), 184—85, 191—92
✵ sometime, some time, sometimes, 163
✵ Songs, titles of, quotation marks for, 293
✵ sort of. See kind of, sort of, 161
✵ Sound-alike words (homophones), 311—12
✵ Sources
o annotating, 362
o citing. See Citing sources
o documenting. See APA papers; MLA papers
o evaluating, 355, 364—74
o finding, 352—54
o integrating, 21
§ in APA papers, 468—76
§ in MLA papers, 387—403
o introducing. See Signal phrases
o keeping records of, 349, 359
o list of. See APA papers; MLA papers
o online. See Web sources
o primary, 355, 365
o and purpose of research project, 350—52, 365—66
o quoted in another source
§ in APA papers, 482—83
§ in MLA papers, 413, 423
o reading critically, 80—87, 366
o reliability of, 365—66, 368
o responsible use of. See Responsibility, with sources
o scholarly, 353, 365
o secondary, 355
o synthesizing
§ in APA papers, 474—76
§ in MLA papers, 399—402
o uses of, 365—66
§ in APA papers, 461—63
§ in MLA papers, 379—81
o of visuals, crediting, 17
§ in APA papers, 503, 513
§ in MLA papers, 412, 447—48, 450
✵ “So what?” test
o critical reading and, 59, 60, 81
o revision and, 8—10, 42
o thesis and, 8
§ in analysis papers, 67
§ in MLA papers, 378
§ in reading arguments, 81
✵ Spacing. See Line spacing
✵ Specific nouns, 154
o the with, 241—44
✵ Spelling, 310—13
✵ Split infinitives, 123—24
✵ Sponsors, of web sources. See Publishers
✵ Squinting modifiers, 123. See also Misplaced modifiers
✵ Standard (US) units, abbreviations for, 305
✵ Starters, sentence. See Sentence starters
✵ Statements contrary to fact, 223, 236
✵ statistics (singular), 189
✵ Statistics
o in APA papers, 462, 474
o in argument papers, 95
o in MLA papers, 379, 398, 402
o numerals for, 307
✵ Stereotypes, avoiding, 43, 81, 150—53
✵ Student essays. See Sample student writing
✵ Study, case, in responding to an argument, 92—93
✵ Subject, of paper. See Topic
✵ Subject, of sentence
o and agreement with verb, 180—90
o case of, 198—99
o complete, 330
o compound, 331
o following verb, 142, 187, 249, 331
o identifying, 187—88
o of infinitive, 200
o naming the actor (active voice), 108—11
o naming the receiver (passive voice), 108—11
o pronoun as, 198—99
o in questions, 331
o repeated, 250
o required in sentences, 249—50
o separated from verb, 123
o simple, 330
o singular vs. plural, 180—90
o understood (you), 249, 331
✵ Subject complements
o adjectives as, 205—06, 332
o case of pronouns as, 198—99
o defined, 332
o with linking verbs, 332
o and subject-verb agreement, 187—88
✵ Subjective case, of pronouns, 198—99
o who, 202—04
✵ Subjects, of field research, 357
✵ Subject-verb agreement. See Agreement of subject and verb
✵ Subjunctive mood, 222—23. See also Conditional sentences
✵ Subordinate clauses, 339—42
o adjective (beginning with who, that, etc.), 340
o adverb (beginning with if, when, where, etc.), 341
o avoiding repeated elements in, 251
o defined, 339, 343
o fragmented, 168—69
o with independent clauses, 344
o minor ideas in, 138
o misplaced, 122—23
o noun, 341—42
o and sentence types, 344
o words introducing, 339—42
✵ Subordinate word groups, 335—42
✵ Subordinating conjunctions, 328, 341
✵ Subordination
o for combining sentences, 134—37
o and coordination, 133, 136—37
o excessive use of, 138
o for fixing run-on sentences, 177—78
o for fixing sentence fragments, 168—69
o of major ideas, avoiding, 138
✵ Subtitles of works
o capitalizing, 316—17
§ APA style, 487, 508—09
§ MLA style, 418, 446—47
o colon between titles and, 286
✵ such as
o no colon after, 286—87
o no comma after, 280
o and sentence fragments, 171
✵ Suffixes
o hyphen before, 314
o spelling rules for, 310
✵ Summary
o vs. analysis, 65—66, 71—72
o in annotated bibliographies, 369—74
o citing
§ in APA papers, 466—69, 476—505
§ in MLA papers, 383, 403—45
o integrating
§ in APA papers, 468—69, 473
§ in MLA papers, 384—88, 393—99, 402—03
o of a multimodal text, 73
o no quotation marks for, 292
o and note taking, 359, 361—63
o outlining a text for, 62—63
o present tense for, 64, 372
o writing, 63—64
§ how-to guide, 64
✵ Superlative form of adjectives and adverbs (with -est or most), 208—09. See also Comparative form of adjectives and adverbs (with -er or more)
✵ Support. See Evidence
✵ suppose to (nonstandard), 163
✵ sure and (nonstandard), 155, 163
✵ Surveys, as information source, 358
✵ Syllables, division of words into, 314—15
✵ Synonyms, 153—54
o paraphrasing and, 259—61, 359
o plagiarism and, 359
✵ Synthesizing sources
o active reading and, 57, 59—60, 366
o in APA papers, 474—76
o in argument papers, 88
o assumptions and, 354
o diverse viewpoints and, 354
o how-to guide, 351
o in MLA papers, 399—402
o research conversations and, 348, 351, 354, 357, 366, 400—03
o sentence starters for, 351
T
✵ Tables, 18. See also Visuals
o in APA papers, 503, 507—08, 513
o in MLA papers, 442, 447—48
✵ take. See bring, take, 159
✵ Taking notes. See Note taking
✵ Talking back to a text, 57, 59—60
✵ Teacher’s comments, responding to, 36
✵ team. See Collective nouns
✵ Teamwork. See Peer review
✵ Tenses, verb, 218—22
o in active voice, 227—29
o and agreement with subject, 180—90
o in APA papers, 220, 471, 479
o conditional, 234—36
o in MLA papers, 394
o multilingual/ESL topics, 227—29, 234—36
o in passive voice, 230
o present
§ in summaries and paraphrases, 64, 372
§ in writing about literature, 128—29, 220
§ in writing about science, 220
o sequence of, 221—22
o shifts in, avoiding, 128—29
✵ Text messages, citing (MLA style), 444
✵ Texts. See Multimodal texts; Visuals
✵ than
o in comparisons, 116—17
o parallelism with, 114
o pronoun after, 200
✵ than, then, 163
✵ that
o agreement of verb with, 188
o broad reference of, 195
o needed word, 114, 116
o vs. which, 163, 271
o vs. who, 197. See also who, which, that, 164
✵ the. See also a, an
o with geographic names, 247
o multilingual/ESL topics, 240—48
o omission of, 118, 247
o with proper nouns, 247
✵ their
o as gender-neutral pronoun, 151—52, 191—92
o with singular antecedent, 127—28, 151—52, 191—92
o vs. there, they’re, 163—64
o vs. they, 163—64
✵ them vs. they, 198—201
✵ then, than. See than, then, 163
✵ the number, a number, 186
✵ there, as expletive (placeholder)
o not used as subject, 250
o and sentence order (verb before subject), 187, 249—50, 331
o and subject-verb agreement, 187
o with verb, 249—50
o and wordy sentences, 145
✵ therefore
o comma with, 273—74
o semicolon with, 283—84
✵ there, their, they’re, 163—64
✵ Thesis
o active reading for, 59, 60
o in analysis papers, 66—67, 75—76
o in argument papers, 90—92, 105
§ case study, 92—93
§ how-to guide, 91
o audience and, 8
o case study, 92—93
o debatable questions in, 7—10, 67, 90—92, 350, 352
o developing, 16, 41, 43
o drafting, 7—11, 67, 93
o effective, 7, 9—10, 67, 71, 75—76
o in essays, 7—11, 14—15, 42
o evaluating, 9—10
o how-to guides
§ drafting an analytical thesis statement, 67
§ drafting an argumentative thesis statement, 91
§ solving common thesis problems, 9—10
o of paragraph (topic sentence), 21, 24, 262—63
o in research papers, 350—52
§ in APA papers, 460—61
§ in MLA papers, 376—78
o revising, 8—10, 41—43, 66—67, 93
§ in APA papers, 461
§ in MLA papers, 376—78
o testing, 8
§ for argument papers, 92
§ for MLA papers, 378
o working, 7—11
§ in APA papers, 460—61
§ in MLA papers, 376—78
✵ they
o as gender-neutral pronoun, 151—52, 191—92
o indefinite reference of, 196—97
o vs. I or you, 127—28
o with singular antecedent, 151—52, 191—92
o vs. them, 198—201
✵ they’re. See there, their, they’re, 163—64
✵ Third-person point of view, 42
o consistency with, 127—28
§ in summaries, 64, 372
✵ this, broad reference of, 195
✵ Time
o abbreviations for, 305
o colon with, 286
o managing, 348, 349
o numerals for, 307
o prepositions showing, 255—56
✵ Timelines, 17. See also Visuals
✵ Title page
o for APA paper
§ formatting, 506
§ sample, 510
o for MLA paper (heading)
§ formatting, 446
✵ Titles of persons
o abbreviations with names, 304
o capitalizing, 316
o comma with, 276
✵ Titles of works
o capitalizing, 316—17
§ APA style, 481, 487, 506, 508—09
§ MLA style, 418, 446—47
o italics for, 308
§ APA style, 481, 486—87, 506, 508—09
§ MLA style, 418—19, 446—47
o quotation marks for, 293
§ APA style, 481, 486—87, 506, 508—09
§ MLA style, 418—19, 446—47
o treated as singular, 189
✵ to
o needed word, 114
o as preposition vs. infinitive marker, 256—57
✵ Tone (voice). See also Language
o in APA paper, 468
o in argument paper, 90
o in MLA paper, 387, 390
✵ too, with infinitive, 239
✵ Topic
o big picture for, 348—49
o exploring, 2, 6—7
o narrowing, 2, 8, 10, 350—52
o of research paper, 348—49
o working thesis and, 7—11
o writing situation and, 2
✵ Topic sentence, 21, 24, 262
✵ to, too, two, 164
✵ toward, towards, 164
✵ Transfer, of skills, 50—51
✵ Transgender pronouns, 150—52
✵ Transitional expressions
o commas with, 273—74
o list of, 283
o semicolon with, 283—84
✵ Transitions, for coherence, 26—27
✵ Transitive verbs, 231, 332—33
✵ Trite expressions. See Clichés
✵ troop. See Collective nouns
✵ try and (nonstandard), 155, 164
✵ Tutorials. See How-to guides; Writing guides
✵ Tutors, working with. See Peer review
✵ Twitter. See Social media, citing
✵ two. See to, too, two, 164
✵ Types of writing. See Genre (type of writing)
✵ Typing. See Format
U
✵ Unclear thesis, revising, 10
✵ Underlining. See Italics
✵ Understood subject (you), 249, 331
✵ uninterested. See disinterested, uninterested, 160
✵ unique, 164, 209
✵ Unity. See Focus
✵ Unmarked infinitives, 239
✵ Uploaded materials, citing (MLA style), 422, 439
✵ URLs
o in citations
§ APA style, 487, 489, 499
§ MLA style, 419—20, 447, 448
o dividing, 314—15
§ APA style, 509
§ MLA style, 419—20, 424, 448
o evaluating, 355, 367
✵ Usage, glossary of, 157—64
✵ us vs. we, 198—201
V
✵ Vague thesis, revising, 10
✵ Variety
o in sentences, 140—43
o in signal phrases
§ APA style, 472
§ MLA style, 394, 397—98
✵ Verbal phrases, 336—39
o fragmented, 169—70
o gerund, 338
o infinitive, 338
o participial, 337
✵ Verbs. See also Verbs, types of
o active, 108—11, 227—29
o adverbs with, 326
o agreement with subjects, 180—90
o be, forms of, vs. active, 109—10
o compound predicates, 170
o in conditional sentences, 234—36
o -d, -ed ending on, 210—11, 215—16
o defined, 323
o followed by gerunds or infinitives, 237—39
o forms of, 226—29
o mood of, 222—23
o multilingual/ESL topics. See Multilingual topics, verbs
o needed, 217
o negative forms of, 234
o without objects, 333—34
o passive, 108—11, 229—31
o with prepositions (idioms), 257—58
o separated from subjects, 123
o -s form of, 180, 182—83, 214
o shifts in tense, mood, voice, avoiding, 128—29
o in signal phrases
§ APA style, 471—72
§ MLA style, 393—94
o with singular vs. plural subjects, 214—15
o standard forms of, 210—12
o strong, vs. be and passive verbs, 109—11, 145, 394
o before subjects (inverted sentences), 142, 187, 249, 331
o tenses of. See Tenses, verb
o two-word, 324
o voice of (active, passive), 108—11, 227—31
✵ Verbs, types of. See also Verbs
o helping. See Helping verbs
o intransitive (no direct object), 333—34
o irregular, 210—13, 226—29, 324
o linking, 205—06, 248, 332
o main, 218—22, 231—33, 324
o modal (can, should, etc.). See Modal verbs
o phrasal, 324
o regular, 210—11, 216, 226—29, 324
o transitive (with direct object), 332—33
✵ Video, online, citing. See also Multimodal texts
o APA style, 501
o MLA style, 422, 438—39
✵ Video game, citing
o APA style, 503
o MLA style, 438
✵ Viewpoints, diverse, 354. See also Synthesizing sources
✵ Visuals. See also Multimodal texts
o choosing, 16—18
o citing sources of, 17
§ APA style, 501—04, 507—08, 513
§ MLA style, 412, 437—43, 450
o as evidence, 96, 102
o labeling
§ APA style, 507—08, 513, 524
§ MLA style, 447—48, 450
o purposes for, 16—18, 96
o types of (bar graph, flowchart, infographic, etc.), 16—18
✵ Visual sources. See Multimedia sources, citing; Visuals
✵ Visual texts (photo, ad, etc.). See Multimodal texts; Visuals
✵ Vocabulary
o multilingual/ESL topics, 259—61
o specialized, 147—48
✵ Voice. See also Tone (voice)
o active, 108—11, 227—29, 332—33
o passive, 108—11, 229—31, 332—33
o shifts between active and passive, avoiding, 129—30
✵ Volume and issue numbers, citing
o in APA reference list, 487, 489—91
o in MLA works cited list, 424
W
✵ wait for, wait on, 164
✵ was vs. were
o in conditional sentences, 234—36
o and subject-verb agreement, 182, 215
o and subjunctive mood, 222—23
✵ we
o vs. us, 198—203
o vs. you or they, 127—28
✵ weather, whether, 164
✵ Web sources. See also Internet; Multimodal texts
o authors of, identifying, 422, 439
o avoiding plagiarism from, 17, 361
o citation at a glance
§ APA style, 492—93, 500
§ MLA style, 425—26, 436
o citing
§ APA style, 483, 489—95, 499—501
§ MLA style, 413, 422—29, 431, 434—37, 439
o databases, 353—56
o evaluating, 355, 367—68
o finding, 353—56
o how-to guides
§ avoiding plagiarism, 361
§ citing a reposted source, 439
§ detecting false and misleading sources, 367—68
§ going beyond a Google search, 356
§ identifying authors, 422
§ summarizing a text, 64
o keeping records of, 359
o library catalog, 353
o reposted sources, citing (MLA style), 422, 439
o search engines for, 353
✵ well, good, 207. See also good, well, 161
✵ were, in conditional sentences, 222—23, 234—36
✵ were vs. was. See was vs. were
✵ when clauses, 222—23, 234—36
✵ whether. See if, whether, 161; weather, whether, 164
✵ whether . . . or, 113, 328
✵ which
o agreement of verb with, 188
o broad reference of, 195
o vs. that, 163, 271
o vs. who, 197. See also who, which, that, 164
✵ while, 164
✵ who
o agreement of verb with, 188
o omission of, 115—16
o vs. which or that, 197. See also who, which, that, 164
o vs. whom, 164, 202—04
✵ who’s, whose, 164, 290
✵ who, which, that, 164
✵ will, as modal verb, 231—32, 233, 323—24
✵ Wishes, subjunctive mood for, 223
✵ Wordiness, 143—46
✵ Words. See also Language; Spelling
o abstract vs. concrete, 154
o compound, 313
o connotation and denotation of, 153—54
o division of, 314—15
o general vs. specific, 154, 241, 244
o homophones (sound-alike), 311—12
o meaning of, 153—54, 259—61
o needed. See Needed words
o non-English, italics for, 308
o prefixes (beginnings of), 314
o sound-alike (homophones), 311—12
o spelling of, 310—13
o suffixes (endings of), 310, 315
o synonyms (words with similar meanings), 153—54, 259—61, 359
o unnecessary repetition of, 144
o using your own. See Paraphrases; Summary
o as words
§ italics for, 309
§ plural of, 289—90
§ quotation marks for, 293, 309
§ treated as singular, 189
✵ Work in an anthology. See Anthology or collection, citing
✵ Working bibliography. See also Annotated bibliography
o information for, 364
o maintaining, 359, 360
o research log for, 349
✵ Working thesis. See Thesis, working
✵ Works cited list (MLA). See MLA papers, works cited list
✵ would, as modal verb, 231—32, 233, 323—24
✵ would of (nonstandard), 164
✵ writes, comma with, 275, 295
✵ Writing guides
o analytical essay, 71—72
o annotated bibliography, 372—74
o argument paper, 105—06
o literacy narrative, 49—50
✵ Writing in the disciplines. See Academic writing; Genre (type of writing)
✵ Writing process, 1—51
o drafting, 14—20
o editing, 43—45
o formatting, 45—46
o planning, 2—14
o proofreading, 45
o reviewing, 35—41
o revising, 41—43
✵ Writing situation, 2—5
o checklist for assessing, 3
✵ Writing tutors, working with. See Peer review
✵ Written texts. See also Reading
o analyzing, 54—72
§ how-to guides, 55, 61
o annotating, 54—58, 60, 262, 362—63
o audience for, 4
o conversing with, 54—55, 57, 59—60
o sample paper analyzing, 68—70
o writing about, 63—64
Y
✵ yes, no, commas with, 274—75
✵ yet
o comma before, 266—67
o as coordinating conjunction, 113, 328
o parallelism and, 113
✵ you
o appropriate use of, 127—28, 196—97
o inappropriate use of, 196—97
o vs. I or they, 127—28
o and shifts in point of view, avoiding, 127—28
o understood, 249, 331
✵ your, you’re, 164
✵ YouTube. See Video, online, citing
Z
✵ ze, as gender-neutral pronoun, 152
Credits
✵ Adler, Jonathan H., excerpt from “Little Green Lies: The Environmental Miseducation of America’s Children,” Policy Review, Summer 1992. Copyright © 1992. Reprinted by permission of the Heritage Foundation.
✵ Berger, Michele, paragraph from “Volunteer Army,” Audubon Magazine, November—December 2010. Copyright © 2010 by the National Audubon Society. Reprinted by permission.
✵ Klemm, W. R., “Neural Representations of the Sense of Self,” Advances in Cognitive Psychology, vol. 7, no. 1, March 2011. 16—30. Copyright © 2010 University of Finance and Management in Warsaw. doi:10.2478/v10053-008-0084-2
✵ Pew Charitable Trusts, excerpt from “Collateral Costs: Incarceration’s Effect on Economic Mobility.” Retrieved from http://www.pewtrusts.org/~/media/legacy/uploadedfiles/pcs_assets?2010/collateralcosts1pdf.pdf. Copyright © 2010 The Pew Charitable Trusts. All Rights Reserved. Reproduced with permission. Any use without the express written consent of The Pew Charitable Trusts is prohibited.
✵ Swafford, Jan, “Ludwig van Beethoven (1770—1827), Symphony No. 9 in D minor, Opus 125.” Boston Symphony Orchestra, 3 May 2012, bso.http.internapcdn.net/bso/images/program_notes/beethoven_symphony9.pdf. Reprinted by permission of the author.
✵ Taylor, Betsy, “Big Box Stores Are Bad for Main Street,” from “The Consumer Culture” by David Masci, CQ Researcher, November 1999, Volume 9, Issue 44. Copyright © 1999 by CQ Press. SAGE Publications, Inc.
The graph in the student paper on page 102 is republished with permission of American Association for the Advancement of Science, from Accelerated Modern Human—Induced Species Losses: Entering the Sixth Mass Extinction, G. Ceballos et al., (2015). Science, vol. 1, no. 5, e1400253. © The Authors, some rights reserved; exclusive licensee AAAS. This work is distributed under CC BY-NC (http://creativecommons.org/licenses/by-nc/4.0/).
Multilingual Menu
A complete section for multilingual writers:
✵ 28 Verbs
o a Form and tense
o b Passive voice
o c Base form after modal
o d Negative forms
o e Conditional sentences
o f With gerunds or infinitives
✵ 29 Articles (a, an, the)
o a Articles; other noun markers
o b When to use the
o c When to use a or an
o d When not to use a or an
o e With general nouns
o f With proper nouns
✵ 30 Sentence structure
o a Linking verb with subject and complement
o b Omitted subjects
o c Repeated nouns, pronouns
o d Repeated subjects, objects, adverbs
o e Adverb placement
o f Present and past participles
o g Order of adjectives
✵ 31 Prepositions and idiomatic expressions
o a at, on, in
o b Noun (-ing form) after preposition
o c Adjective + preposition
o d Verb + preposition
✵ 32 Paraphrasing sources effectively
o a Avoiding synonyms
o b Determining meaning
o c Using your own words
Multilingual and Academic Writing notes in other sections:
A PROCESS FOR WRITING
✵ Using a direct approach
✵ Choosing transitions
✵ Respectful language
ACADEMIC READING AND WRITING
✵ Avoiding hasty generalizations
✵ Making an argument
CLARITY
✵ Passive voice
✵ Missing words
✵ Articles
✵ Double subjects, repeated objects
✵ Adverb placement
✵ Repeated objects or adverbs
✵ Idioms
GRAMMAR
✵ Problems with verbs
✵ Pronoun-antecedent gender agreement
✵ Adjective and adverb placement
✵ No plural adjectives
✵ Omitted verbs
✵ Verb tenses
Editing Marks
Boldface numbers refer to sections of the handbook.
abbr |
faulty abbreviation 41 |
add |
add needed word 10 |
adj/adv |
misuse of adjective or adverb 26 |
agr |
faulty agreement 21, 22 |
appr |
inappropriate language 17 |
art |
article (a, an, the) 29 |
awk |
awkward |
cap |
capital letter 46 |
case |
error in case 24, 25 |
cliché |
cliché 18d |
coh |
coherence 2c |
coord |
faulty coordination 14a |
cs |
comma splice 20 |
dev |
inadequate development 2b |
dm |
dangling modifier 12e |
-ed |
-ed ending 27d |
emph |
emphasis 14 |
ESL |
English as a second language, multilingual 28—32 |
exact |
inexact language 18 |
frag |
sentence fragment 19 |
fs |
fused sentence 20 |
gl/us |
see glossary of usage 18f |
hyph |
hyphen 45 |
idiom |
idiom 18c |
inc |
incomplete construction 10 |
irreg |
irregular verb 27a |
ital |
italics 43 |
jarg |
jargon 17b |
lc |
lowercase letter 46 |
mix |
mixed construction 11 |
mm |
misplaced modifier 12a—d |
mood |
mood 27g |
nonst |
nonstandard usage 18f, 27 |
num |
use of numbers 42 |
om |
omitted word 10, 30b |
p |
error in punctuation |
|
comma 33 |
no , |
no comma 34 |
; |
semicolon 35 |
: |
colon 36 |
|
apostrophe 37 |
“ ” |
quotation marks 38 |
|
period, question mark 39a—b |
! |
exclamation point 39c |
— ( ) |
dash, parentheses 40a—b |
[ ] . . . |
brackets, ellipsis 40c—d |
/ |
slash 40e |
¶ |
new paragraph 2d |
pass |
ineffective passive 8 |
pn agr |
pronoun agreement 22 |
proof |
proofreading problem 3g |
ref |
pronoun reference 23 |
run-on |
run-on sentence 20 |
-s |
-s ending 21, 27c |
sexist |
sexist language 17e, 22a |
shift |
distracting shift 13 |
sl |
slang 17d |
sp |
misspelled word 44 |
sub |
subordination 14a |
sv agr |
subject-verb agreement 21, 27c |
t |
verb tense 27f |
trans |
transition needed 2c |
usage |
see glossary of usage 18f |
v |
voice 8a |
var |
lack of variety in sentence structure 14, 15 |
vb |
verb problem 27, 28 |
w |
wordy 16 |
// |
faulty parallelism 9 |
^ |
insert |
# |
insert space |
|
close up space |
Detailed Menu
✵ A PROCESS FOR WRITING
o 1 Exploring, drafting plan/draft
o 2 Paragraphs par
o 3 Revising, reflecting rev
§ Sample revision
✵ ACADEMIC READING AND WRITING
o 4 Reading, writing critically crit
§ Sample annotated article
§ Sample analysis
o 5 Multimodal texts texts
§ Sample annotated advertisement
§ Sample analysis
o 6 Reading arguments arg
o 7 Writing arguments arg
§ Sample argument
✵ CLARITY
o 8 Active verbs active
§ a vs. passive verbs
§ b vs. be verbs
§ c actor as subject
o 9 Parallelism //
§ a series
§ b pairs
§ c repeated words
o 10 Needed words add
§ a compound structures
§ b that
§ c in comparisons
§ d a, an, and the
o 11 Mixed constructions mix
§ a mixed grammar
§ b illogical connections
§ c is when, is where, etc.
o 12 Misplaced and dangling modifiers mm/dm
§ a limiting modifiers
§ b misplaced modifiers
§ c awkward placement
§ d split infinitives
§ e dangling modifiers
o 13 Shifts shift
§ a person, number
§ b tense
§ c mood, voice
§ d indirect to direct
o 14 Emphasis emph
§ a coordination and subordination
§ b choppy sentences
§ c ineffective coordination
§ d ineffective subordination
§ e excessive subordination
§ f other techniques
o 15 Variety var
o 16 Wordy sentences w
o 17 Appropriate language appr
§ a levels of formality
§ b jargon
§ c euphemisms, doublespeak
§ d slang
§ e sexist, noninclusive language
§ f biased language
o 18 Exact words exact
§ a connotations
§ b concrete nouns
§ c idioms
§ d clichés
§ e figures of speech
§ f glossary of usage
✵ GRAMMAR
o 19 Sentence fragments frag
§ a subordinate clauses
§ b phrases
§ c other word groups
§ d acceptable fragments
o 20 Run-on sentences run-on
§ a revision with and, but, etc.
§ b with semicolon, colon, or dash
§ c separating sentences
§ d restructuring
o 21 Subject-verb agreement sv agr
§ a standard combinations
§ b words between subject and verb
§ c subjects with and
§ d subjects with or, nor, etc.
§ e indefinite pronouns
§ f collective nouns
§ g subject after verb
§ h subject complement
§ i who, which, that
§ j plural form
§ k titles, words as words, etc.
o 22 Pronoun-antecedent agreement pn agr
§ a indefinite pronouns, generic nouns
§ b collective nouns
§ c with and, or, nor, etc.
o 23 Pronoun reference ref
§ a ambiguous, remote
§ b broad this, that, which, it
§ c implied antecedents
§ d indefinite they, it, you
§ e who, which, that
o 24 Case of personal pronouns case
§ a subjective case
§ b objective case
§ c appositives
§ d after than or as
§ e with infinitives
§ f with gerunds
o 25 Case of who and whom case
o 26 Adjectives and adverbs adj/adv
§ a adjectives
§ b adverbs
§ c good, well, bad, badly
§ d comparatives and superlatives
§ e double negatives
o 27 Verb forms, tenses, moods vb
§ a irregular verbs
§ b lie and lay
§ c -s (or -es) endings
§ d -ed endings
§ e omitted verbs
§ f tense
§ g mood
✵ MULTILINGUAL/ESL
o 28 Verbs ESL
o 29 Articles (a, an, the); types of nouns ESL
o 30 Structure ESL
o 31 Prepositions and idioms ESL
o 32 Paraphrasing sources ESL
✵ PUNCTUATION
o 33 The comma 
§ a with and, but, etc.
§ b introductory elements
§ c series
§ d coordinate adjectives
§ e nonrestrictive elements
§ f transitions
§ g direct address, yes and no, etc.
§ h he said etc.
§ i dates, addresses, titles, numbers
o 34 Unnecessary commas no ,
o 35 The semicolon ;
§ a independent clauses
§ b transitional expressions
§ c series
§ d misuses
o 36 The colon :
§ a with lists, appositives, quotations
§ b conventional uses
§ c misuses
o 37 The apostrophe 
§ a possessive nouns
§ b indefinite pronouns
§ c contractions
§ d plurals of numbers, letters, etc.
§ e misuses
o 38 Quotation marks “ ”
§ a direct quotations
§ b quotation within a quotation
§ c titles of short works
§ d words as words
§ e with other punctuation marks
§ f misuses
o 39 End punctuation
§ a period .
§ b question mark 
§ c exclamation point !
o 40 Other punctuation marks
§ a dash —
§ b parentheses ( )
§ c brackets [ ]
§ d ellipsis . . .
§ e slash /
✵ MECHANICS
o 41 Abbreviations abbr
o 42 Numbers num
o 43 Italics ital
o 44 Spelling sp
o 45 Hyphenation hyph
o 46 Capitalization cap
✵ GRAMMAR BASICS
o 47 Parts of speech basic
o 48 Sentence patterns basic
o 49 Subordinate word groups basic
o 50 Sentence types basic
✵ RESEARCH
o 51 Conducting research res
o 52 Managing information; taking notes res
o 53 Evaluating sources res
✵ MLA PAPERS
o 54 Thesis MLA
o 55 Avoiding plagiarism MLA
o 56 Integrating sources MLA
o 57 Documenting sources MLA
o 58 MLA format MLA
§ Sample paper
✵ APA PAPERS
o 59 Thesis APA
o 60 Avoiding plagiarism APA
o 61 Integrating sources APA
o 62 Documenting sources APA
o 63 APA format APA
§ Sample paper
✵ APPENDIX: Models of professional writing
✵ Answers to lettered exercises
✵ Index
Extended Descriptions
✵ A portion of a sample essay introduction, with annotations, Continuation of the sample essay introduction, with annotations.
✵ A pie chart of the health insurance coverages in the United States in 2007.
✵ A bar graph titled “The Pursuit of Property” shows the home ownership rates in the United States between 1930 and 2000.
✵ A visualization of graduation rates for kids in low-income communities.
✵ A table comparing the price (U.S. dollars) of daily doses of AIDS drugs in four countries.
✵ A photo of a house that has collapsed. One side of the roof is falling down.
✵ The structure of a hair strand.
✵ A flowchart for selecting the appropriate steps for a proposed action.
✵ A corrected transition between two sentences.
✵ An annotated excerpt from an online peer review session between peer reviewer Juan and the writer Rachel.
✵ Part one of an essay rough draft that has been commented on by peers.
✵ Part two of an essay rough draft that has been commented on by peers.
✵ Part three of an essay rough draft that has been commented on by peers.
✵ An excerpt from a student draft, with annotations.
✵ A sample sentence edited to correct the clause.
✵ Nguyen’s final draft titled, “A Place to Begin,” with annotations.
✵ The second page of Nguyen’s final draft.
✵ The third page of Nguyen’s final draft.
✵ A screenshot of an online article that has been annotated.
✵ Annotated advertisement.
✵ A screenshot of a web advertisement with a a call-to-action button.
✵ An annotated WWF advertisement.
✵ The fifth page of an annotated argumentative student writing sample.
✵ Annotated Article: Big Box Stores Are Bad for Main Street. Written by Betsy Taylor.
✵ Continuation of Annotated Article: Big Box Stores Are Bad for Main Street. Written by Betsy Taylor.
✵ An annotated article summary.
✵ A sample paragraph balancing summary and analysis.
✵ Page one of four. A sample analysis of an article. Presented in MLA format.
✵ Page two of a sample analysis in MLA format.
✵ Page three of a sample analysis in MLA format.
✵ Page four of a sample analysis in MLA format. The Work Cited page.
✵ Page one of five. An analysis of the Equal Exchange advertisement. Presented in MLA formatting.
✵ Page two of the Equal Exchange advertisement analysis.
✵ Page three of the Equal Exchange advertisement analysis.
✵ Page four of the Equal Exchange advertisement analysis.
✵ Page five of the Equal Exchange advertisement analysis: the Work Cited page.
✵ The first of a seven-page argumentative student writing sample. The sample is annotated and there are a total of eight images.
✵ The second page of an annotated argumentative student writing sample.
✵ The third page of an annotated argumentative student writing sample.
✵ The fourth page of an annotated argumentative student writing sample.
✵ The sixth page of an annotated argumentative student writing sample.
✵ The seventh page of an annotated argumentative student writing sample; the Works Cited page.
✵ The eighth image of an annotated argumentative student writing sample; the end of the Work Cited page.
✵ A sentence with edits
✵ A sentence with edits
✵ Two sentences with edits
✵ A sentence with edits
✵ A sentence with edits
✵ Two quotes illustrate balancing parallel ideas
✵ Two sentences with edits and comments
✵ Two sentences with edits and comments
✵ Two sentences with edits and comments
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✵ Four examples of dangling sentences
✵ Actor Named in Subject. Two sentences with edits
✵ Actor Named in Modifier. Two sentences with edits
✵ A flow chart for dangling modifiers
✵ A sentence with edits
✵ An excerpt with edits
✵ An excerpt with edits
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✵ A sentence with edits
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✵ Conjugating two sentences
✵ Conjugating two sentences
✵ Conjugating two sentences
✵ Conjugating two sentences
✵ Two examples of conjugating two sentences
✵ Conjugating two sentences
✵ Conjugating two sentences
✵ Two examples of conjugating two sentences
✵ Conjugating two sentences
✵ Conjugating two sentences
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✵ A process flowchart, with yes or no options
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✵ A fused sentence is marked with two independent clauses
✵ A process flowchart, with yes or no options
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✵ A process flowchart explains the use of s and —es forms of a present tense verb
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✵ Two sentences show subject-verb usage in sentences
✵ Two sentences with edits
✵ Two sentences with edits
✵ Two sentences depict singular and two sentences depict plural noun usage
✵ Two sentences demonstrate singular and plural versions
✵ A sentence with edits
✵ Two sentences demonstrate singular and plural usage in sentences
✵ Two sentences demonstrate singular and plural usage in sentences
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✵ Two sentences demonstrate singular and plural usage in sentences
✵ Three sentences with edits
✵ Three sentences with edits
✵ Two sentences demonstrate representation as a unit and as individuals
✵ A sentence with edits
✵ Two sentences depict the use of either and neither
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✵ A calendar shows the schedule for completing a research assignment
✵ An excerpt from an original source with annotations
✵ A screenshot shows webpage of the National Conference of State Legislatures (N C S L)
✵ A screenshot shows a company webpage
✵ A sample bibliography entry and summary, with annotations
✵ A linear chart for organizing research ideas
✵ A sample synthesis written by a student, with annotations
✵ A chart maps source attributions of two containers in two columns with an intermediary text
✵ A sample work citation entry with parts labeled
✵ A sample work citation entry for a journal article in a database
✵ A screenshot shows the video webpage of C B S News Online
✵ A sample work citation entry for website
✵ A screenshot shows the webpage of Taylor and Francis Online. All sections of the webpage are numbered from 1 to 7
✵ A sample work citation entry for an article in an online journal
✵ A screenshot of the home page of Project Muse shows several numbered sections
✵ A sample work citation entry for an article from a database
✵ The title page of a book, with parts labeled
✵ A sample work citation entry for a print book
✵ The title page of an anthology, the first page of selection, and the copyright page
✵ A sample work citation entry for selection from an anthology
✵ A screenshot of an internal page of the United States Census Bureau website shows several numbered sections
✵ A sample work citation entry for an internal page from a website
✵ A screenshot shows the J F K inaugural address 1 of 2 uploaded in YouTube
✵ A sample work citation entry for a video on the web
✵ A sample paper written in M L A style, with annotations
✵ A sample M L A research paper with annotations
✵ Continuation of a sample M L A research paper with annotations
✵ Continuation of a sample M L A research paper with annotations
✵ Continuation of a sample M L A research paper with annotations
✵ Continuation of a sample M L A research paper with annotations
✵ Continuation of a sample M L A research paper with annotations
✵ Continuation of a sample M L A research paper with annotations
✵ Continuation of a sample M L A research paper with annotations
✵ Continuation of a sample M L A research paper with annotations
✵ A sample synthesis with annotations
✵ A screenshot shows an online article
✵ An example for including online article in reference list
✵ A screenshot shows a database record
✵ An example for including database article in reference list
✵ A screenshot shows title page of a print book in A P A style
✵ An example of including print book details in a reference list
✵ A screenshot shows the contents of a web document page
✵ An example for including web document information in the reference list
✵ Text shows the A P A format of a sample research paper with annotations
✵ Text shows the continuation of the sample research paper with annotations
✵ Text shows the continuation of the sample research paper with annotations
✵ Text shows the continuation of the sample research paper with annotations
✵ Text shows the continuation of the sample research paper with annotations
✵ Text shows the continuation of the sample research paper with annotations
✵ Text shows the continuation of the sample research paper with annotations
✵ Text shows the continuation of the sample research paper with annotations
✵ Text shows the continuation of the sample research paper with annotations
✵ Text shows the continuation of the sample research paper with annotations
✵ Text shows the continuation of the sample research paper with annotations
✵ Text shows the continuation of the sample research paper with annotations
✵ Text shows the abstract of the sample A P A research paper with annotations
✵ A sample business report with annotations
✵ A sample business letter with annotations
✵ A sample resume with annotations
✵ A sample professional memo with annotations
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✵ The inside front cover of the book, Rules for Writers, Tenth Edition by Diana Hacker and Nancy Sommers
✵ The back cover of the book, Rules for Writers, Tenth Edition by Diana Hacker and Nancy Sommers.
Extended description for A portion of a sample essay introduction, with annotations, Continuation of the sample essay introduction, with annotations
Annotations of the example text are enclosed in brackets.
Should the government enact laws to regulate healthy eating choices? [Opening question engages readers.] Many Americans would emphatically answer “No,” arguing that what and how much we eat should be left to individual choice rather than to unreasonable laws. Others might argue that it would be unreasonable for the ... [Shows two sides of the debate to establish common ground.]
Annotations of the example text are enclosed in brackets.
… government not to enact legislation, given the rise of chronic diseases that result from harmful diets. In this debate, both the definition of reasonable regulations and the role of government to legislate food choices are at stake. [All the sentences lead readers to the thesis.] [Begin highlighted text] In the name of public health and safety, state governments have the responsibility to shape health policies and to regulate healthy eating choices, especially since doing so offers a potentially large social benefit for a relatively small cost.[End highlights][Thesis answers the question and offers the writer's position.]
— Sophie Harba, student
Return to A portion of a sample essay introduction, with annotations, Continuation of the sample essay introduction, with annotations.
Extended description for A pie chart of the health insurance coverages in the United States in 2007
The pie chart lists six health insurance coverage categories in the United States, and the percent of the population using each coverage type.
1. Employer-insured, fifty-four percent.
2. Uninsured, fifteen percent.
3. Medicaid, thirteen percent.
4. Medicare, twelve percent.
5. Individual, five percent.
6. Other public insurance, one percent.
Return to A pie chart of the health insurance coverages in the United States in 2007.
Extended description for A bar graph titled “The Pursuit of Property” shows the home ownership rates in the United States between 1930 and 2000
On the x-axis are each decade between 1930 and 2000. The home ownership rates are on the y-axis, beginning at twenty percent and ending at seventy percent, in increments of ten.
✵ The decade and the approximate corresponding rate:
✵ 1930, forty-eight percent.
✵ 1940, forty-two percent.
✵ 1950, fifty-five percent.
✵ 1960, sixty-one percent.
✵ 1970, sixty-two percent.
✵ 1980, sixty-five percent.
✵ 1990, sixty-four percent.
✵ 2000, sixty-seven percent.
Return to A bar graph titled “The Pursuit of Property” shows the home ownership rates in the United States between 1930 and 2000.
Extended description for A visualization of graduation rates for kids in low-income communities
The visualization includes four rows, each with twenty-five icons of people that alternate between males and females. The first eight persons in the first row are highlighted.
Just eight percent of kids growing up in low-income communities graduate from college by age twenty-four.
Return to A visualization of graduation rates for kids in low-income communities.
Extended description for A table comparing the price (U.S. dollars) of daily doses of AIDS drugs in four countries
The table has five columns (Drug, Brazil, Uganda, Cote d'Ivoire, and U.S.), and eleven rows of AIDS drugs. Source: UNAIDS, 2000.
✵ The drug and their price for a daily dose in each country (U.S. dollars):
✵ Row 1. 3 T C (Lamuvidine): Brazil, 1.66; Uganda, 3.28; Cote d'Ivoire, 2.95; U.S., 8.70.
✵ Row 2. d d C (Zalcitabine): 0.24; 4.17; 3.75; 8.80.
✵ Row 3. Didanosine: 2.04; 5.26; 3.48; 7.25.
✵ Row 4. Efavirenz: 6.96; not applicable; 6.41; 13.13.
✵ Row 5. Indinavir: 10.32; 12.79; 9.07; 14.93.
✵ Row 6. Nelfinavir: 4.14; 4.45; 4.39; 6.47.
✵ Row 7. Nevirapine: 5.04; not applicable; not applicable; 8.48.
✵ Row 8. Saquinavir: 6.24; 7.37; 5.52; 6.50.
✵ Row 9. Stavudine: 0.56; 6.19; 4.10; 9.07.
✵ Row 10. Z D V/ 3 T C: 1.44; 7.34; not applicable; 18.78.
✵ Row 11. Zidovudine: 1.08; 4.34; 2.43; 10.12.
Return to A table comparing the price (U.S. dollars) of daily doses of AIDS drugs in four countries.
Extended description for The structure of a hair strand
The anatomy of a hair root including the Hair, Skin surface, Sebum, Follicle, and Sebaceous gland.
The hair follicle begins underneath the skin surface at the bottom right of the image. It extends up and angled to the left before protruding from the skin surface as hair. Just before the follicle reaches the skin surface, two sebaceous glands are located on either side of the hair follicle. They are approximately the same size as the hair root and secrete sebum, which coats the surface of the hair until it reaches the skin surface.
The following parts are marked on the diagram from top to bottom: Hair; Skin surface; Sebum; Follicle; and Sebaceous gland.
Return to The structure of a hair strand.
Extended description for A flowchart for selecting the appropriate steps for a proposed action
The flow chart begins at the proposed action and requires that two questions be answered to help determine the steps that should be taken before taking that action.
Proposed action.
✵ Question 1. Affect a designated wilderness area?
✵ No - not applicable.
✵ Yes - proceed to question two.
✵ Question 2. Prevent fire, insects, or disease?
✵ Yes - permissible.
✵ No - follow wilderness guidelines.
Return to A flowchart for selecting the appropriate steps for a proposed action.
Extended description for A map of the reconquest of Spain between 1150 and 1212
The map shows reconquest of regions in modern-day Spain and Portugal by Castile, Aragon, Portugal, and the Islamic areas between 1150 and 1212.
✵ Castile: The central one-third of the northern half of the Spanish peninsula. From the northern border with the Atlantic Ocean, south to the Guadiana River.
✵ Aragon: The northeastern corner of the northern half of the Spanish peninsula. Bordered by the Pyrenees mountains on the north and Mediterranean Sea on the east.
✵ Portugal: The western one-third of the northern half of the Spanish peninsula. The northern and western borders were on the Atlantic Ocean, with the southern border at the Tajo River.
✵ Islamic areas: The southern half of the Spanish peninsula, extending from Lisbon on the Atlantic Coast to Valencia on the coast of the Mediterranean Sea.
A battle, Las Navas de Tolosa, occurred in 1212 between the eastern headwaters of the Guadiana and Guadalquivir Rivers.
Return to A map of the reconquest of Spain between 1150 and 1212.
Extended description for A corrected transition between two sentences
Although taking eight o’clock classes may seem unappealing, coming to school early has its advantages. Moreover, students who arrive early typically avoid the worst traffic and find the best parking spaces.
“Moreover” is crossed out and replaced with, “For example”.
Return to A corrected transition between two sentences.
Extended description for An annotated excerpt from an online peer review session between peer reviewer Juan and the writer Rachel
A screen shot of an online conversation. Annotations are placed in brackets.
Juan (peer reviewer): Rachel, your essay makes a great point that credit card companies often hook students on a cycle of spending. But it sounds as if you’re blaming students for their spending habits and credit card companies for their deceptive actions. Is this what you want to say? [Peer reviewer restates writer’s main point and asks a question to help her clarify her ideas.]
Rachel (writer): No, I want to keep the focus on the credit card companies. I didn’t realize I was blaming students. What could I change? [Writer takes comment seriously and asks reviewer for specific suggestion.]
Juan (reviewer): In paragraphs three and four, you group all students together as if all students have the same bad spending habits. If students are your audience, you’ll be insulting them. What reader is motivated to read something that’s alienating? What is your purpose for writing this draft? [Peer reviewer points to specific places in the draft and asks questions to help writer focus on audience and purpose.]
Rachel (writer): Well… It’s true that students don’t always have good spending habits, but I don’t want to blame students. My purpose is to call students to action about the dangers of credit card debt. Any suggestions for narrowing the focus? [Writer is actively engaged with peer reviewer’s comments and doesn’t take criticism personally.]
Juan (reviewer): Most students know about the dangers of credit card debt, but they might not know about specific deceptive practices companies use to lure them. Maybe ask yourself what would surprise your audience about these practices. [Peer reviewer responds as a reader and acts as a coach to suggest possible solutions.]
Rachel (writer): Juan, that's a good idea. I’ll try it. [Writer thanks reviewer for his help and leaves session with a specific revision strategy.]
Return to An annotated excerpt from an online peer review session between peer reviewer Juan and the writer Rachel.
Extended description for Part one of an essay rough draft that has been commented on by peers
A draft of an essay that has comments from reviewers. The text pertaining to reviewer comments will be indicated in brackets prior to the highlighted word, or words, and the comments provided at the end of the paragraph.
[Comment 1] My family used to live in the heart of Hanoi, Vietnam. The [Comment 2] neighborhood was small but swamped with crime. Drug addicts scoured the alleys and stole the most mundane things — old clothes, worn slippers, even license plates of motorbikes. Like anyone else in Vietnam in the ’90s, we struggled with poverty. There was [Comment 3] no entertainment device in our house aside from an 11 inch black-and-white television. Even then, electricity went off for hours on a weekly basis.
✵ Comment 1. My family. Alex F: You might want to add a title to focus readers.
✵ Comment 2. Neighborhood. Sameera K: I really like your introduction. It’s so vivid. Think about adding a photo so readers can relate. What does Hanoi look like?
✵ Comment 3. No entertainment device in our house. Brian S: You have great details here to set the scene in Hanoi, but why does it matter that you didn’t have an “entertainment device”? Maybe choose the most interesting among all these details.
I was particularly close to a Vietnam War veteran. My parents were away a lot, so the old man became like a grandfather to me. He taught me how to ride a bicycle, how to read, how to take care of small pets. He worked sporadically from home, fixing bicycle tires and broken pedals. He was a wrinkly old man who didn’t talk much. His vocal cords were damaged during the war, and it caused him pain to speak. In…
Return to Part one of an essay rough draft that has been commented on by peers.
Extended description for Part two of an essay rough draft that has been commented on by peers
a neighborhood full of screaming babies and angry shop owners and slimy criminals, his home was my quiet haven. I could read and write and think and bond with someone whose [Comment 4] worldliness came from his wordlessness.
Comment 4. Worldliness came from his wordlessness. Brian S: Worldliness came from wordlessness —great phrase! Is this part of your main idea? What is your main idea?
The tiny house he lived in stood at the far end of our neighborhood. It always smelled of old clothes and forgotten memories. He was a slight man, but his piercing black eyes retained their intensity even after all these years. He [Comment 5] must have made one fierce soldier.
Comment 5. Must have made one fierce soldier. Sameera K: You do a good job of showing us why this Vietnam veteran was important to you, but it seems like this draft is more a story about the man and not about you. What do you want readers to understand about you?
“I almost died once,” he said, dusting a picture frame. It was one of those rare instances he ever mentioned his life during the war. As he talked, I perched myself on the side of an armchair, rested my head on my tiny hands, and listened intently. I didn’t understand much. I just liked hearing his low, humming voice. The concept of war for me was strictly confined to the classroom, and even then, the details of combat were always murky. The teachers just needed us to know that the communist troops enjoyed a glorious victory.
“I was the only survivor of my unit. 20 guys. All dead within a year. Then they let me go,” he said. His voice cracked a little and his eyes misted over as he stared at pictures from his combatant past. “We didn’t even live long enough to understand what we were fighting for.”
He finished the sentence with a drawn-out sigh, a small set of wrinkles gathering at the end of his eyes. Years later, as I thought about…
Return to Part two of an essay rough draft that has been commented on by peers.
Extended description for Part three of an essay rough draft that has been commented on by peers
…his stories, I started to wonder why he referred to his deceased comrades by the collective pronoun “we.” It was as if a little bit of him died on the battlefield with them too.
Three years after my family left the neighborhood, I learned that the old man became stricken with cancer. When I came home the next summer, I visited his house and sat by his sickbed. His shoulder-length mop of salt and pepper hair now dwarfed his rail-thin figure. We barely exchanged a word. He just held my hands tightly until my mother called for me to leave, his skeletal fingers leaving a mark on my pale palms. Perhaps he was [Comment 6] trying to transmit to me some of his worldliness and his wisdom. Perhaps he was telling me to go out into the world and live the free life he never had.
Comment 6. Trying to transmit to me. Sameera K: I’m curious to hear more about you and why this man was so important to you. What did he teach you about writing? What did he see in you?
[Comment 7] Some people say that writers are selfish and vain. The truth is, I learned to write because it gave me peace in the much too noisy world of my Vietnamese childhood. In the quiet of the old man’s house, I gazed out the window, listened to my thoughts, and wrote them down. [Comment 8] It all started with a story about a wrinkly Vietnam War veteran who didn’t talk much.
Comment 7. Some people say that writers are selfish and vain. Alex F: This sentence is confusing. Your draft doesn’t seem to be about the selfishness or vanity of writers.
Comment 8: It. Brian S: What does “it” refer to? I think you’re trying to say something important about silence and noise and literacy, but I’m not sure what it is.
Return to Part three of an essay rough draft that has been commented on by peers.
Extended description for An excerpt from a student draft, with annotations
Although some cities have found creative ways to improve access to public transportation for passengers with physical disabilities, and to fund other programs, there have been problems in our city due to the need to address budget constraints and competing problems. This has led citizens to question how funds are distributed?
Markings:
1. The first sentence is underlined.
2. The comma after "disabilities" is circled.
3. and 4. In the final sentence, "This" and the question mark are circled.
Annotations.
1. Wordy sentence (16c, 16d).
2. Unnecessary comma (34s).
3. Vague pronoun (23b).
4. Wrong punctuation for a statement (39a).
Return to An excerpt from a student draft, with annotations.
Extended description for A sample sentence edited to correct the clause
Sentence. Athletes who use any type of biotechnology give themselves an unfair advantage they should be banned from competition.
Edit. "Comma and" is inserted after "advantage".
Edited sentence: Athletes who use any type of biotechnology give themselves an unfair advantage, and they should be banned from competition.
Return to A sample sentence edited to correct the clause.
Extended description for Nguyen’s final draft titled, “A Place to Begin,” with annotations
The final draft of an essay, formatted for submission. Placement and formatting are indicated where appropriate. Marginal annotations that indicate M L A -style formatting and effective writing are placed within brackets.
Header, top right: Nguyen 1
✵ Left-aligned text [Nguyen formats her final draft using M L A guidelines]:
✵ Michelle Nguyen
✵ Professor Wilson
✵ English 101
✵ 24 September 2020.
Centrally-aligned title: A Place to Begin.
I grew up in the heart of Hanoi, Vietnam — Nhà Dâu — a small but busy neighborhood swamped with crime. Houses, wedged in among cafés and other local businesses (see fig. 1), measured uniformly about 200 square feet, and the walls were so thin that we could hear every heated debate and impassioned disagreement. [Nguyen revises her introduction to engage readers with vivid details.] Drug addicts scoured the vicinity and stole the most mundane things — old clothes, worn slippers, even license plates of motorbikes. It was a neighborhood where dogs howled and kids ran amok and where the earth was always moist and marked with stains. It was the 1990s Vietnam in miniature, with all the turmoil and growing pains of a newly reborn nation.
In a city perpetually inundated with screaming children and slimy criminals, I found my place in the home of a Vietnam War veteran. My parents were away a lot, so the old man became like a grandfather to me. [Sentences are revised for clarity and specificity.] He was a slight man who didn’t talk much. His vocal cords had been damaged during the war, and it caused him pain to speak. In his quiet home, I could read and write in the presence of someone whose worldliness grew from his wordlessness. [Nguyen focuses on one key story in response to reviewers’ questions.]
Return to Nguyen’s final draft titled, “A Place to Begin,” with annotations.
Extended description for The second page of Nguyen’s final draft
Header, aligned right: Nguyen 2.
His tiny house stood at the far end of our neighborhood and always smelled of old clothes and forgotten memories. His wall was plastered with pictures from his combatant past, pictures that told his life story when his own voice couldn’t. “I almost died once,” he said, dusting a picture frame. It was one of those rare instances he ever mentioned his life during the war. [Nguyen’s revisions clarify her main idea.]
I perched myself on the side of the armchair, rested my head on my tiny hands, and listened intently. I didn’t understand much. I just liked hearing his low, raspy voice.
“I was the only survivor of my unit. Twenty guys. All dead within a year. Then they let me go.” [Nguyen develops her narrative with dialogue.]
He finished the sentence with a drawn-out sigh, a small set of wrinkles gathering at the corner of his eye.
I wanted to hear the details of that story yet was too afraid to ask. But the bits and pieces I did hear, I wrote down in a notebook. I wanted to make sure that there were not only photos but also written words to bear witness to the old veteran’s existence.
Image: A black-and-white photo shows crowded multi-story buildings and electric lines. Fig. 1. Nhà Dâ`u neighborhood in Hanoi (personal photograph by author). [As her peer reviewers suggested, Nguyen adds a photograph to help readers visualize Hanoi.]
Return to The second page of Nguyen’s final draft.
Extended description for The third page of Nguyen’s final draft
Header, aligned right: Nguyen 3
Once, I caught him looking at the jumbled mess of sentences I’d written. I ran to the table and snatched my notebook, my cheeks warmed with a bright tinge of pink. I was embarrassed. But mostly, I was terrified that he’d hate me for stealing his life story and turning it into a collection of words and characters and ambivalent feelings. [Nguyen revises to keep the focus on her story and not the old man’s, as her peer reviewers suggested.]
“I’m sorry,” I muttered, my gaze drilling a hole into the tiled floor.
Quietly, he peeled the notebook from my fingers and placed it back on the table.
In his muted way, with his mouth barely twisted in a smile, he seemed to be granting me permission and encouraging me to keep writing. Maybe he saw a storyteller and a writer in me, a little girl with a pencil and too much free time.
The last time I visited Nhà Dâu was for the veteran’s funeral two years ago. It was a cold November afternoon, but the weather didn’t dampen the usual tumultuous spirit of the neighborhood. I could hear the jumble of shouting voices and howling dogs, yet it didn’t bother me. For a minute I closed my eyes, remembering myself as a little girl with a big pencil, gazing out a window and scribbling words in my first notebook. [Nguyen circles back to the scene from the introduction, giving the narrative coherence.]
Many people think that words emerge from words and from the exchange of voices. Perhaps this is true. But the surprising paradox of writing for me is that I started to write in the presence of silence. [Nguyen revises the final paragraph to show readers the significance of her narrative.] It was only in the utter stillness of a Vietnam War veteran’s house that I could hear my thoughts for the first time, appreciate language, and find the confidence to put words on a page. With one notebook and a pencil, and with the encouragement of a wordless man to tell his story, I began to write. Sometimes that’s all a writer needs, a quiet place to begin. [Following a peer reviewer’s advice, Nguyen chooses words from her final sentence for her title.]
Return to The third page of Nguyen’s final draft.
Extended description for A screenshot of an online article that has been annotated.
The webpage has a photo of a young white woman looking at her cell phone.
The psychological effects of bullying include [begin highlighting] depression, anxiety, low self-esteem, self-harming behavior (especially for girls), alcohol and drug use and dependence, aggression, and involvement in violence or crime (especially for boys) [end highlighting]. While bullying can lead to mental health problems for any child, those who already have mental health difficulties are even more likely to be bullied and to experience its negative effects.
Highlighted portion. [Surprising notes about gender!]
Cyberbullying — bullying that happens with computers or mobile devices — has also been linked to mental health.
Return to A screenshot of an online article that has been annotated.
Extended description for Annotated advertisement.
A single column advertisement with annotations on the wording and presentation of each element. The advertisement is described from top to bottom with annotations indicated by brackets.
1. A logo on a black background. Two capital letter e’s face each other. Two vertical arrows face inward and create the negative space in each letter e. In all caps, Equal Exchange. Fairly Traded. [What is being exchanged? Why is "fairly traded so hard to read?]
2. In lowercase script, “empowering”. [“Empowering”―why in an elegant font? Who is empowering farmers?]
3. In uppercase print, “FARMERS”. [“Farmers” in all capital letters―shows strength?]
4. A photo of a woman of color. Her hands are outstretched to the camera, holding ripe coffee beans. [Outstretched hands. Is she giving a gift? Inviting partnership? Hands: heart-shaped, foregrounded; Raw coffee beans are red: earthy, natural, warm.]
5. Plain, left-aligned text with a bulleted list in bold. "When you choose Equal Exchange fairly traded coffee, tea or chocolate, you join a network that empowers farmers in Latin America, Africa, and Asia to:
o - Stay on their land
o - Care for the environment
o - Farm organically
o - Support their family
o - Plan for the future"
[Positive verbs: consumers choose, join, empower; farmers stay, care, farm, support, plan; How do consumers know their money helps farmers stay on their land?]
6. w w w dot equal exchange dot coop
7. In left-aligned small print: “Photo: Jesus Choqueherance de Quevero, Coffee farmer and CEPICAFE Cooperative member, Peru.”
Return to Annotated advertisement.
Extended description for A screenshot of a web advertisement with a a call-to-action button.
A two-column advertisement.
On the right is a zippered coat with a logo over the left breast.
On the left:
1. “Don’t buy this jacket” is written in large and bold uppercase letters.
2. A Common Threads Initiative logo, which features a handshake.
3. “This season, share some values” is written in all uppercase letters.
4. Learn more about our Common Threads Initiative, and take the pledge to reduce consumption.
5. An action button labeled “Take the pledge” in all uppercase letters.
Return to A screenshot of a web advertisement with a a call-to-action button.
Extended description for An annotated WWF advertisement.
The ad depicts three polar bears standing and sitting in their natural habitat. The fur of each bear has been graffitied. In the top right corner are the WWF logo and URL: wwf dot org. Text at the bottom of the image reads, “What will it take before we respect the planet?”
Annotations:
1. [Graffiti? Usually on urban bridges, not polar bears, not wildlife.]
2. [Social or political message here?]
3. “We” is circled in the text at the bottom. [Who’s “we”?]
4. [Tone seems accusatory.]
Return to An annotated WWF advertisement.
Extended description for The fifth page of an annotated argumentative student writing sample.
Header, right-aligned Riew 5.
A graph of the cumulative extinctions as a percent of I U C N- evaluated species from 1600 to 2010 for four animal groups. The cumulative extinctions are on the vertical axis, from 0 to 2.50 and the horizontal axis is one-hundred-year time intervals from 1600 to 2010.
The approximate data for each animal type.
Mammals - The cumulative extinction increased from 0.40 in 1600 to 0.70 by 1880. After this, there was a rapid increase to 2.0 by 1920.
Vertebrates - Cumulative extinction began at 0.10 in 1600 to 0.4 by 1790, and then increased rapidly to 1.50 by 1920.
Birds - The extinction increased from 0.10 in 1600 to 0.30 in 1850. Then, the rate rapidly increased to 1.40 by 1920.
Other vertebrates - Below 0.10 until about 1850, when it rapidly increased to 1.48 by 1940.
Background - A gradual increase from 0.05 to 0.20.
Fig. 1. This graph based on data from the International Union for Conservation of Nature (I U C N) shows a dramatic increase in the extinction rates of vertebrates after the start of the Industrial Revolution (Wignall 20). [Visual presents specific data that back up Riew’s point.]
To reduce future losses of endangered species, people must gain a better understanding of the environment and animals’ roles in it, and zoos help with that education. In 2015, a team researching the educational impacts of zoos surveyed over 6,000 visitors to 30 institutions around the globe. Their study found that “biodiversity understanding and knowledge of actions to help protect biodiversity both significantly increased over the course of single zoo and aquarium visits. In other words, zoos and aquariums can and do make a positive contribution” (Moss et al.). By exposing people to different animals and educating people about the negative impacts of extinction, zoos can prompt visitors to care more for wildlife.
Return to The fifth page of an annotated argumentative student writing sample.
Extended description for Annotated Article: Big Box Stores Are Bad for Main Street.
Annotated Article: Big Box Stores Are Bad for Main Street. Betsy Taylor. Markings are described after each paragraph and the corresponding annotations are in brackets.
“Bad” is circled in the title. [Title gives away Taylor’s position.]
There is plenty of reason to be concerned about the proliferation of Wal-Marts and other so-called “big box” stores. The question, however, is not whether or not these types of stores create jobs (although several studies claim they produce a net job loss in local communities) or whether they ultimately save consumers money. The real concern about having a 25-acre slab of concrete with a 100,000 square foot box of stuff land on a town is whether it’s good for a community’s soul.
The phrase, plenty of reason to be concerned, is underlined. [Assumes readers are concerned.] In the last line, there is an asterisk before “concern” and “community’s soul” is underlined. [Main point of article. But what does she mean by “community’s soul”?]
The worst thing about “big boxes” is that they have a tendency to produce Ross Perot’s famous “big sucking sound” — sucking the life out of cities and small towns across the country. On the other hand, small businesses are great for a community. They offer more personal service; they won’t threaten to pack up and leave town if they don’t get tax breaks, free roads and other blandishments; and small-business owners are much more responsive to a customer’s needs. (Ever try to complain about bad service or poor quality products to the president of Home Depot?).
First sentence - “big boxes” [Lumps all big boxes together]
Second sentence - “On the other hand” - [“Either/or” argument — Main Street is good, big boxes are bad.]
[Assumes all small businesses are attentive]
Yet, if big boxes are so bad, why are they so successful? One glaring reason is that we’ve become a nation of hyper-consumers, and the big-box boys know this. Downtown shopping districts comprised of small businesses take some of the efficiency out of overconsumption. There’s all that hassle of having to travel from store to store, and having to pull out your credit card so many times. Occasionally, we even find ourselves, chatting with the shopkeeper, wandering into a coffee shop to visit with a friend or otherwise wasting precious time that could be spent on acquiring more stuff.
The text, “we’ve become a nation of hyper-consumers”, is circled. [True?]
“The shopkeeper” is underlined [Word choice makes author seem sentimental.]
Exclamation point after “stuff”. [Author’s argument seems one-sided and makes assumptions about consumers.]
But let’s face it — bustling, thriving city centers are fun. They breathe life into a community. They allow cities and towns to stand out from each other. They provide an atmosphere for people to interact with each other ...
Return to Annotated Article: Big Box Stores Are Bad for Main Street.
Extended description for Continuation of Annotated Article: Big Box Stores Are Bad for Main Street.
...that just cannot be found at Target, or Wal-Mart or Home Depot.
An asterisk before “just”. [Shopping at Target to save money — is that bad?]
Is it anti-American to be against having a retail giant set up shop in one’s community? Some people would say so. On the other hand, if you board up Main Street, what’s left of America?
The phrase, “what’s left of America?” is underlined. [Ends with emotional appeal. Seems too simplistic!]
Return to Continuation of Annotated Article: Big Box Stores Are Bad for Main Street.
Extended description for An annotated article summary.
In her essay “Big Box Stores Are Bad for Main Street,” Betsy Taylor argues that chain stores harm communities by taking the life out of downtown shopping districts. Explaining that a community’s “soul” is more important than low prices or consumer convenience, she argues that small businesses are better than stores like Home Depot and Target because they emphasize personal interactions and don’t place demands on a community’s resources. Taylor asserts that big-box stores are successful because “we’ve become a nation of hyper-consumers” (1011), although the convenience of shopping in these stores comes at the expense of benefits to the community. She concludes by suggesting that it’s not “anti-American” to oppose big-box stores because the damage they inflict on downtown shopping districts extends to America itself. — Emilia Sanchez, student
Highlighted text:
✵ “Betsy Taylor argues”
✵ “Taylor asserts”
✵ “She concludes”
Annotations:
✵ [Presents Taylor’s ideas with signal phrases and in the third person, present tense.]
✵ [Represents Taylor’s article accurately and fairly.]
✵ [Summarizes Taylor’s article accurately and precisely.]
✵ [Puts Taylor’s words in quotation marks and provides a page number in parentheses.]
Return to An annotated article summary.
Extended description for A sample paragraph balancing summary and analysis.
[Begin summary] In her essay “Big Box Stores Are Bad for Main Street,” Betsy Taylor focuses not on the economic effects of large chain stores but on the effects these stores have on the “soul” of America. She argues that stores like Home Depot, Target, and Wal-Mart are bad for America because they draw people out of downtown shopping districts and cause them to focus on consumption. In contrast, she believes that small businesses are good for America because they provide personal attention, encourage community interaction, and make each city and town unique. [End summary; begin analysis.] But Taylor’s argument is unconvincing because it is based on sentimentality — on idealized images of a quaint Main Street — rather than on the roles that businesses play in consumers’ lives and communities. [End analysis]
Return to A sample paragraph balancing summary and analysis.
Extended description for Page one of four. A sample analysis of an article. Presented in MLA format.
The final draft of an essay formatted for submission. Placement and formatting are indicated where appropriate. Marginal annotations that indicate M L A -style formatting and effective writing are placed within brackets.
Header, right-aligned: Sanchez 1.
Aligned left:
Emilia Sanchez
Professor Goodwin
English 10
22 October 2020
Centrally-aligned title: Rethinking Big-Box Stores.
In her essay “Big Box Stores Are Bad for Main Street,” Betsy Taylor focuses not on the economic effects of large chain stores but on the effects these stores have on the “soul” of America. She argues that stores like Home Depot, Target, and Wal-Mart are bad for America because they draw people out of downtown shopping districts and cause them to focus on consumption. [Summary of the article’s thesis orients readers and prepares them for analysis.] In contrast, she believes that small businesses are good for America because they provide personal attention, encourage community interaction, and make each city and town unique. But Taylor’s argument is unconvincing because it is based on sentimentality — on idealized images of a quaint Main Street — rather than on the roles that businesses play in consumers’ lives and communities. [Sanchez begins to analyze Taylor’s argument.] By ignoring the complex economic relationship between large chain stores and their communities, Taylor incorrectly assumes that simply getting rid of big-box stores would have a positive effect on America’s communities. [Thesis expresses Sanchez’s judgment of Taylor’s article.]
Taylor’s use of colorful language reveals that she has a sentimental view of American society and does not understand economic realities. In her first paragraph, Taylor refers to a big-box store as a “25-acre slab of concrete... [Signal phrase introduces quotations from the source; Sanchez uses an M L A in-text citation.]
Return to Page one of four. A sample analysis of an article. Presented in MLA format.
Extended description for Page two of a sample analysis in MLA format.
Header, right-aligned: Sanchez 2.
...with a 100,000 square foot box of stuff“ that “land[s] on a town,” evoking images of a powerful monster crushing the American way of life (1011). But she oversimplifies a complex issue. Taylor does not consider that many downtown business districts failed long before chain stores moved in, when factories and mills closed and workers lost their jobs. In cities with struggling economies, big-box stores can actually provide much-needed jobs. Similarly, while Taylor blames big-box stores for harming local economies by asking for tax breaks, free roads, and other perks, she doesn’t acknowledge that these stores also enter into economic partnerships with the surrounding communities by offering financial benefits to schools and hospitals. [Sanchez identifies and challenges Taylor’s assumptions.]
Taylor’s assumption that shopping in small businesses is always better for the customer also seems driven by nostalgia for an old-fashioned Main Street rather than by the facts. [Clear topic sentence announces a shift to a new topic.] While she may be right that many small businesses offer personal service and are responsive to customer complaints, she does not consider that many customers appreciate the service at big-box stores. Just as customer service is better at some small businesses than at others, it is impossible to generalize about service at all big-box stores. [Sanchez refutes Taylor’s claim.] For example, customers depend on the lenient return policies and the wide variety of products at stores like Target and Home Depot.
Taylor blames big-box stores for encouraging American “hyper-consumerism,” but she oversimplifies by equating big-box stores with bad values and small businesses with good values. Like her other points, this claim ignores the economic and social realities of American society today. Big-box stores do not force Americans to buy more. By offering ...
Return to Page two of a sample analysis in MLA format.
Extended description for Page three of a sample analysis in MLA format.
Header, right-aligned: Sanchez 3.
...lower prices in a convenient setting, however, they allow consumers to save time and purchase goods they might not be able to afford from small businesses. The existence of more small businesses would not change what most Americans can afford, nor would it reduce their desire to buy affordable merchandise.
Taylor may be right that some big-box stores have a negative impact on communities and that small businesses offer certain advantages. [Sanchez treats the author fairly.] But she ignores the economic conditions that support big-box stores as well as the fact that Main Street was in decline before the big-box store arrived. Getting rid of big-box stores will not bring back a simpler America populated by thriving, unique Main Streets; in reality, Main Street will not survive if consumers cannot afford to shop there. [Conclusion returns to the thesis and shows the wider significance of Sanchez’s analysis.]
Return to Page three of a sample analysis in MLA format.
Extended description for Page four of a sample analysis in MLA format. The Work Cited page.
Header, right-aligned: Sanchez 4.
Centrally-aligned page title: Work Cited
Taylor, Betsy. “Big Box Stores Are Bad for Main Street.” C Q Researcher, vol. 9, no. 44, 1999, p. 1011. [Work cited page is in M L A style.]
Return to Page four of a sample analysis in MLA format. The Work Cited page.
Extended description for Page one of five. An analysis of the Equal Exchange advertisement. Presented in MLA formatting.
The final draft of an analysis of the Equal Exchange ad, formatted for submission. Placement and formatting are indicated where appropriate. Marginal annotations that indicate M L A -style formatting and effective writing are placed within brackets.
Header, right-aligned: Yoshida 1
Left-aligned:
Ren Yoshida
Professor Marcotte
English 101
4 November 2019
Centrally-aligned title: Sometimes a Cup of Coffee Is Just a Cup of Coffee.
A farmer, her hardworking hands full of coffee beans, reaches out from an Equal Exchange advertisement (“Empowering”). [Source is cited in the text. No page number is available for the online source.] The hands, in the shape of a heart, offer to consumers the fruit of the farmer’s labor. The ad’s message is straightforward: in choosing Equal Exchange, consumers become global citizens, partnering with farmers to help save the planet. Suddenly, a cup of coffee is more than just a morning ritual; a cup of coffee is a moral choice that empowers both consumers and farmers. [Yoshida summarizes the content of the ad.] This simple exchange appeals to a consumer’s desire to be a good person — to protect the environment and do the right...
Return to Page one of five. An analysis of the Equal Exchange advertisement. Presented in MLA formatting.
Extended description for Page two of the Equal Exchange advertisement analysis.
Header, right-aligned: Yoshida 2.
...thing. Yet the ad is more complicated than it first seems, and its design raises some logical questions about such an exchange. Although the ad works on an emotional level, it is less successful on a logical level because of its promise for an equal exchange between consumers and farmers. [Thesis expresses Yoshida’s analysis of the ad.]
The focus of the ad is a farmer, Jesus Choqueheranca de Quevero, and, more specifically, her outstretched, cupped hands. Her hands are full of red, raw coffee, her life’s work. [Details show how the ad appeals to consumers’ emotions.] The ad successfully appeals to consumers’ emotions, assuming they will find the farmer’s welcoming face and hands, caked with dirt, more appealing than startling statistics about the state of the environment or the number of farmers who lose their land each year. It seems almost rude not to accept the farmer’s generous offering since we know her name and, as the ad implies, have the choice to “empower” her. In fact, how can a consumer resist helping the farmer “[c]are for the environment” and “[p]lan for the future,” when it is a simple matter of choosing the right coffee? [Yoshida interprets details such as the farmer’s hands.] The ad sends the message that our future is a global future in which producers and consumers are bound together.
First impressions play a major role in the success of an advertisement. Consumers are pulled toward a product, or pushed away, by an ad’s initial visual and emotional appeal. Here, the intended audience is busy people, so the ad tries to catch viewers’ attention and make a strong impression immediately. Yet with a second or third viewing, consumers might start to ask some logical questions about Equal Exchange before buying their morning coffee. Although the farmer extends her heart-shaped hands to consumers, they are not actually buying a cup of coffee or the raw coffee directly from her. [Yoshida begins to challenge the logic of the ad.] In reality, consumers are buying from....
Return to Page two of the Equal Exchange advertisement analysis.
Extended description for Page three of the Equal Exchange advertisement analysis.
Header, right-aligned: Yoshida 3.
Equal Exchange, even if the ad substitutes the more positive word choose for buy. Furthermore, consumers aren’t actually empowering the farmer; they are joining “a network that empowers farmers.” [Words from the ad serve as evidence.] The idea of a network makes a simple transaction more complicated. How do consumers know their money helps farmers “[s]tay on their land” and “[p]lan for the future” as the ad promises? They don’t.
The ad’s design elements raise questions about the use of the key terms equal exchange and empowering farmers. [Clear topic sentence announces a shift.] The Equal Exchange logo suggests symmetry and equality, with two red arrows facing each other, but the words of the logo appear almost like an eye exam poster, with each line decreasing in font size and clarity. The words fairly traded are tiny. Below the logo, the words empowering farmers are presented in contradictory fonts. [Summary of the ad’s key features serves Yoshida’s analysis.] Empowering is written in a flowing, cursive font, almost the opposite of what might be considered empowering, whereas farmers is written in a plain, sturdy font. The ad’s varying fonts communicate differently and make it hard to know exactly what is being exchanged and who is becoming empowered.
What is being exchanged? The logic of the ad suggests that consumers will improve the future by choosing Equal Exchange. The first exchange is economic: consumers give one thing — dollars — and receive something in return — a cup of coffee — and the farmer stays on her land. The second exchange is more complicated because it involves a moral exchange. The ad suggests that if consumers don’t choose “fairly traded” products, farmers will be forced off their land and the environment destroyed. This exchange, when put into motion by consumers choosing to purchase products not “fairly traded,” has negative consequences for both...
Return to Page three of the Equal Exchange advertisement analysis.
Extended description for Page four of the Equal Exchange advertisement analysis.
Header, right-aligned: Yoshida 4.
...consumers and farmers. The message of the ad is that the actual exchange taking place is not economic but moral; after all, nothing is being bought, only chosen. Yet the logic of this exchange quickly falls apart. Consumers aren’t empowered to become global citizens simply by choosing Equal Exchange, and farmers aren’t empowered to plan for the future by consumers’ choices. [Yoshida shows why his thesis matters.] And even if all this empowerment magically happened, there is nothing equal about such an exchange.
Advertisements are themselves about empowerment — encouraging viewers to believe they can become someone or do something by identifying, emotionally or logically, with a product. In the Equal Exchange ad, consumers are emotionally persuaded to identify with a farmer whose face is not easily forgotten and whose heart-shaped hands hold a collective future. [Conclusion includes a detail from the introduction.] On a logical level, though, the ad raises questions because empowerment, although a good concept to choose, is not easily or equally exchanged. Sometimes a cup of coffee is just a cup of coffee. [Conclusion returns to Yoshida’s thesis.]
Return to Page four of the Equal Exchange advertisement analysis.
Extended description for Page five of the Equal Exchange advertisement analysis: the Work Cited page.
Header, right-aligned: Yoshida 5.
Centrally-aligned page title: Work Cited
“Empowering Farmers.” Equal Exchange, equal exchange dot coop forward slash. Advertisement. Accessed 14 Oct. 2019.
Return to Page five of the Equal Exchange advertisement analysis: the Work Cited page.
Extended description for The first of a seven-page argumentative student writing sample. The sample is annotated and there are a total of eight images.
The final draft of an argumentative sample of student writing, formatted for submission. Placement and formatting are indicated where appropriate. Marginal annotations that indicate M L A -style formatting and effective writing are placed within brackets.
Header, aligned-right: Riew 1.
Aligned left:
Julia Riew
Professor Pine
Composition I
28 April 2020
Centrally-aligned title: From Captors to Custodians: How Zoos Protect Animals, People, and the Planet.
The Tasmanian tiger: extinct. The Japanese sea lion: extinct. The Pyrenean ibex: extinct. The roster of extinct species goes on: the Saudi gazelle, the Cape Verde giant skink, the passenger pigeon, and countless others.
Return to The first of a seven-page argumentative student writing sample. The sample is annotated and there are a total of eight images.
Extended description for The second page of an annotated argumentative student writing sample.
Header, aligned-right: Riew 2.
The rate of extinction has risen rapidly within the last three centuries, and it signifies a crisis known as Earth’s sixth mass extinction (Wignall 19—20). [Riew introduces a problem and explains why it matters.] This crisis threatens not only animals but also our ecosystem as a whole, which in turn threatens our access to clean water, clean air, food, and medicine. In response, many zoos have shifted their mission from pure entertainment to conservation. Supporters of the conservation mission claim that zoos possess enormous potential to save endangered species. Critics claim that zoos should have no role in conservation, arguing that animals should be free to roam in their natural habitats, not captive or caged. [Riew summarizes the debate and defines two key terms, captivity and custody.] In this debate, the word “captivity” often conjures images of fear-stricken animals behind bars, gawked at by tourists and eager to escape. However, what if we shift our understanding of captivity from imprisonment to compassionate protection, or custody? When zoos protect animals with compassion and consideration for their needs, they encourage concern for the environment and increase financial support for conservation projects — saving not only endangered species but also the planet and humankind in turn. [Thesis takes a position in the debate.]
Despite the intentions of zoo conservation programs to protect animals, some animal rights advocates object to any form of captivity, arguing that zoos have a long history of animal abuse and mistreatment. [Riew presents a counterargument fairly.] In 2019, hundreds of zoos affiliated with the World Association of Zoos and Aquariums (W A Z A) faced criticism for mistreating animals, reportedly using training methods such as “premature separation from mothers, physical restraint, and pain- and fear-based conditioning” in order to allow humans to feed, pet, and even ride the animals (Fobar). [Sources are cited in M L A style.] Such treatment— “inherently stressful,” according to one director at the...
Return to The second page of an annotated argumentative student writing sample.
Extended description for The third page of an annotated argumentative student writing sample.
Header, aligned-right: Riew 3.
...Animal Welfare Institute — harms the animals both physically and psychologically (Fobar). With a legacy of animal rights violations, zoos have earned their poor reputation among many animal rights activists.
However, captivity does not have to be — and should not be — inhumane. [Transition moves from introducing the counterargument to addressing it.] Rather than thinking of housing endangered species in zoos as the harmful “captivity,” we might instead think of zookeeping as “custody” — raising, protecting, and caring for animals with no place to go. A new level of care can be the reality of all zoos with the help of strict regulations provided by animal welfare programs. The American Humane Conservation program, developed by experts in animal welfare and conservation, evaluates and certifies leading zoos all over the world based on several criteria, including “excellent health and housing; positive social interactions (ellipsis); [and] safe and stimulating environments” (American Humane). Regulations are a step in the right direction.
With animal welfare regulations, zoos will protect animals at a higher standard than they have in the past — sometimes at a higher standard than animals can find in the wild if their habitat has been disrupted. Ron Kagan, C E O of the Detroit Zoological Society, points to the success of the Arctic Ring of Life, the largest polar bear facility in the United States. [Riew backs up her argument with a specific example.] The facility provides chilled seawater and a safe environment for bears whose polar habitats have been destroyed by climate change. Kagan argues that by putting the needs of the animals first, regulated zoos create living environments that can be both safe and comfortable for animals, giving them access to shelter and space that they may no longer find in the wild.
To some critics, capturing and breeding endangered animals in such situations — when the animals may no longer be able to survive in their natural habitats — is ... [Riew acknowledges a second counterargument.]
Return to The third page of an annotated argumentative student writing sample.
Extended description for The fourth page of an annotated argumentative student writing sample.
Header, right-aligned: Riew 4.
.... pointless. These critics argue that breeding and captive protection can be permissible only if zoos eventually release the animals. However, research indicates that the majority of captive species fail to flourish once reintroduced into their natural habitats: one particularly devastating reintroduction study revealed that “only sixteen out of one hundred forty-five reintroduction projects using captive-born animals were successful” (Keulartz 341). Once in captivity, animals tend to remain in captivity for life.
Why, then, do zoos keep these animals? Despite critics’ claims, zoo animals help environmentalists achieve a key goal: to educate the general public about the importance of wildlife and the dangers of extinction. [Riew refutes the counterargument and develops the thesis.] Although some level of extinction is natural, the current extinction rate is an unprecedented crisis that impacts all creatures, including humans — and we are largely to blame. Figure 1 demonstrates how the extinction rate has increased since the Industrial Revolution. Geologist and environmental researcher Paul B. Wignall designates “human activities” such as poaching, climate change, “habitat destruction, the introduction of invasive species (ellipsis), and the general over-exploitation of natural resources” as the primary causes of this increase (17). Animal extinction disrupts the overall ecosystem and directly impacts us in ways we might not realize. For example, anthropologist Thom Van Dooren notes that predators such as vultures play “an important role in containing disease of various kinds” and their decline “may lead to rises in (ellipsis) scavengers and in the incidence of diseases.” Furthermore, each time a species goes extinct, the event lowers the overall biodiversity of the region and contributes to “an unraveling of cultural and social relationships that ripples out into the world” — an environmental effect that impacts us all (Van Dooren). [Riew supports her argument’s “So what?” factor — why readers should care.]
Return to The fourth page of an annotated argumentative student writing sample.
Extended description for The sixth page of an annotated argumentative student writing sample.
Header, aligned-right: Riew 6.
Zoos can also directly increase financial support for conservation efforts. Not only can their educational efforts lead visitors to donate to conservation organizations, but zoos also can raise funds with ticket, food, and souvenir sales that they then pass on to conservation projects. For example, each year the Oakland Zoo donates a portion of every ticket to conservation organizations through a program called Quarters for Conservation. [Riew uses specific evidence for support.] In 2018, Quarters for Conservation raised 332,000 dollars to help save at-risk species (“Oakland Zoo”). As environmental philosopher Jozef Keulartz points out, “to reach the aim of species conservation, [zoos] need to attract visitors”; thus zoos often house not only animals that need protection but also those that will make people want to buy tickets (347). Traditionally, large “charismatic mammals” can “act as flagship species” to attract visitors, while a variety of species and “imaginative displays” can also increase attendance (347). Higher attendance and ticket sales mean zoos can donate more of their proceeds to a range of conservation initiatives.
By raising animals in regulated and certified habitats, zoos can play a critical role in the conservation cause and can help shift our impressions of zookeepers from captors to custodians. [Conclusion echoes the introduction without repeating it.] Opponents worry about the necessity of zoos and the health of animals within them. However, with an informed understanding of animal welfare needs, such establishments not only provide animals with humane habitats that no longer exist in the wild but also promote empathy and financial support for conservation. Each day, as the threat of mass extinction continues to sweep the globe and irreversibly damage the worldwide ecosystem, it becomes increasingly urgent for humans to understand the importance of wildlife. With the help of zoos, we can take action to protect animals — and thus ourselves. Perhaps our action today will keep us off the EXTINCT roster tomorrow. [Riew ends by emphasizing why the argument matters.]
Return to The sixth page of an annotated argumentative student writing sample.
Extended description for The seventh page of an annotated argumentative student writing sample; the Works Cited page.
Header, aligned-right: Riew 7.
Centrally-aligned page title: Works Cited
American Humane. “Twenty-Five Leading Zoological Facilities Receive Coveted American Humane Conservation Certification for Humane Animal Care in Inaugural Year.” P R Newswire, 2 Oct. 2017, h t t p s colon slash slash w w w dot p r newswire dot com slash news hyphen releases slash twenty hyphen five hyphen leading hyphen zoological hyphen facilities hyphen receive hyphen coveted hyphen american hyphen humane hyphen conservation hyphen certification hyphen for hyphen humane hyphen animal hyphen care hyphen in hyphen inaugural hyphen year hyphen 3 0 0 5 2 9 1 5 6 dot html. Press release. [Works cited list is in M L A style.]
Fobar, Rachel. “Hundreds of Zoos and Aquariums Accused of Mistreating Animals.” National Geographic, 15 Aug. 2019, h t t p s colon slash slash w w w dot national geographic dot com slash animals slash 2019 slash 08 slash waza hyphen zoos hyphen accused hyphen of hyphen mistreating hyphen animals hyphen wap hyphen report slash. [List is alphabetized by authors' last names (or by title when a work has no author).]
Kagan, Ron. “Animal Welfare and the Future of Zoos.” YouTube, uploaded by TEDx Talks, 30 Nov. 2015, h t t p s colon slash slash w w w dot youtube dot com slash watch question mark v equals sign h underscore F R Y 4 F I k w s.
Keulartz, Jozef. “Captivity for Conservation? Zoos at a Crossroads.” Journal of Agricultural and Environmental Ethics, vol. 28, no. 2, Apr. 2015, pp. 335—51. SpringerLink, d o i: 1 0 dot 1 0 0 7 slash s 1 0 8 0 6 hyphen 0 1 5 hyphen 9 5 3 7 hyphen z.
Moss, Andrew, et al. “Impact of a Global Biodiversity Education Campaign on Zoo and Aquarium Visitors.” Frontiers in Ecology and the Environment, vol. 15, no. 5, June 2017, pp. 243—47. Ecological Society of America, d o i: 1 0 dot 1 0 0 2 slash fee dot 1 4 9 3.
“Oakland Zoo Raises Record-Breaking $332,000 for Wildlife Conservation.” Oakland Zoo, 30 Oct. 2018, h t t p s colon slash slash w w w dot oakland zoo dot org slash news slash oakland hyphen zoo hyphen raises hyphen record hyphen breaking hyphen 3 3 2 hyphen 0 0 0 hyphen for hyphen wildlife hyphen conservation. Press release.
Return to The seventh page of an annotated argumentative student writing sample; the Works Cited page.
Extended description for The eighth image of an annotated argumentative student writing sample; the end of the Work Cited page.
Van Dooren, Thom. “How the Current Mass Extinction of Animals Threatens Humans.” Interview conducted by Simon Worrall. National Geographic, 20 Aug. 2014, h t t p s colon slash slash w w w dot national geographic dot com slash news slash 2014 slash 8 slash 1 4 0 8 2 0 hyphen extinction hyphen crows hyphen penguins hyphen dinosaurs hyphen asteroid hyphen sydney hyphen booktalk slash.
Wignall, Paul B. Extinction: A Very Short Introduction. Oxford University Press. 2019.
Return to The eighth image of an annotated argumentative student writing sample; the end of the Work Cited page.
A sentence with edits.
The goalie crouched low, reached out his stick, and sent the rebound away from the mouth of the net.
Edits: “Reached” is replaced with “swept”. “Sent” is replaced with “hooked”.
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A sentence with edits.
The land was stripped of timber before the settlers realized the consequences of their actions.
Edit: “The land … realized”, is replaced with “the settlers stripped the land of timber before realizing…”.
The revision emphasizes the actors (settlers) by naming them in the subject.
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Two sentences with edits.
Sentence 1. Burying nuclear waste in Antarctica would be in violation of an international treaty. The phrase, be in violation of, is replaced by the word violate.
Edit: “Be in violation of” is replaced with “violate”.
Sentence 2. When Rosa Parks was resistant to giving up her seat on the bus, she became a civil rights hero.
Edit: “Was resistant to” is replaced by “resisted”.
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A sentence with edits.
The use of pure oxygen can cause healing in wounds that are otherwise untreatable.
Edits: “The use of”, “cause”, and “[heal]ing in” are deleted. Pure is capitalized.healing” is replaced with “heal”.
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A sentence with edits.
The campfire was doused by the ranger before we were given a ticket for unauthorized use of a campsite.
Edits:
“The campfire … given” is replaced with “The ranger doused the campfire before giving us…”.
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Two quotes illustrate balancing parallel ideas.
Parallel phrases are bracketed.
Quote 1. There is [more work to be done], [more justice to be had], [more barriers to break]. — Barack Obama
Quote 2. This novel is [not to be tossed lightly aside], but [to be hurled with great force]. — Dorothy Parker “
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Two sentences with edits and comments.
Sentence 1. Children who study music also learn confidence, discipline, and they are creative.
Edit: “They are creative” is replaced with “creativity”.
The revision presents all the items in the series as nouns: confidence, discipline, and creativity.
Sentence 2. Impressionist painters believed in focusing on ordinary subjects, capturing the effects of light on those subjects, and to use short brushstrokes.
Edit: “To use” is changed to “using”.
The revision uses -ing forms for all the items in the series: focusing, capturing, and using.
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Two sentences with edits and comments.
Sentence 1. Emily Dickinson’s poetry features the use of dashes and capitalizing common words.
Edit: “Capitalizing” is replaced with “the capitalization of”.
The revision balances the nouns use and capitalization.
Sentence 2. Many colleges are making SAT scores optional and encourage alternative application materials.
Edits: “Encourage” is changed to “encouraging”.
The revision balances the verb making with the verb encouraging.
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Two sentences with edits and comments.
Sentence 1. Thomas Edison was not only a prolific inventor but also was a successful entrepreneur.
Edit: “Was” is crossed out.
The words a prolific inventor follow not only, so a successful entrepreneur should follow but also.
Sentence 2. The clerk told me either to change my flight or take the train.
Edit: The word “to” is added before “take”.
To change my flight, which follows either, should be balanced with to take the train, which follows or.
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A sentence with edits.
For some situations, it is easier to talk on the phone than texting.
Edit: “Texting” is replaced with “to text”.
To talk is balanced with to text.
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A sentence with edits.
Our study revealed that left-handed students were more likely to have trouble with classroom desks and rearranging desks for exam periods was useful.
Edit: “That” is added before “rearranging”.
A second subordinating conjunction helps readers sort out the two parallel ideas: that left-handed students have trouble with classroom desks and that rearranging desks was useful.
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A sentence with edits.
Rowena began her workday by refilling the hand sanitizer stations and set up the cash registers.
Edit: “Set up” is replaced with “setting”.
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Two sentences with edits and comments.
Sentence 1. Advertisers target customers whom they identify through demographic research or have purchased their product in the past.
Edit: “Who” is inserted between “or” and “have”.
The word who must be included because whom… have purchased is not grammatically correct.
Sentence 2. Mayor Davis never has and never will accept a bribe.
Edit: “Accepted” is inserted after “never has”.
Has… accept is not grammatically correct.
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A sentence with edits.
In his famous obedience experiments, psychologist Stanley Milgram discovered ordinary people were willing to inflict physical pain on strangers.
Edit” “That” is inserted after “discovered”.
Milgram didn’t discover ordinary people; he discovered that ordinary people were willing to inflict pain on strangers. The word that tells readers to expect a clause, not just ordinary people, as the direct object of discovered.
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Two sentences with edits.
Sentence 1. The forests of North America are much more extensive than Europe.
Edit: “Those of” are inserted before “Europe”.
Forests must be compared with forests, not with all of Europe.
Sentence 2. Some music critics argue that Beyoncé’s music videos are better than any other singer.
Edit: “Singer” is made possessive by adding “apostrophe s”.
Beyoncé’s music videos cannot logically be compared with a singer. The revision uses the possessive form singer’s, with the words music videos being implied.
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A sentence with edits.
Jupiter is larger than any planet in our solar system.
Edit: “Other” is inserted between “any” and “planet”.
Jupiter is a planet, and it cannot be larger than itself.
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A sentence with edits.
The city of Lowell is as old, if not older than, the neighboring city of Lawrence.
Edit: “As” is inserted after “old” but before the comma.
The construction as old is not complete without a second as: as old as… the neighboring city of Lawrence.
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A sentence with edits.
The plumber feared the pipes were completely rusted through.
Edit: “That” is added after “feared”.
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A sentence with edits.
We bought a laptop and e-reader.
Edit: “An” is added before “e-reader”.
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Two sentences with edits.
Sentence 1. When the country elects a president is the most important responsibility in a democracy.
Edit: “When the country elects” is replaced with “Electing”.
The adverb clause When the country elects a president cannot serve as the subject of the verb is. The revision replaces the adverb clause with a gerund phrase, a word group that can function as a subject. (See 49b and 49e.)
Sentence 2. Although Luxembourg is a small nation, but it has a rich cultural history.
Edit: The conjunction “but” is deleted.
The coordinating conjunction but cannot link a subordinate clause (Although Luxembourg…) with an independent clause (it has a rich cultural history).
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A sentence with edits.
Under the revised plan, first-generation college students, who now receive financial aid benefits, will increase.
Edits: The phrase, “financial-aid benefits for”, is added before “first-generation”. The subordinate clause, “who now receive financial aid benefits,” is deleted.
The benefits, not the students, will increase.
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A sentence with edits.
The tax accountant, a very lucrative profession, requires intelligence, patience, and attention to mathematical detail.
Edit: The phrase, “The tax accountant,” is replaced with “Tax accounting”.
The tax accountant is a person, not a profession.
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A sentence with edits.
My father he moved to Peru before he met my mother.
Edit: “He” is deleted after “father”.
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Two sentences with edits.
Sentence 1. Anorexia nervosa is where people think they are overweight and diet to the point of starvation.
Edit: “Where people” is deleted and replaced “a disorder suffered by people who”.
Where refers to places. Anorexia nervosa is a disorder, not a place.
Sentence 2. The reason the experiment failed is because conditions in the lab were not sterile.
Edit: “Reason the” and “is” are deleted.
The adverb clause beginning with because properly modifies the verb failed.
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A sentence with edits.
By taking the oath of allegiance made Ling a U S citizen.
Edit: “By taking” is replaced with “Taking”.
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Two sentences with edits.
Sentence 1. Research shows that students only learn new vocabulary words when they are encouraged to read.
Edit: “Only” is moved to between “words” and “when”.
Only limits the meaning of the when clause.
Sentence 2. If you just interview chemistry majors, your understanding of the student response to the new policies will be incomplete.
Edit: “Just is moved to after “interview”.
The adverb just limits the meaning of chemistry majors, not interview.
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A sentence with edits.
In the United States in 1860, all Black southerners were not enslaved.
Edit: The word “not” is moved to immediately before “all”.
The original sentence says that no Black southerners were enslaved. The revision is clearer and accurate.
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A sentence with edits.
Jamaica, after more than 300 years of British rule, gained its independence in 1962.
Edit: The word “Jamaica” is moved immediately before the word “gained”.After” is capitalized.
There is no reason to separate the subject, Jamaica, from the verb, gained, with a long phrase.
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A sentence with edits.
Yolanda lifted easily the fifty-pound weight.
Edits: “Easily” is moved to after “Yolanda”.
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A sentence with edits.
The patient should try to if possible avoid going up and down stairs.
Edit: The phrase “if possible” is moved to the beginning of the sentence (i.e., “If possible comma the patient…”).
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A sentence with edits.
Answering questions can be annoying in a phone survey.
Edit: The phrase “in a phone survey” is relocated after “Answering questions”.
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Four examples of dangling sentences.
Four sentences with dangling modifiers. The dangling modifier is in italics, the noun being modified is in parentheses, and the type of dangling modifier is in brackets.
Dangling 1. Deciding to join the navy, the (recruiter) enthusiastically pumped Jing-mei’s. [Participial phrase].
Dangling 2. Upon entering the doctor’s office, a (skeleton) caught my attention. [Preposition followed by a gerund phrase.]
Dangling 3. To satisfy her mother, the (piano). had to be practiced every day. [Infinitive phrase.]
Dangling 4. Though not eligible for the clinical trial, the (doctor) prescribed the drug for Ethan on compassionate grounds. [Elliptical clause with an understood subject and verb.]”
Return to Four examples of dangling sentences
Actor Named in Subject. Two sentences with edits.
Actor named in subject.
Sentence 1. Upon entering the doctor’s office, a skeleton caught my attention.
Edits: “Caught my attention” is deleted and a period is introduced after “skeleton”. The words “I noticed” are added before “a skeleton”.
Sentence 2. To satisfy her mother, the piano had to be practiced every day.
Edits: The phrase “had to be practiced” is deleted and “Jo had to practice” is added before “the piano”.
Return to Actor Named in Subject. Two sentences with edits
Actor Named in Modifier. Two sentences with edits.
Actor named in modifier.
Sentence 1. Deciding to join the navy, the recruiter enthusiastically pumped Jing-mei's hand.
Edit: “Deciding” is replaced with “When Jing-mei decided”.Her” replaces “Jing-mei's” before “hand”.
Sentence 2. Though not eligible for the clinical trial, the doctor prescribed the drug for Ethan on compassionate grounds.
Edit: “Ethan was” are added before “not eligible”, and “Ethan” is replaced with “him”.
Return to Actor Named in Modifier. Two sentences with edits
A flow chart for dangling modifiers.
The flow chart requires answering two questions. The answer for each question identifies if revision is required.
Question 1. Does an opening phrase suggest an action without naming the actor?
No - No problem.
Yes - Answer question two.
Question 2. Does the subject of the sentence name the actor?
Yes - No problem.
No - Revise the dangling modifier.
Return to A flow chart for dangling modifiers
A sentence with edits.
To graduate, two science courses must be completed.
Edits: “Must be completed” is deleted, a period is inserted after “courses”, and “a student must complete” is inserted before “two”.
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An excerpt with edits.
Our class practiced rescuing a victim trapped in a wrecked car. We learned to dismantle the car with the essential tools. You were graded on your speed and your skill in freeing the victim.
Edits: In the third sentence, “You” is changed to “We”, and both instances of “your” are replaced with “our”.
The writer should have stayed with the we point of view. You is inappropriate because the writer is not addressing readers directly. You should not be used in a vague sense meaning “anyone.” (See 23d.)”
Return to An excerpt with edits
An excerpt with edits.
One needs a password and a credit card number to access the database. You will be billed at an hourly rate.
Edit: “One needs” is replaced with “You need”.
You is an appropriate choice for giving advice directly to readers.
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An excerpt with edits.
Our candidate struggled in the debate. Just as we gave up hope, she soars ahead in the polls.
Edit: “Soars” is changed to the past tense “soared”.
The writer thought that the present tense (soars) would convey excitement. But having begun in the past tense (struggled, gave up), the writer should follow through in the past tense.
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A sentence with edits.
The scarlet letter is a punishment sternly placed on Hester’s breast by the community, and yet it was a fanciful and imaginative product of Hester’s own needlework.
Edit: “Was” is replaced with “is”.
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An excerpt with edits.
The counselor advised us to spread out our core requirements over two or three semesters. Also, pay attention to prerequisites for elective courses.
Edit: “Also” is replaced with “She also suggested that we”.
The writer began by reporting the counselor’s advice in the indicative mood (counselor advised) and switched to the imperative mood (pay attention); the revision puts both sentences in the indicative.
Return to An excerpt with edits
An excerpt with edits.
Each student completes a self-assessment. The self-assessment is then given to the teacher, and a copy is exchanged with a classmate.
Edits: The period after “self-assessment” is changed to a comma, the phrase “The self-assessment is then given” is replaced with “gives it”, a comma is introduced after “teacher”, “exchanges” is inserted before “a copy”, and “is exchanged” is crossed out.
Because the passage began in the active voice (student completes) and then switched to the passive (self-assessment is given, copy is exchanged), readers are left wondering who gives the self-assessment to the teacher and the classmate. The active voice, which is clearer and more direct, leaves no ambiguity.
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A sentence with edits.
L G B T Q business owners wonder whether their businesses are unfairly targeted and can they reverse the trend?
Edits: “Can they” is replaced by “whether they can”. The question mark is replaced by a period.
The revision poses both questions indirectly. The writer could also ask both questions directly: Are L G B T Q-owned businesses being unfairly targeted? Can these business owners reverse the trend?”
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A sentence with edits.
The patient said she had been experiencing heart palpitations and please run as many tests as possible to identify the problem.
Edit: “Please” is replaced with “asked me to”.
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A sentence with edits.
As a public relations intern, I wrote press releases, managed the website, and all phone calls were fielded by me.
Edit: “All phone… by me” is replaced with “fielded all phone calls.” “
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A sentence with edits.
For many first-year engineering students, adjusting to a rigorous course load can be so challenging that you sometimes feel overwhelmed.
Edit: “You” is changed to “they”.
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Conjugating two sentences.
In Orthodox Jewish funeral ceremonies, the shroud is a simple linen vestment. The coffin is plain wood.
Edit: The sentences are conjugated by replacing “period The” with “comma and the”.
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Conjugating two sentences.
Alicia scored well on the SAT. She also had excellent grades and a record of community service.
Edit: The sentences are conjugated by replacing “period She also” to “semicolon in addition, she”.
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Conjugating two sentences.
In youth we learn. In age we understand.
Edit: “Period In” is replaced with “semicolon in”.
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Conjugating two sentences.
Ted Williams was one of the best hitters in the history of baseball. He never won a World Series ring.
Edit: “Baseball period He” is replaced with “baseball, but he”.
[Use a comma and a coordinating conjunction.] “
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Two examples of conjugating two sentences.
Example 1. Elizabeth Cady Stanton proposed a convention to discuss the status of women in America. Lucretia Mott agreed.
Edit: “When” is inserted at the beginning of the first sentence, and the period is changed to a comma.
Example 2. My sister owes much of her recovery to a yoga program. She began the program three years ago.
Edit: “Program period” is replaced with “that she”.The program” is crossed out.
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Conjugating two sentences.
Karate is a discipline based on the philosophy of nonviolence. It teaches the art of self-defense.
Edits: A comma is inserted after “Karate”, “is” is deleted, the period is changed to a comma, and “It” is deleted.
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Conjugating two sentences.
American essayist Cheryl Peck was encouraged by friends to write about her life. She began combining humor and irony in her essays about being overweight.
Edits: “American essayist Cheryl Peck was” is deleted, “encouraged” is capitalized, and “period She” is replaced with “comma American essayist Cheryl Peck”.
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Two examples of conjugating two sentences.
Example 1. Twitter has started to label certain posts by its users. The company is concerned about the spread of misinformation on its platform.
Edit: “Period The” is replaced with “because the”.
The writer wanted to emphasize that the Parks Department minimizes its use of chemicals, so she put the reason in a subordinate clause beginning with because.
Example 2. The Chesapeake and Ohio Canal is a 184-mile waterway constructed in the 1800s. It was a major source of transportation for goods during the Civil War.
Edits: A comma is inserted after “Canal”, “is” is crossed out, and “1800s period It” is changed to “1800s comma was”. Text below reads,
A minor idea is now expressed in an appositive phrase (a 184-mile waterway constructed in the 1800s).
Return to Two examples of conjugating two sentences
Conjugating two sentences.
On January 1, lawmakers raised the minimum wage. Lawmakers increased funding for public schools.
Edit: “Wage period Lawmakers” was replaced by “wage comma and”.
Combining two short sentences by joining their predicates (raised… increased) is an effective coordination technique.
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Conjugating two sentences.
Agnes was another girl I worked with. She was a quiet child.
Edits: A comma is inserted after Agnes, “was” is deleted, and “with period She” is replaced with “with comma was”.
Return to Conjugating two sentences
A sentence with edits.
Four hours went by, and a rescue truck finally arrived, but by that time we had been evacuated in a helicopter.
Edit: “Four hours went by, and” is changed to “After four hours comma”.
Having three independent clauses was excessive. The least important idea has become a prepositional phrase.
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A sentence with edits.
The rowers returned to shore and had a party on the beach and celebrated the start of the season.
Edits: “Shore and” is replaced by “shore comma where they”.And celebrated” is replaced with “to celebrate”.
Return to A sentence with edits
A sentence with edits.
I was driving home from my new job, heading down Ranchitos Road, when my car suddenly overheated.
Edits: “As” is inserted before “I”, and “when” is crossed out.
The writer wanted to emphasize that the car overheated, not the fact of driving home. The revision expresses the major idea in an independent clause and places the less important idea in an adverb clause (As I was driving home from my new job).
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A sentence with edits.
Some professional athletes argue that they should not be looked on as role models and that they believe that modeling behavior is a parent’s responsibility.
Edits: A period is introduced after “models”, and “and that they” is replaced with “These athletes”.
By splitting the original sentence in two, the writer makes it easier for the reader to focus on the main claim, that modeling behavior is a parent’s job.
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A sentence with edits.
Catherine has weathered many hardships, although she has rarely become discouraged.
Edit: “Although” is moved from the start of the clause to the beginning of the sentence.
[Emphasize that Catherine has rarely become discouraged].
Return to A sentence with edits
Two sentences with edits.
Sentence 1. A few drops of sap eventually began to trickle into the bucket.
Edit: “Eventually” is moved to the beginning of the sentence.
Like most adverbs, eventually does not need to appear close to the verb it modifies (began).
Sentence 2. A pair of black ducks flew over the pond just as the sun was coming up.
Edit: “Just as the sun was coming up” is moved to the beginning of the sentence and a comma is placed after “up”.
The adverb clause, which modifies the verb flew, is as clear at the beginning of the sentence as it is at the end.
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A sentence with edits.
Edward, dejected and down, nearly gave up his search for a job.
Edit: “Dejected and down comma” are moved to the beginning of the sentence. The comma following “Edward” is deleted.
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A sentence with edits.
Huge lavender hearts outlined in bright white lights were set at the top two corners of the stage.
Edits: “Were set at the top two corners of the stage” is deleted, and “Huge” is replaced with “Set at the top two corners of the stage were huge”.
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A sentence with edits.
Fishing crews place turtle excluder devices in fishing nets to protect endangered marine turtles. [Begin the sentence with the adverbial infinitive phrase.]
Edits: “To protect endangered marine turtles” is moved to the beginning of the sentence and a comma placed before “fishing”.
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A sentence with edits.
Daniel is now employed at a private rehabilitation center working as a registered physical therapist.
Edits: “Works” replaces “is now employed”, and “working” is deleted.
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A sentence with edits.
Martina very quickly scribbled her phone number on a greasy napkin.
Edit: “Very quickly” is deleted.
The word scribbled already suggests that Martina wrote very quickly.
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Two sentences with edits.
Sentence 1. His third speech, delivered in Chicago, was an outstanding speech.
Edits: The words “an” and “speech” at the end are both deleted.
Sentence 2. The best teachers help each student become a better student both academically and emotionally.
Edit: “Become a better student” is replaced with “grow”.
Return to Two sentences with edits
A sentence with edits.
In my opinion, our current immigration policy is misguided.
Edit: “In my opinion comma” is deleted, and “our” is capitalized.
Readers understand that they are hearing the writer’s opinion.
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A sentence with edits.
The analyst claimed that because of volatile market conditions, she could not make an estimate of the company’s future profits.
Edit: The words “make an” and “of” (following “estimate”) are both deleted.
The verb estimate is more vigorous and concise than make an estimate of.
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A sentence with edits.
Investigators were involved in studying the effect of classical music on unborn babies.
Edit: “Were involved in studying” is replaced with “studied”.
The action (studying), originally appearing in a subordinate structure, has become a strong verb, studied.
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A sentence with edits.
There is another module that tells the story of Charles Darwin and introduces the theory of evolution.
Edit: “There is” is deleted, and “another” is capitalized.
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A sentence with edits.
We took a side trip to Monticello, which was the home of Thomas Jefferson.
Edit: “Which was” is deleted.
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A sentence with edits.
The Wilsons moved into the house in spite of the fact that the back door was only ten yards from the train tracks.
Edit: “In spite of the fact that” is replaced with “even though”.
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A sentence with edits.
Jorge’s pitching lesson commenced with his famous curveball, implemented by tucking the little finger behind the ball. Next he elucidated the mysteries of the sucker pitch, a slow ball coming behind a fast windup.
Edits: “Commenced” is changed to “began”, “implemented” is changed to “thrown”, and “elucidated” is changed to “revealed”.
Words such as commenced and elucidated are inappropriate for the subject matter, and they clash with informal terms such as sucker pitch and fast windup.
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A sentence with edits.
After two weeks in the legal department, Kala has worked into the routine of the office, and her functional and self-management skills have exceeded all expectations.
Edits: “Mastered” replaces “worked into”, “office” is inserted between “the” and “routine”, “of the office” is deleted, and “performance has” replaces “functional and self-management skills have”.
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A sentence with edits.
Without the receipts, we can’t move forward with our proposal.
Edits: “The receipts” is replaced with “evidence”.
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A sentence with edits.
A scholarship athlete must be as concerned about his academic performance as he is about his athletic performance.
Edits: The phrase “A scholarship athlete” is made plural with “Scholarship athletes”, and instances of “he is” or “his” are replaced with “they are” and “their”, respectively.
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Two sentences with edits.
Sentence 1. Harriet Tubman was an abolitionist who worked to free colored slaves.
Edit: “Colored slaves” is replaced with “enslaved Black Americans”.
Sentence 2. The Supreme Court ruled that gays had the right to marry in all 50 states in 2015.
Edit: “Gays” is changed to “same-sex couples”.
Return to Two sentences with edits
Two sentences with edits.
Sentence 1. At every building entrance, our school installed ramps accessible to the handicapped.
Edit: “The handicapped” is replaced with “people who use wheelchairs”.
Sentence 2. North Dakota takes its name from the Indian word meaning “friend” or “ally.”
Edit: “Indian” is changed to “Lakota”.
Return to Two sentences with edits
A sentence with edits.
It was no surprise that Greer, a Chinese American, was selected for the honors chemistry program.
Edit: The content of the clause was changed from “a Chinese American” to “an excellent math and science student”.
Return to A sentence with edits
A sentence with edits.
When American soldiers returned home after World War Two, many women abandoned their jobs in favor of marriage.
Edit: “Abandoned” is replaced with “left”.
The word abandoned is too negative for the context.
Return to A sentence with edits
A sentence with edits.
The senator spoke about the challenges of the future: the environment and world peace.
Edit: “The environment and world peace” is clarified with “pollution, dwindling resources, and terrorism”.
Return to A sentence with edits
A sentence with edits.
Toni Morrison’s Beloved is about slavery, among other things.
Edit: “Among other things” is replaced with “motherhood, and memory”.
Return to A sentence with edits
A sentence with edits.
We agreed to abide with the decision of the judge.
Edit: “With” is changed to “by”.
Return to A sentence with edits
A sentence with edits.
When I received a full scholarship from my second-choice school, I found myself between a rock and a hard place.
Edit: “Found myself between a rock and a hard place” is replaced with “felt pressured to settle for second best.”
Return to A sentence with edits
A sentence with edits.
Our manager decided to put all controversial issues in a holding pattern on a back burner until after the annual meeting.
Edit: “In a holding pattern” is deleted.
Here the writer is mixing airplanes and stoves. Simply deleting one of the images corrects the problem.
Return to A sentence with edits
A sentence with edits.
When he heard about the accident, he turned white as a sheet.
Edit: “He turned white as a sheet” is changed to “the color drained from his face.” “
Return to A sentence with edits
Extended description for A process flowchart, with yes or no options
The steps read as follows: Is there a verb? If No, It is a fragment. If Yes, Is there a subject? If No, It is a fragment. If yes, Is the word group merely a subordinate clause (because it begins with a word such as because or when)? If Yes, It is a fragment. If no, It is a sentence.
Return to A process flowchart, with yes or no options
Extended description for Two sentences with edits
Sentence 1. “We had just sat down to dinner. When the cat leaped onto the table.”
Edits: The period after dinner is removed and the “W” in when is changed to lowercase.
Sentence 2. “I tripped and twisted my ankle. Running for the bus.”
Edits: The sentence, “Running for the bus”, is deleted at the end and inserted at the start of the sentence. Now, a comma is inserted after the word “bus.”
Return to Two sentences with edits
Extended description for Two sentences with edits
Sentence 1. “Is often hot and humid during the summer.”
Edits: The word Is at the beginning of the sentence is replaced by, “It is.”
Sentence 2. “Students usually very busy at the end of the semester writing papers and taking exams.”
Edits: The word “are” is inserted between “students” and “usually.”
Return to Two sentences with edits
Extended description for A sentence with edits
Sentence: “Americans have come to fear the Zikale virus. Because it is transmitted by the common mosquito.”
Edits: The period after the word “virus” is deleted and the letter “b” in the word “because” is changed to lowercase.
Return to A sentence with edits
Extended description for Text with edits
“Uncontrolled development is taking a toll on the environment. So that across the globe, fragile ecosystems are collapsing.”
The phrase, “So that across”, is replaced by the word “Across.”
Return to Text with edits
Extended description for A sentence with edits
“The archaeologists worked slowly. Examining and labeling every pottery shard they uncovered.”
The period after the word “slowly” is changed to a comma and the letter “E” of “Examining” is changed to lowercase.
Return to A sentence with edits
Extended description for Text with edits
“Jamie explained how to access our new database. Also how to submit expense reports and request vendor payments.”
The word “Also” is replaced by the text, “She also taught us.”
Return to Text with edits
Extended description for A sentence with edits
“The woodpecker finch carefully selects a twig of a certain size and shape. And then uses this tool to pry grubs from trees.”
Edits: The period after “shape” is removed and the letter “A” of the word “And” is changed to lowercase.
Return to A sentence with edits
Extended description for A sentence with edits
“It has been said that there are only three indigenous American art forms. Musical comedy, jazz, and soap opera.”
Edits” The period after “forms” is changed to a colon and the letter “M” in the word “Musical” is changed to lowercase.
Return to A sentence with edits
Extended description for A sentence with edits
“In the twentieth century, the South produced some great American writers. Such as Flannery O’Connor, William Faulkner, Zora Neale Hurston, and Tennessee Williams.”
Edits: The period after “writers” is changed to a comma and the letter “S” in the word “Such” is changed to lowercase.
Return to A sentence with edits
Extended description for Text with edits
“In his memoir, Primo Levi describes the horrors of living in a concentration camp. For example, working without food and suffering emotional abuse.”
Edits: The word “working” is changed to, “he worked”, and “suffering” is changed to “suffered.”
Return to Text with edits
Extended description for A sentence with edits
“One Greek island that should not be missed is Mykonos. A vacation spot for Europeans and a playground for the rich and famous.”
Edits: The period after “Mykonos” is changed to a comma and the subsequent “A” is changed to lowercase.
Return to A sentence with edits
Extended description for A fused sentence is marked with two independent clauses
“Air pollution poses risks to all humans it can be deadly for asthma sufferers.”
The phrases, “Air pollution poses risks to all humans”, and “it can be deadly for asthma sufferers” are marked as Independent clauses.
Return to A fused sentence is marked with two independent clauses
Extended description for An example of a comma splice.
The sentence reads, Air pollution poses risks to all humans, it can be deadly for asthma sufferers.
The comma after the word humans is circled.
Return to An example of a comma splice.
Extended description for A process flowchart, with yes or no options
The steps read as follows: Does the sentence contain two independent clauses (word groups that can stand alone as sentences)? If No, No problem. If Yes, Are the clauses joined with a comma and a coordinating conjunction (and, but, or, nor, for, so, or yet)? If Yes, No problem. If No, Are the clauses joined with a semicolon? If Yes, No problem. If No, Revise. It is likely a run-on sentence.
Return to A process flowchart, with yes or no options
Extended description for A sentence with edits
“Air pollution poses risks to all humans, it can be deadly for people with asthma.”
Edits: The word “but” is inserted before the word “it.”
Return to A sentence with edits
Extended description for Two sentences with edits
Sentence 1: “Air pollution poses risks to all humans, it can be deadly for people with asthma.”
Edits: The comma after “humans” is changed to a semicolon.
Sentence 2: “Air pollution poses risks to all humans, it can be deadly for people with asthma.”
Edits: The comma after the word “humans” is changed to a semicolon followed by the word “however” and a comma.
Return to Two sentences with edits
Extended description for A sentence with edits
“Air pollution poses risks to all humans, it can be deadly for people with asthma.”
Edits: The comma after the word “humans” is changed to a period and the letter “i” in the word “it” is changed to uppercase.
Return to A sentence with edits
Extended description for A sentence with edits
“Air pollution poses risks to all humans, it can be deadly for people with asthma.”
Edits: The word “Air” at the beginning of the sentence is replaced by the words, “Although air.”
Return to A sentence with edits
Extended description for Two sentences with edits
Sentence 1: “Some lesson plans include exercises, completing them should not be the focus of all class periods.”
Edits: A word “but” is inserted before the word “completing.”
Sentence 2: “Many law enforcement officials admit that the polygraph is unreliable, however, they still use it as an assessment tool.”
Edits: The word “however” has been changed to “yet.”
Return to Two sentences with edits
Extended description for A sentence with punctuation edits
“Tragedy depicts the individual confronted with the fact of death, comedy depicts the adaptability of human society.”
Edits: The comma after “death” is changed to a semicolon.
Return to A sentence with punctuation edits
Extended description for A sentence with punctuation edits
“In his film adaptation, the director changed key details of the plot, in fact, he added whole scenes that do not appear in the story.”
Edits: The comma after “plot” is changed to a semicolon.
Return to A sentence with punctuation edits
Extended description for Two sentences with punctuation edits
Sentence 1: “Nuclear waste is hazardous this is an indisputable fact.”
Edits: A colon is introduced after the word “hazardous.”
Sentence 2: “The female black widow spider is often a widow of her own making, she has been known to eat her partner after mating.”
Edits: The comma after “making” is deleted and an em-dash is introduced.
Return to Two sentences with punctuation edits
Extended description for A sentence with punctuation edits
“Nobel Peace Prize winner Al Gore had this to say about climate change, 'The truth is that our circumstances are not only new; they are completely different than they have ever been in all of human history.'”
Edits: The comma after “change” is replaced by a colon.
Return to A sentence with punctuation edits
Extended description for A sentence with edits
“Why should we spend money on expensive space exploration, we have enough underfunded programs here on Earth.”
Edits: The comma after “exploration” is replaced by a question mark and the letter “w” in the word “We” is capitalized.
Return to A sentence with edits
Extended description for A sentence with edits
“'It’s always smart to learn from your mistakes,' quipped my supervisor, 'it’s even smarter to learn from the mistakes of others.'”
Edits: The comma after the word “supervisor” is changed to a period and the letter “i” of “it’s” is capitalized.
Return to A sentence with edits
Extended description for Two sentences with edits
Sentence 1: “One of the most famous advertising slogans is Wheaties cereal’s 'Breakfast of Champions,' it associated the product with successful athletes.”
Edits: The word “it” before the word “associated” is changed to “which.”
Sentence 2: “Mary McLeod Bethune was the seventeenth child of enslaved Africans, she founded the National Council of Negro Women.”
Edits: A comma is inserted after “Bethune” and the words, “was” and “she” are deleted.
Return to Two sentences with edits
Extended description for A sentence with edits
“A critic commented on Michael Chabon's use of first-person perspective, the author was inspired to write his next novels in the third person. [Restructure the sentence.]”
Edits: The word “A” at the beginning of the sentence is replaced with “When a.”
Return to A sentence with edits
Extended description for A sentence with edits
“Running laps in my backyard wasn't very exciting, however, I wanted to keep up my exercise routine while I couldn't use the track at the campus gym.”
Edits: The word “however”, is replaced with “but.”
Return to A sentence with edits
Extended description for A process flowchart explains the use of s and —es forms of a present tense verb
The steps read as follows: Is the verb’s subject he, she, it, or one? If Yes, Use the -s form (loves, tries, has, does). If No, Is the subject a singular noun (such as parent)? If Yes, Use the -s form. If No, Is the subject a singular indefinite pronoun — anybody, anyone, each, either, everybody, everyone, everything, neither, no one, someone, or something? If Yes, Use the —s form. If No, Use the base form of the verb (such as love, try, have, do).
Return to A process flowchart explains the use of s and —es forms of a present tense verb
Extended description for A sentence with edits
“High levels of air pollution causes damage to the respiratory tract.”
Edits: The word “causes” has been changed to “cause.”
Return to A sentence with edits
Extended description for A sentence with edits
“The governor as well as his press secretary were on the plane.”
Edits: The word “were” has been changed to “was.”
Return to A sentence with edits
Extended description for A sentence with edits
“The Supreme Court’s willingness to hear the case and its affirmation of the original decision has set a new precedent.”
Edits: The word “has”, has been changed to “have.”
Return to A sentence with edits
Extended description for Two sentences show subject-verb usage in sentences
Sentence 1: “A driver’s license or credit card is required.” An arrow from “card” points to “is.”
Sentence 2: “A driver’s license or two credit cards are required.” An arrow from “cards” points to “are.”
Return to Two sentences show subject-verb usage in sentences
Extended description for Two sentences with edits
Sentence 1: “If an infant or a child have a high fever, call a doctor.” The word “have” is changed to “has.”
Sentence 2: “Neither the chief financial officer nor the marketing managers was able to convince the client to reconsider.” The word “was” has been changed to “were.”
Return to Two sentences with edits
Extended description for Two sentences with edits
Sentence 1: “Each of the essays have been graded.”
Edits: The word “have” has been changed to “has.”
Sentence 2: “Nobody who participated in the clinical trials were given a placebo.”
Edits: The word “were” has been changed to “was.”
Return to Two sentences with edits
Extended description for Two sentences depict singular and two sentences depict plural noun usage
The first sentence for singular reads, “Some of our luggage was lost.” An arrow from “some” points to “luggage” and an arrow from “luggage” points to “was.” The second sentence reads, “None of his advice makes sense.” An arrow from “None” points to “advice” and an arrow from “advice” points to “makes.”
The first sentence for plural reads, “Some of the rocks are slippery.” An arrow from “some” points to “rocks” and an arrow from “rocks” points to “are.” The second sentence reads, “None of the eggs were broken.” An arrow from “None” points to “eggs” and an arrow from “eggs” points to “were.”
Return to Two sentences depict singular and two sentences depict plural noun usage
Extended description for Two sentences demonstrate singular and plural versions
The sentence for singular reads, “The class respects the teacher.” An arrow from “class” points to “respects.”
The sentence for plural reads, “The class are debating among themselves.” An arrow from “class” points to “are.”
Return to Two sentences demonstrate singular and plural versions
Extended description for A sentence with edits
“The board of trustees meet in Denver twice a year.”
Edits: The word “meet” is changed to “meets.”
Return to A sentence with edits
Extended description for Two sentences demonstrate singular and plural usage in sentences
Sentence 1: SINGULAR. “The number of school-age children is declining.” An arrow from “number” points to “is.”
Sentence 2: PLURAL. “A number of children are attending the wedding.” An arrow from “number” points to “are.”
Return to Two sentences demonstrate singular and plural usage in sentences
Extended description for Two sentences demonstrate singular and plural usage in sentences
Sentence 1: Singular. “Twenty inches of wallboard was covered with mud.” An arrow from “inches” points to “wallboard”, another arrow from “wallboard” points to “was.”
Sentence 2: Plural. “Two pounds of blueberries were used to make the pie.” An arrow from “pounds” points to “blueberries”, another arrow from “blueberries” points to “were.”
Return to Two sentences demonstrate singular and plural usage in sentences
Extended description for A sentence with edits
“Of particular concern is penicillin and tetracycline, antibiotics used to make animals more resistant to disease.”
Edits: The word “is”, is changed to “are.”
Return to A sentence with edits
Extended description for A sentence with edits
“A tent and a sleeping bag is the required equipment.”
Edits: The word “is”, is changed to “are.”
Return to A sentence with edits
Extended description for A sentence with sections demarcated
“Take a course that prepares you for classroom management.”
The word “course” is marked as “A N T”, the word “that” is marked as “P N”, and the word “prepares” is marked as “V”. An arrow from “V” leads to “A N T.”
Return to A sentence with sections demarcated
Extended description for A sentence with edits
“Our ability to use language is one of the things that sets us apart from animals.”
Edits: The word “sets” is changed to “set.”
Return to A sentence with edits
Extended description for A sentence with edits
“Veronica was the only one of the first-year Spanish students who were fluent enough to apply for the exchange program.”
Edits: The word “were” has been changed to “was.”
Return to A sentence with edits
Extended description for A sentence with edits
“Politics are among my mother’s favorite pastimes.”
Edits: The word “are”, is changed to “is.”
Return to A sentence with edits
Extended description for Three sentences with edits
Sentence 1: “Lost Cities describe the discoveries of fifty ancient civilizations.”
Edits: The word “describe” has been changed to “describes.”
Sentence 2: “Delmonico Brothers specialize in organic produce.”
Edits: The word “specialize” has been changed to “specializes.”
Sentence 3: “Controlled substances are a euphemism for illegal drugs.”
Edits: The word “are” is changed to “is.”
Return to Three sentences with edits
Extended description for A sentence with edits
“Encountering long wait times make customers impatient.”
Edits: The word “make” has been changed to “makes.”
Return to A sentence with edits
Extended description for A sentence with edits
“Jack’s first days in the infantry was grueling.”
Edits: The word “was”, is changed to “were.”
Return to A sentence with edits
Extended description for Two sentences demonstrate singular and plural usage in sentences
Sentence 1: Singular. “Dr. Ava Berto finished her rounds.” An arrow from the word “her” points to “Ava Berto.”
Sentence 2: Plural. “The hospital interns finished their rounds.” An arrow from the word “their”, points to “interns.”
Return to Two sentences demonstrate singular and plural usage in sentences
Extended description for Three sentences with edits
Sentence 1: “If anyone wants to audition, he or she should sign up.”
Edits: The words, “anyone wants”, are changed to “any singers want” and the words, “he or she”, are changed to “they.”
Sentence 2: “If anyone wants to audition, he or she should sign up.”
Edits: The words, “If anyone”, are changed to “Anyone who” and the words, “he or she”, are crossed out.
Sentence 3: “If anyone wants to audition, he or she should sign up.”
Edits: The words, “he or she”, are changed to “they.”
Return to Three sentences with edits
Extended description for Three sentences with edits
Sentence 1: “A medical student must study hard if he wants to succeed.”
Edits: The phrase, “A medical student” is changed to “Medical students” and the words, “he wants” are changed to “they want.”
Sentence 2: “A medical student must study hard if he wants to succeed.”
Edits: The words, “if he wants” are deleted.
Sentence 3: “A medical student must study hard if he wants to succeed.”
Edits: The words, “he wants” are changed to “they want.”
Return to Three sentences with edits
Extended description for Two sentences demonstrate representation as a unit and as individuals
Sentence 1: “The committee granted its permission to build.” An arrow from “its” points to the word, “committee.”
Sentence 2: “The committee put their signatures on the document.” An arrow from “their” points to the word “committee.”
Return to Two sentences demonstrate representation as a unit and as individuals
Extended description for A sentence with edits
“After only an hour of deliberation, the jury returned their verdict.”
Edits: The word “their”, is changed to “its.”
Return to A sentence with edits
Extended description for Two sentences depict the use of either and neither
Sentence 1: “Either Bruce or Tom should receive first prize for his poem.” An arrow from “his” points to “Tom.”
Sentence 2: “Neither the mouse nor the rats could find their way through the maze.” An arrow from “their” points to “rats.”
Return to Two sentences depict the use of either and neither
Extended description for A sentence with edits
“Recruiters may tell the truth, but there is much that he chooses not to tell.”
Edits: The words, “he chooses” has been changed to “they choose.”
Return to A sentence with edits
Extended description for A sentence with edits
“When Gloria set the pitcher on the glass-topped table, it broke.”
Edits: The phrase, “When Gloria set the pitcher” has been changed to, “The pitcher broke when Gloria set it.” A period is placed after the word “table” and the words, “it broke” are deleted.
Return to A sentence with edits
Extended description for A paragraph with edits
“My ex-husband refused to pay child support. Eight months later, the judge ordered him to make payments directly to the court, which would in turn pay me. After six months, payments stopped. Again he was summoned to appear in court.”
Edits: The word, “he”, in the sentence, “Again he was summoned to appear in court”, is replaced with the words, “my ex-husband.”
Return to A paragraph with edits
Extended description for Text with edits
“By advertising on T V, pharmaceutical companies gain exposure for their prescription drugs. Patients respond to this by requesting drugs they might not need.”
Edits: The word, “this”, in the last sentence is replaced with “the ads.”
Return to Text with edits
Extended description for A sentence with edits
“After braiding Ann’s hair, Sue decorated them with ribbons.”
Edits: The word “them” has been changed to “the braids.”
Return to A sentence with edits
Extended description for A sentence with edits
“In Jamaica Kincaid’s 'Girl,' she describes the advice a mother gives her daughter, including the mysterious warning not to be 'the kind of woman who the baker won’t let near the bread' (454).”
Edits: The term “Jamaica Kincaid’s” is deleted at the beginning of the sentence and the word “she” is replaced with “Jamaica Kincaid.”
Return to A sentence with edits
Extended description for A sentence with edits
“In June, they voted to charge a fee for students to participate in sports and music programs.”
Edits: The word “they” has been changed to, “the school board.”
Return to A sentence with edits
Extended description for A sentence with edits
“In the article it states that male moths can smell female moths from several miles away.”
Edits: The words, “In the”, at the beginning of the sentence are replaced with “The.” The word, “it”, is crossed out.
Return to A sentence with edits
Extended description for A sentence with edits
“Ms. Pickersgill's Guide to Etiquette stipulates that you should not arrive at a party too early or leave too late.”
Edits: The word, “you”, is replaced with the words, “a guest.”
Return to A sentence with edits
Extended description for A sentence with edits
“During the two-day festival El Día de los Muertos (Day of the Dead), Mexican families celebrate loved ones that have died.”
Edits: The word, “that”, appearing toward the end of the sentence is changed to “who.”
Return to A sentence with edits
Extended description for Two sentences with edits
“Although Apple makes the most widely recognized smartphone, other companies have gained a share of the market. This has kept prices from skyrocketing.”
Edits: The word, “This”, has been changed to, “The competition.”
Return to Two sentences with edits
Extended description for A sentence with edits
“Joel left because his stepfather and him had argued.”
Edits: The word “him” has been changed to “he.”
Return to A sentence with edits
Extended description for A sentence with edits
“During the trial, the defendant repeatedly denied that the kidnapper was him.”
Edits: The word “him” has been changed to “he.”
Return to A sentence with edits
Extended description for A sentence with edits
“Nidra gave my cousin and myself some good tips on traveling in New Delhi.”
Edits: The word, “myself”, has been changed to “me.”
Return to A sentence with edits
Extended description for A sentence with edits
“The managers, Dr. Bell and me, could not agree on a plan.”
Edits: The word “me comma” has been changed to “I comma.”
Return to A sentence with edits
Extended description for A sentence with edits
“In our report on nationalized health care in the United States, we argued that Canadians are much better off than us.”
Edits: The word “us” has been changed to “we.”
Return to A sentence with edits
Extended description for A sentence with edits
“Harriet asked Tamara and I to drive the senator and she to the airport.”
Edits: The word, “I”, is replaced with “me.” The word, “she”, is replaced with “her.”
Return to A sentence with edits
Extended description for A sentence with edits
“The chances of you being hit by lightning are slim.”
Edits: The word, “you”, has been changed to “your.”
Return to A sentence with edits
Extended description for A sentence with edits
“The old order in France paid a high price for the aristocracy exploiting the lower classes.”
Edits: The word “aristocracy” has been changed to “aristocracy’s.”
Return to A sentence with edits
Extended description for A sentence with edits
“Grandpa mows lawns for neighbors much younger than him.”
Edits: The word, “him”, is replaced with “he.”
Return to A sentence with edits
Extended description for A sentence with edits
“First prize goes to the runner whom earns the most points.”
Edits: The word “whom” is changed to “who.”
Return to A sentence with edits
Extended description for A sentence with edits
“You will work with our senior traders, who you will meet later.”
Edits: The word “who” has been changed to “whom.”
Return to A sentence with edits
Extended description for A sentence with edits
“The tutor who I was assigned to was very supportive.”
Edits: The word “who” has been changed to “whom.”
Return to A sentence with edits
Extended description for A sentence with edits
“Whom was responsible for creating that computer virus?”
Edits: The word “Whom” has been changed to “Who.”
Return to A sentence with edits
Extended description for A sentence with edits
“Who did the Democratic Party nominate in 2004?”
Edits: The word “Who” has been changed to “Whom.”
Return to A sentence with edits
Extended description for A sentence with edits
“When it comes to money, I know who to believe.”
Edits: The word “who” has been changed to “whom.”
Return to A sentence with edits
Extended description for A sentence with edits
“What is the address of the artist who Antonio hired?”
Edits: The word “who” has been changed to “whom.”
Return to A sentence with edits
Extended description for A sentence with edits
“The reds roses were a surprise.”
Edits: The word, “reds”, has been changed to “red.”
Return to A sentence with edits
Extended description for A sentence with edits
“The lilacs in our backyard smell especially sweetly this year.”
Edits: The word “sweetly” has been changed to “sweet.”
Return to A sentence with edits
Extended description for A sentence with edits
“The travel arrangement worked out perfect for everyone.”
Edits: The word “perfect” has been changed to “perfectly.”
Return to A sentence with edits
Extended description for A sentence with edits
“We were glad that Sanya had done good on the C P A exam.”
Edits: The word “good” has been changed to “well.”
Return to A sentence with edits
Extended description for A sentence with edits
“Adrienne did not feel good, but she performed anyway.”
Edits: The word “good” has been changed to “well.”
Return to A sentence with edits
Extended description for A sentence with edits
“The sisters felt badly when they realized they had left their brother out of the planning.”
Edits: The word “badly” has been changed to “bad.”
Return to A sentence with edits
Extended description for Two sentences with edits
Sentence 1: “Which of these two protein shakes is best?”
Edits: The word “best” has been changed to “better.”
Sentence 2: “Zhao is the more qualified of the three candidates running for mayor.”
Edits: The word “more” has been changed to “most.”
Return to Two sentences with edits
Extended description for Two sentences with edits
Sentence 1: “The Kirov is the talentedest ballet company we have seen.”
Edits: The word “talentedest” has been changed to “most talented.”
Sentence 2: “According to our projections, sales at local businesses will be worser than those at the chain stores this winter.”
Edits: The word “worser” has been changed to “worse.”
Return to Two sentences with edits
Extended description for A sentence with edits
“All the polls indicated that Gore was more likelier to win than Bush.”
Edits: The word “likelier” is replaced with “likely.”
Return to A sentence with edits
Extended description for Two sentences with edits
Sentence 1: “That is the most unique wedding gown I have ever seen.”
Edits: The word “unique” has been changed to “unusual.”
Sentence 2: “The painting is even more priceless because it is signed.”
Edits: The word “priceless” has been changed to “valuable.”
Return to Two sentences with edits
Extended description for A sentence with edits
“The county is not doing nothing to see that the trash is collected.”
Edits: The word “nothing” has been changed to “anything.”
Return to A sentence with edits
Extended description for A sentence with edits
“We weren’t surprised by how good the sidecar racing team flowed through the tricky course.”
Edits: The word “good” has been changed to “well.”
Return to A sentence with edits
Extended description for A sentence with edits
“Yesterday we seen a documentary about Isabel Allende.”
Edits: The word “seen” has been changed to “saw.”
Return to A sentence with edits
Extended description for A sentence with edits
“Niko was so exhausted that she laid down for a nap.”
Edits: The word “laid” is replaced with “lay.”
Return to A sentence with edits
Extended description for A sentence with edits
“The ranger seen the forest fire ten miles away.”
Edits: The word “seen” has been changed to “saw.”
Return to A sentence with edits
Extended description for Two sentences with edits
Sentence 1: “My neighbor drive to Marco Island every weekend.”
Edits: The word “drive” has been changed to “drives.”
Sentence 2: “Sulfur dioxide turn leaves yellow, dissolve marble, and eat away iron and steel.”
Edits: The word “turn” is changed to “turns”, “dissolve” is changed to “dissolves”, and “eat” is changed to “eats.”
Return to Two sentences with edits
Extended description for A sentence with edits
“The tile floors requires continual sweeping.”
Edits: The word “requires” is changed to “require.”
Return to A sentence with edits
Extended description for A sentence with edits
“This respected musician almost always have a message to convey in his work.”
Edits: The word “have”, has been changed to “has.”
Return to A sentence with edits
Extended description for A sentence with edits
“Grandfather really don’t have a place to call home.”
Edits: The word “don’t” has been changed to “doesn’t.”
Return to A sentence with edits
Extended description for A sentence with edits
“Did you think you was going to drown?”
Edits: The word “was” has been changed to “were.”
Return to A sentence with edits
Extended description for Two sentences with edits
Sentence 1: “In 2020, author Colson Whitehead receive the Pulitzer Prize for his novel The Nickel Boys.”
Edits: The word “receive” has been changed to “received.”
Sentence 2: “Last summer, my counselor advise me to ask my graphic arts instructor for a recommendation.”
Edits: The word “advise” has been changed to “advised.”
Return to Two sentences with edits
Extended description for A sentence with edits
“Robin has ask for more housing staff for next year.”
Edits: The word “ask” has been changed to “asked.”
Return to A sentence with edits
Extended description for A sentence with edits
“The city of Venice better protected from flooding thanks to its new system of dams and gates called M O S E. “
Edits: The word “is”, is inserted between “Venice” and “better.”
Return to A sentence with edits
Extended description for A sentence with edits
“Astronomers been studying the skies with the Hubble Telescope since 1990.”
Edits: The word “have”, is inserted between “Astronomers” and “been.”
Return to A sentence with edits
Extended description for A sentence with edits
“Every night, I read to my daughter. When I too busy, her older brother reads to her.”
Edits: The word “am”, is inserted between “I” and “too.”
Return to A sentence with edits
Extended description for A sentence with edits
“The Pell Grant sometimes cover the student’s full tuition.”
Edits: The word “cover” is changed to “covers.”
Return to A sentence with edits
Extended description for A sentence with edits
“Galileo taught that the earth revolved around the sun.”
Edits: The word “revolved” is changed to “revolves.”
Return to A sentence with edits
Extended description for A sentence with edits
“In Masuji Ibuse’s Black Rain, a child reached for a pomegranate in his mother’s garden, and a moment later he was dead, killed by the blast of the atomic bomb.”
Edits: The word “reached”, is changed to “reaches”, and the word “was”, is changed to “is.”
Return to A sentence with edits
Extended description for A sentence with edits
“Dr. Jerome Groopman argued that doctors are 'susceptible to the subtle and not so subtle efforts of the pharmaceutical industry to sculpt our thinking' (9).”
Edits: The word “argued”, is changed to “argues.”
Return to A sentence with edits
Extended description for A sentence with edits
“By the time dinner was served, the guest of honor left.”
Edits: The word “had” is inserted between “honor” and “left.”
Return to A sentence with edits
Extended description for A sentence with edits
“When Ernest Hemingway lived in Cuba, he had written For Whom the Bell Tolls.”
Edits: The words, “had written”, are replaced by the word, “wrote.”
Return to A sentence with edits
Extended description for A sentence with edits
“Sonia had hoped to have paid the bill by May 1.”
Edits: The words, “have paid”, are replaced by the word “pay.”
Return to A sentence with edits
Extended description for A sentence with edits
“Dan would like to join the Coast Guard, but he could not swim.”
Edits: The word “join” is replaced with “have joined.”
Return to A sentence with edits
Extended description for Two sentences with edits
Sentence 1: “If I was a member of Congress, I would vote for that bill.”
Edits: The word “was” has been changed to “were.”
Sentence 2: “The astronomers would be able to see the moons of Jupiter tonight if the weather was clearer.”
Edits: The word “was” has been changed to “were.”
Return to Two sentences with edits
Extended description for Two sentences with edits
Sentence 1: “Professor Moore insists that her students are on time for every class.”
Edits: The word “are”, is replaced with “be.”
Sentence 2: “We recommend that Lambert files form 1050 soon.”
Edits: The word “files” is replaced with “file.”
Return to Two sentences with edits
Extended description for A sentence with edits
“After the path was plowed, we were able to walk in the park.”
Edits: The word “was” is replaced with “had been.”
Return to A sentence with edits
Extended description for A sentence with edits
“I am wanting to see August Wilson’s Radio Golf.”
Edits: The words, “am wanting”, are replaced with the word “want.”
Return to A sentence with edits
Extended description for A sentence with edits
“The accident was happened suddenly.”
Edits: The word “was”, is crossed out.
Return to A sentence with edits
Extended description for A sentence with edits
“The meeting begin tonight at 7:30.”
Edits: The word “begin” is changed to the word “begins.”
Return to A sentence with edits
Extended description for Two sentences with edits
Sentence 1: “Mariko no want more dessert.”
Edits: The word “no” has been changed to the words “does not.”
Sentence 2: “Mariko does not wants more dessert.”
Edits: The word “wants” has been changed to the word “want.”
Return to Two sentences with edits
Extended description for A sentence with edits
“They did not planted corn this year.”
Edits: The word “planted” is changed to the word “plant.”
Return to A sentence with edits
Extended description for Two sentences with edits
Sentence 1: “Inna should have not gone dancing last night.”
Edits: The word “not” is deleted and again inserted between “should” and “have.”
Sentence 2: “Bonnie is no singing this weekend.”
Edits: The word “no” is changed to the word “not.”
Return to Two sentences with edits
Extended description for A sentence with edits
“We could not find no books about the history of our school.”
Edits: The word “no” has been replaced by the word “any.”
Return to A sentence with edits
Extended description for A sentence, with its subordinate and independent clauses identified
“If water cools to 32 degrees Fahrenheit, it freezes.”
The phrase, “If water cools to 32 degrees Fahrenheit”, is marked as “subordinate clause” and the phrase, “it freezes”, is marked as “independent clause.”
Return to A sentence, with its subordinate and independent clauses identified
Extended description for Two sentences, with their subordinate and independent clauses identified
Sentence 1: “When Emilia jogs along the canal, her dog runs ahead of her.”
The phrase, “When Emilia jogs along the canal”, is marked as “subordinate clause” and the phrase, “her dog runs ahead of her”, is marked as “Independent clause.”
Sentence 2: “Whenever the coach asked for help, I volunteered.”
The phrase, “Whenever the coach asked for help”, is marked as “subordinate clause” while the phrase, “I volunteered”, is marked as “Independent clause.”
Return to Two sentences, with their subordinate and independent clauses identified
Extended description for Two sentences show subordinate and independent clauses
Sentence 1: “If you practice regularly, your tennis game should improve.”
The phrase, “If you practice regularly”, is marked as “subordinate clause” and the phrase, “your tennis game should improve”, is marked as “independent clause.”
Sentence 2: “We will lose our remaining wetlands unless we act now.”
The phrase, “We will lose our remaining wetlands”, is marked as “independent clause” while the phrase, “unless we act now”, is marked as “subordinate clause.”
Return to Two sentences show subordinate and independent clauses
Extended description for A sentence with edits
“If Jenna will pass her history test, she will graduate this year.”
Edits: The words “will pass” have been changed to the word “passes.”
Return to A sentence with edits
Extended description for A sentence highlights its subordinate and independent clauses
“If I won the lottery, I would buy a home.”
The phrase, “If I won the lottery”, is marked as “subordinate clause” and the phrase, “I would buy a home”, is marked as “independent clause.”
Return to A sentence highlights its subordinate and independent clauses
Extended description for A sentence highlights its subordinate and independent clauses
“If I had saved more money, I would have moved last year.”
The phrase, “If I had saved more money”, is marked as “subordinate” and the phrase, “I would have moved last year”, is marked as “independent clause.”
Return to A sentence highlights its subordinate and independent clauses
Extended description for A sentence with edits
“If I have time, I would study both French and Russian next semester.”
Edits: The word “have” has been changed to the word “had.”
Return to A sentence with edits
Extended description for Two sentences highlight their verb, noun, and infinitive
Sentence 1: “The class encouraged Luis to tell the story of his escape.”
The word “encouraged” is marked as V, “Luis” is marked as N, and the words, “to tell”, are marked as INF.
Sentence 2: “The counselor advised Haley to take four courses instead of five.”
The phrase, “advised Haley to take”, is in italics.
Return to Two sentences highlight their verb, noun, and infinitive
Extended description for A sentence with edits
“Rosa had the attendant to wash the windshield.”
Edits: The word “to” is crossed out.
Return to A sentence with edits
Extended description for Three sentences show the articles, adjectives, and nouns with markings
Sentence 1: “Felix is reading a book about mythology.”
The word “a” is marked as “ART” and “book” as “N.”
Sentence 2: “We took an exciting trip to Alaska when I was a child.”
The word “an” is marked as “ART”, “exciting” as “ADJ”, and “trip” as “N.”
Sentence 3: “That very delicious meal was made from her grandmother's recipe.”
The word “That” is marked as a “noun marker”, “very” is marked as “ADV”, “delicious” is marked as “ADJ”, and “meal” is marked as “N.”
Return to Three sentences show the articles, adjectives, and nouns with markings
Extended description for A sentence with edits
“The Natalie’s older brother lives in Wisconsin.”
Edits: The word, “The” at the beginning has been deleted.
Return to A sentence with edits
Extended description for Two sentences with edits
Sentence 1: “Dr. Snyder gave us an information about the Peace Corps.”
Edits: The word “an” is deleted.
Sentence 2: “Do you have many money with you?”
Edits: The word “many” is deleted.
Return to Two sentences with edits
Extended description for Two sentences with edits
Sentence 1: “We visited Great Wall of China during our honeymoon.”
Edits: The word “the” is inserted after the word “visited.”
Sentence 2: “Imelda wants to be a translator for Central Intelligence Agency.”
Edits: The word “the” is inserted between “for” and “Central.”
Return to Two sentences with edits
Extended description for A sentence with edits
“The Josefina's dance routine was flawless.”
Edits: The word “the” at the beginning of the sentence is deleted.
Return to A sentence with edits
Extended description for Two sentences with edits
Sentence 1: “Jim intelligent.”
Edits: The word “is”, is added between “Jim” and “intelligent.”
Sentence 2: “Many streets in San Francisco very steep.”
Edits: The word “are” is added between “San Francisco” and “very.”
Return to Two sentences with edits
Extended description for A sentence with edits
“Your aunt is very energetic. Seems young for her age.”
Edits: The word “Seems” is replaced with “She seems.”
Return to A sentence with edits
Extended description for Two sentences with edits
Sentence 1: “Is raining in the valley and snowing in the mountains.”
Edits: The word “Is”, is changed to the words “It is.”
Sentence 2: “Is 9:15 a.m.”
Edits: The word “Is”, is changed to the words “It is.”
Return to Two sentences with edits
Extended description for A sentence with its expletive, verb, and subject marked
“There are many people here today. (Many people are here today.)”
The word “There” is marked as “EXP”, the word “are” is marked “V”, and the words “many people” are marked as “S.”
Return to A sentence with its expletive, verb, and subject marked
Extended description for A sentence shows classifications and edits
“It is important to study daily. (To study daily is important.)”
The word “It” is marked as “EXP” while “is”, is marked as “V” and, “to study” is marked as “S.”
Return to A sentence shows classifications and edits
Extended description for A sentence with edits
“Because the road is flooded, is necessary to change our route.”
Edits: The word “it” is inserted before “is necessary.”
Return to A sentence with edits
Extended description for A sentence with edits
“Here offers a master’s degree in physical therapy; there has only a bachelor’s program.”
Edits: The word “Here” is changed to “This school”, and the word “there” is changed to, “that school.”
Return to A sentence with edits
Extended description for An incorrect sentence has its topic and the independent clause marked
“The seeds I planted them last fall.”
The words “The seeds” are marked as “topic”, and the phrase, “I planted them last fall”, is marked as “independent clause.”
Return to An incorrect sentence has its topic and the independent clause marked
Extended description for A sentence with edits
“The seeds I planted them last fall.”
Edits: The words, “The seeds”, are deleted at the beginning. The word “them” is replaced by, “the seeds.”
Return to A sentence with edits
Extended description for A sentence has its adjective clause marked. A sentence with edits
“The cat ran under the car that was parked on the street.”
The phrase, “that was parked on the street”, is marked as “ADJ clause.”
“The cat ran under the car that it was parked on the street.”
Edits: The word “it” is deleted.
Return to A sentence has its adjective clause marked. A sentence with edits
Extended description for A sentence with edits
“The new geology professor is the one whom we saw him on T V this morning.”
Edits: The word “him” is deleted.
Return to A sentence with edits
Extended description for A sentence with edits
“Danielle and Monica were very exciting to be going to a Broadway show for their anniversary.”
Edits: The word “exciting” is changed to “excited.”
Return to A sentence with edits
Extended description for A sentence with edits
“Janine wore a new necklace. Janine’s necklace was new.”
Edits: “New” is marked as “ADJ”, “necklace” as “N”, “was” as “V”, and “new” as “ADJ.”
Return to A sentence with edits
Extended description for A sentence with edits
“My dorm room has only a bed and a plastic red stained chair.”
Edits: The words “plastic red stained” is changed to the words “stained red plastic.”
Return to A sentence with edits
Extended description for A list shows the cumulative adjectives for the various attributes from the first to the last in the right order. Examples are provided for each of the attribute
Article or other noun marker: a, an, the, her, Joe’s, two, many, some
Evaluated Word: attractive, dedicated, delicious, ugly, disgusting
Size: large, enormous, small, little
Length or shape: long, short, round, square
Age: new, old, young, antique
Color: yellow, blue, crimson
Nationality: French, Peruvian, Vietnamese
Religion: Catholic, Protestant, Jewish, Muslim
Material: silver, walnut, wool, marble
Noun/Adjective: tree (as in tree house), kitchen (as in kitchen table).
The Noun Modified: house, coat, bicycle, bread, woman, coin.
“My large blue wool coat is in the attic.”
Return to A list shows the cumulative adjectives for the various attributes from the first to the last in the right order. Examples are provided for each of the attribute
Extended description for A sentence with edits
“The play begins on 7:20 p.m.”
Edits: The word “on” has been changed to the word “at.”
Return to A sentence with edits
Extended description for A sentence with edits
“Our student government is good at save money.”
Edits: The word “save” is changed to the word “saving.”
Return to A sentence with edits
Extended description for A sentence with edits
“We are dedicated to help our neighbors.”
Edits: The word “help” is changed to the word “helping.”
Return to A sentence with edits
Extended description for A sentence with edits
“We want to helping our neighbors.”
Edits: The word “helping” is changed to the word “help.”
Return to A sentence with edits
Extended description for A sentence with edits
“Paula is married with Mateo.”
Edits: The word “with” is changed to the word “to.”
Return to A sentence with edits
Extended description for A sentence with edits
“Your success depends of your effort.”
Edits: The word “of”, is changed to the word “on.”
Return to A sentence with edits
Extended description for A paragraph with annotations
“People who spot and seize opportunity are different. They are more open to life’s forking paths, so they see possibilities others miss. And if things don’t work out the way they’d hoped, they brush off disappointment and launch themselves headlong toward the next fortunate circumstance. As a result, they’re happier and more likely to achieve their goals.”
Annotation pointing to the phrase, “People who spot and seize opportunity”, reads, “Lucky people?” Annotation pointing to the words, “more open”, reads, “More willing to take risks?” Annotation pointing to the phrase, “brush off disappointment”, reads, “Don't get discouraged/ upset.” Annotation pointing to the phrase, “launch themselves headlong”, reads, “keep looking?” Annotation pointing to the phrase, “happier and more likely to achieve their goals”, reads, “More positive personalities overall.”
Return to A paragraph with annotations
Extended description for A sentence with edits
“The department sponsored a seminar on college survival skills and it also hosted a barbecue for new students.”
Edits: A comma is inserted after the word “skills.”
Return to A sentence with edits
Extended description for A sentence with edits
“Buried under layers of younger rocks the earth’s oldest rocks contain no fossils.”
Edits: A comma is inserted after “rocks.”
Return to A sentence with edits
Extended description for A sentence with edits
“Because we had been saving molding for a few weeks we had enough wood to frame all thirty paintings.”
Edits: A comma is placed after “weeks.”
Return to A sentence with edits
Extended description for A sentence with edits
“Langston Hughes’s poetry is concerned with racial pride, social justice and the diversity of the African American experience.”
Edits: A comma is inserted after “justice.”
Return to A sentence with edits
Extended description for A sentence with edits
“The wildfire destroyed all of our property, barns and farm equipment.”
Edits: A comma is inserted after “barns.”
Return to A sentence with edits
Extended description for A sentence with edits
“We gathered our essentials, took off for the great outdoors and ignored the fact that it was Friday the 13th.”
Edits: A comma is inserted after “outdoors.”
Return to A sentence with edits
Extended description for A sentence with edits
“My sister who plays center for the Sparks now lives at The Sands a beach house near Los Angeles. [The writer has only one sister.]”
Edits: Commas are inserted after “sister”, “Sparks”, and “The Sands.”
Return to A sentence with edits
Extended description for A sentence with edits
“Minh did not understand our language; moreover he was unfamiliar with the customs.”
Edits: A comma is inserted after “moreover.”
Return to A sentence with edits
Extended description for A sentence with edits
“Natural foods are not always salt free; celery for example contains more sodium than most people would think.”
Edits: Commas are inserted after “celery” and “example.”
Return to A sentence with edits
Extended description for A sentence with edits
“Evolution as far as we know doesn’t work this way.”
Edits: Commas are inserted after “Evolution” and “know.”
Return to A sentence with edits
Extended description for A sentence shows mark ups
“The sun appearing for the first time in a week, we were at last able to begin the archaeological dig.”
The phrase, “The sun appearing for the first time in a week”, is marked as the “absolute phrase”, “sun” is marked as “N”, and “appearing” is marked as “participle.”
Return to A sentence shows mark ups
Extended description for A sentence with edits
“Elvis Presley made music industry history in the 1950s his records having sold more than ten million copies.”
Edits: A comma is placed after “1950s.”
Return to A sentence with edits
Extended description for A sentence with edits
“The next contestant, being five years old, the host adjusted the height of the microphone.”
Edits: The comma after “contestant” is removed.
Return to A sentence with edits
Extended description for A sentence with edits
“Unlike Robert Celia loves singing competitions.”
Edits: A comma is inserted after “Robert.”
Return to A sentence with edits
Extended description for A sentence with edits
“Forgive me Angela for forgetting your birthday.”
Edits: Commas are inserted after “me” and after “Angela.”
Return to A sentence with edits
Extended description for Two sentences with edits
Sentence 1: “Yes the loan will probably be approved.”
Edits: A comma is inserted after “Yes.”
Sentence 2: “The film was faithful to the book wasn’t it?”
Edits: A comma is inserted after “book.”
Return to Two sentences with edits
Extended description for A sentence with edits
“In his 'Letter from Birmingham Jail,' Martin Luther King Jr. wrote 'We know through painful experience that freedom is never voluntarily given by the oppressor; it must be demanded by the oppressed' (225).”
Edits: A comma is inserted after “wrote.”
Return to A sentence with edits
Extended description for A sentence with edits
“On December 12 1890 orders were sent out for the arrest of Sitting Bull.”
Edits: Commas are inserted after “12” and “1890.”
Return to A sentence with edits
Extended description for A sentence with edits
“Please send the package to Greg Tarvin at 708 Spring Street Washington I L 61571.”
Edits: Commas are inserted after “Street” and “Washington.”
Return to A sentence with edits
Extended description for A sentence with edits
“Ann Hall M D has been appointed to the board of trustees.”
Edits: Commas are inserted after “Ann Hall” and after “M D.”
Return to A sentence with edits
Extended description for A sentence with edits
“Even though our brains actually can’t focus on two tasks at a time many people believe they can multitask.”
Edits: A comma is inserted after “time.”
Return to A sentence with edits
Extended description for A sentence with edits
“'Yes neighbors, we must work together to save the community center,' urged Mr. Owusu.”
Edits: A comma is inserted after “Yes.”
Return to A sentence with edits
Extended description for Two sentences with edits
Sentence 1: “Other causes of asthmatic attacks are, stress, change in temperature, and cold air.”
Edits: The comma after “are” is removed.
Sentence 2: “Even novels that focus on horror, evil, and alienation, often have themes of spiritual renewal and redemption as well.”
Edits: The comma after “alienation” is removed.
Return to Two sentences with edits
Extended description for A sentence with edits
“In the corner of the closet, we found an old, maroon hatbox.”
Edits: The comma after “old” is removed.
Return to A sentence with edits
Extended description for A sentence with edits
“The lecture seemed to last only a short time although the clock said it had gone on for more than an hour.”
Edits: A comma is inserted after “time.”
Return to A sentence with edits
Extended description for A sentence with edits
“At the bottom of the hill, sat the stubborn mule.”
Edits: The comma after “hill” is deleted.
Return to A sentence with edits
Extended description for A sentence with edits
“In his Silk Road Project, Yo-Yo Ma incorporates work by composers such as, Kayhan Kalhor and Richard Danielpour.”
Edits: The comma occurring after “such” as is deleted.
Return to A sentence with edits
Extended description for A sentence with edits
“In 1800, a traveler needed six weeks to get from New York City to Chicago, in 1860, the trip by railroad took only two days.”
Edits: The comma after “Chicago” is changed to a semicolon.
Return to A sentence with edits
Extended description for A sentence with edits
“Many corals grow very gradually, in fact, the creation of a coral reef can take centuries.”
Edits: The comma after “gradually” is changed to a semicolon.
Return to A sentence with edits
Extended description for A sentence with edits
“Biologists have observed laughter in primates other than humans, chimpanzees, however, sound more like they are panting than laughing.”
Edits: The comma after “humans” is changed to a semicolon.
Return to A sentence with edits
Extended description for A sentence with edits
“Love is blind, envy has its eyes wide open.”
Edits: The comma after “blind” is changed to a semicolon.
Return to A sentence with edits
Extended description for A sentence with edits
“Lifting the cover gently, Luca found the source of the odd sound; a marble in the gears.”
Edits: The semicolon after “sound” is changed to a colon.
Return to A sentence with edits
Extended description for A sentence with edits
“Our favorite barbecue restaurant is Poor Richards Ribs.”
Edits: The word “Richards” is changed to “Richard’s.”
Return to A sentence with edits
Extended description for A sentence with edits
“The economist emphasized that 5 percent was a 'ballpark figure.'”
Edits: The quotes around “ballpark figure” are removed.
Return to A sentence with edits
Extended description for A sentence with edits
“Gandhi once said, An eye for an eye only ends up making the whole world blind.”
Edits: Double quotes are inserted after “blind” and before “An.”
Return to A sentence with edits
Extended description for A sentence with edits
“The professor asked whether talk therapy was more beneficial than antidepressants?”
Edits: The question mark at the end is changed to a period.
Return to A sentence with edits
Extended description for A sentence with edits
“In the fisherman’s memory, the fish lives on, increasing in length and weight with each passing year, until at last it is big enough to shade a fishing boat!”
Edits: The exclaimation mark at the end is changed to a period.
Return to A sentence with edits
Extended description for A sentence with edits
“Researchers have said that seventeen million (estimates run as high as twenty-three million) Americans have diabetes.”
Edits: The word “from” is added before “seventeen” and the term, “estimates run as high as”, is changed to the word “to.” Both parentheses are also removed.
Return to A sentence with edits
Extended description for A sentence with edits
“Social insects, bees, for example, are able to communicate complicated messages to one another.”
Edits: The commas after “insects” and “example” are deleted and replaced by em dashes.
Return to A sentence with edits
Extended description for A sentence with edits
“My history prof. is an expert on race relations in South Africa.”
Edits: The word, “prof.”, is replaced with the word, “professor.”
Return to A sentence with edits
Extended description for A sentence with edits
“We will check on the samples before we leave the lab this p.m.”
Edits: The acronym, “p.m.”, is replaced with the word, “evening.”
Return to A sentence with edits
Extended description for A sentence with edits
“By the end of the evening, Ashanti had only three dollars and six cents left.”
Edits: The amount “three dollars and six cents” is replaced by, “$3.06.”
Return to A sentence with edits
Extended description for Two sentences with edits
Sentence 1: “The prosecutor chose not to cross examine any witnesses.”
Edits: A hyphen is inserted between the words “cross” and “examine.”
Sentence 2: “All students are expected to record their data in a small note book.”
Edits: The space between the words “note” and “book” is deleted.
Return to Two sentences with edits
Extended description for Two sentences with edits
Sentence 1: “Today's teachers depend on both traditional textbook material and web delivered content.”
Edits: A hyphen is inserted between the words “web” and “delivered.”
Sentence 2: “Richa Gupta is not yet a well known candidate.”
Edits: A hyphen is inserted between the words “well” and “known.”
Return to Two sentences with edits
Extended description for A sentence with edits
“After our television campaign, Richa Gupta will be well-known.”
Edits: The hyphen between the words “well” and “known” is deleted.
Return to A sentence with edits
Extended description for A sentence with edits
“A slowly-moving truck tied up traffic.”
Edits: The hyphen between the words “slowly” and “moving” is deleted.
Return to A sentence with edits
Extended description for A sentence with edits
“One fourth of my income goes to pay my child-care expenses.”
Edits: A hyphen is inserted between the words “One” and “fourth.”
Return to A sentence with edits
Extended description for Two sentences with edits
Sentence 1: “The private foundation is funneling more money into self help projects.”
Edits: A hyphen is inserted between the words “self” and “help.”
Sentence 2: “The Student Senate bylaws require the president elect to attend all meetings before the transfer of office.”
Edits: A hyphen is inserted between the words “president” and “elect.”
Return to Two sentences with edits
Extended description for A sentence with edits
“Émile Zola’s first readers were scandalized by his slice of life novels.”
Edita: Hyphens are inserted between the words “slice” and “of” and between the words “of” and “life.”
Return to A sentence with edits
Extended description for A sentence with edits
“On our trip to the West, we visited the grand canyon and the great salt desert.”
Edits: First letter of the words “grand”, “canyon”, “great”, “salt”, and “desert” are capitalized.
Return to A sentence with edits
Extended description for A sentence with the nouns marked
“The bird in the sky flew down into its nest.” The words “bird”, “sky”, and “nest” are marked “N.”
Return to A sentence with the nouns marked
Extended description for A sentence with the noun/adjectives marked
“The leather notebook was tucked in the student’s backpack.”
The words “leather” and “student’s” are identified as “noun/adjectives.”
Return to A sentence with the noun/adjectives marked
Extended description for A sentence with some words underlined
“The best part of dinner was the chef's newest dessert.”
The words “part”, “dinner”, “chef's”, and “dessert” are underlined.
Return to A sentence with some words underlined
Extended description for Three sentences identify the main verb and helping verb
Sentence 1: “The horses exercise every day.”
The word “exercise” is identified as the “main verb.”
Sentence 2: “The task force report was not completed on schedule.”
The word “was” is identified as a “helping verb” and “completed” is identified as the “main verb.”
Sentence 3: “No one has been defended with more passion than our mayor.”
The words “has” and “been” are identified as “helping verbs” and “defended” is identified as the “main verb.”
Return to Three sentences identify the main verb and helping verb
Extended description for Three phrases identify adjectives
The first phrase reads, “the broken window.” “Broken” is identified as an “adjective.” The phrase is followed by the question, “Which window?”
The second phrase reads, “cracked old plates.” The words “cracked” and “old” are identified as “adjectives.” The phrase is followed by the question, “What kind of plates?”
The third phrase reads, “nine months.” “Nine” is identified as an adjective. The phrase is followed by the question, “How many months?”
Return to Three phrases identify adjectives
Extended description for Two sentences show the use of adverbs
Sentence 1: “Pull firmly on the emergency handle.”
This sentence is followed by the question, “pull how?”
Sentence 2: “Read the text first and then complete the exercises.”
This sentence is followed by two questions, “Read when?” and “Complete when?”
Return to Two sentences show the use of adverbs
Extended description for Two sentences, with the adverbs identified
Sentence 1: “Be extremely kind, and you will have many friends.”
The word “extremely” is identified as an adverb.
Sentence 2: “We proceeded very cautiously in the dark house.”
The word “very” is identified as an adverb.
Return to Two sentences, with the adverbs identified
Extended description for Two sentences identifies the subject
The first sentence reads, “The devastating effects of famine can last for many years.” The word “effects” is identified as a simple subject.
The second sentence reads, “Adventure novels that contain multiple subplots are often made into successful movies.” The word “novels” is identified as a simple subject.
Return to Two sentences identifies the subject
Extended description for Two sentences are presented that have their subject, verb, and subject complements identified
Sentence 1: “An email requesting personal information may be a scam.” The phrase, “An email requesting personal information”, is identified as the subject; “may be” is identified as a verb while the phrase “a scam” is identified as subject complements.
Sentence 2: “Last month’s temperatures were mild.” The phrase, “Last month’s temperatures”, is identified as the subject. The word “were” is identified as a verb, and the word “mild” is identified as subject complements.
Return to Two sentences are presented that have their subject, verb, and subject complements identified
Extended description for A sentence reads, “The hungry cat clawed the bag of dry food.”
The phrase, “The hungry cat”, is identified as the subject, while the phrase, “the bag of dry food”, is identified as the direct object. The word “clawed” is identified as a verb.
Return to A sentence reads, “The hungry cat clawed the bag of dry food.”
Extended description for A sentence reads, “You give her some yarn, and she will knit you a scarf.”
The words “You” and “she” are identified as subjects, while the words “will knit” and the word “give” are identified as verbs. The words “”her and “you” are identified as indirect objects, and the words “some yarn” and “a scarf” are identified as direct objects.
Return to A sentence reads, “You give her some yarn, and she will knit you a scarf.”
Extended description for Two sentences identify subject, verb, direct object, and object complement
The first sentence reads, “People often consider chivalry a thing of the past.”
“People” is identified as the subject, “consider” is identified as a verb, “chivalry” is identified as a direct object, and the phrase, “a thing of the past”, is identified as an object complement.
The second sentence reads, “The kiln makes clay firm and strong.”
The phrase, “The kiln”, is identified as the subject, while the phrase, “firm and strong”, is identified as an object complement. The word “makes” is identified as a verb and “clay” is identified as a direct object.
Return to Two sentences identify subject, verb, direct object, and object complement
Extended description for Two sentences identify subject and verb
The first sentence reads, “The audience laughed.” The phrase, “The audience”, is identified as the subject and “laughed” is identified as a verb.
The second sentence reads, “The driver accelerated in the straightaway.” The phrase, “The driver”, is identified as the subject and “accelerated” is identified as a verb.
Return to Two sentences identify subject and verb
Extended description for Three sentences
Sentence 1: “James walked his dog on a leash.” An arrow is directed from the phrase, “on a leash”, to the word “walked.”
Sentence 2: “Sabrina in time adjusted to life in Ecuador.” An arrow is directed from the phrase, “in time”, to the word “adjusted.”
Sentence 3: “During a mudslide, the terrain can change drastically.” An arrow is directed from the phrase, “During a mudslide”, to the word “change.”
Return to Three sentences
Extended description for A sentence identifies adjective and adverb phrases
“Flecks of mica glittered in the new granite floor.”
The phrases, “of mica”, and “in the new granite floor”, are underlined. The sentence is followed by another sentence, Adjective phrase modifying “Flecks”; adverb phrase modifying “glittered.”
Return to A sentence identifies adjective and adverb phrases
Extended description for Four sentences with parts identified
The first sentence reads, “Rationalizing a fear can eliminate it.” The phrase, “Rationalizing a fear”, is identified as the subject.
The second sentence reads, “The key to a good sauce is browning the mushrooms.” The phrase, “browning the mushrooms”, is identified as the subject complement.
The third sentence reads, “Lizards usually enjoy sunning themselves.” The phrase, “sunning themselves”, is identified as the direct object.
The fourth sentence reads, “The American Heart Association has documented the benefits of diet and exercise in reducing the risk of heart attack.” The phrase, “reducing the risk of heart attack”, is identified as the object of the preposition.
Return to Four sentences with parts identified
Extended description for Two sentences show adjective clauses.
First sentence: The coach chose players who would benefit from intense drills.
An arrow points from the phrase “who would benefit from intense drills” to the word “players."
Second sentence: A book that goes unread is a writer’s worst nightmare.
An arrow points from the phrase “that goes unread” to the word “book."
Return to Two sentences show adjective clauses.
Extended description for Two sentences show subordinate clauses.
First sentence: When the sun went down, the bats hunted for food.
The phrase “When the sun went down” and the word “hunted” are in italics. An arrow pointing to the right connects the phrase to the verb.
Second sentence: Kate would have made the team if she hadn’ t broken her ankle.
The phrases “would have made” and “if she hadn’ t broken her ankle” are in italics. An arrow pointing left from the second phrase connects to the first phrase.
Return to Two sentences show subordinate clauses.
Extended description for Two sentences with parts identified
The first sentence reads, “Whoever leaves the house last must double-lock the door.” The phrase, “Whoever leaves the house last”, is identified as the subject.
The second sentence reads, “Copernicus argued that the sun is the center of the universe.” The phrase, “that the sun is the center of the universe”, is identified as a direct object.
Return to Two sentences with parts identified
Extended description for Two sentences with parts identified
The first sentence reads, “Loyalty is what keeps a friendship strong.” The words “what”, “keeps”, and “strong” are identified as subject, verb, and object complement, respectively. The phrase, “a friendship”, is identified as a direct object.
The second sentence reads, “New Mexico is where we live.” The words “where”, “we”, and “live” are identified as direct object, subject, and verb, respectively.
Return to Two sentences with parts identified
Extended description for Two sentences identify independent clause
The first sentence reads, “The car broke down, but a rescue van arrived within minutes.” The phrases, “The car broke down” and “a rescue van arrived within minutes”, are identified as independent clauses.
The second sentence reads, “A shark was spotted near shore; people left immediately.” The phrases, “A shark was spotted near shore” and “people left immediately”, are identified as independent clauses.
Return to Two sentences identify independent clause
Extended description for Three sentences identify subordinate clause
Adjective: “The pitcher who won the game is a rookie.” The phrase, “who won the game”, is identified as a subordinate clause.
Adverb: “If you leave late, take a cab home.” The phrase, “If you leave late”, is identified as a subordinate clause.
Noun: “What matters most to us is respect for the land.” The phrase, “What matters most to us”, is identified as a subordinate clause.
Return to Three sentences identify subordinate clause
Extended description for A sentence with parts identified
“Tell the doctor how you feel, and she will decide whether you can go home.”
The sentence has two independent clauses, each of which contains a subordinate clause. The phrase, “Tell the doctor how you feel”, is identified as an independent clause, and the phrase, “how you feel”, is a subordinate clause. The phrase, “she will decide whether you can go home”, is identified as an independent clause, and the phrase, “whether you can go home”, is identified as a subordinate clause.
Return to A sentence with parts identified
Extended description for A calendar shows the schedule for completing a research assignment
Each date in the calendar is marked with a specific task to be done by the researcher carrying out a research assignment as follows,
Day 3: “Receive and analyze the assignment.”
Days 4 through 5: “Pose questions you might explore.”
Days 5 through 6: “Talk with a reference librarian; plan a search strategy.”
Day 6: “Start research log.”
Day 7: “Settle on a topic; narrow the focus.”
Day 8: “Revise research questions.”
Day 8 through 12: “Locate sources.”
Day 10 through 12: “Read, take notes, and compile a working bibliography.”
Day 13: “Draft a working thesis and an outline.”
Days 14 through 18: “Draft the paper.”
Day 19: “Visit the writing center for feedback.”
Days 20 through 22: “Do additional research, if needed.”
Day 23: “Ask papers for feedback.”
Days 23 through 26: “Revise the paper; if necessary, revise the thesis.”
Days 27 through 28: “Prepare a list of works cited.”
Days 29 through 30: “Proofread the final draft.”
Day 31: “Submit the final draft.”
Return to A calendar shows the schedule for completing a research assignment
Extended description for An excerpt from an original source with annotations
Text reads as follows,
“A question that is often posed to the N O A A Marine Debris Program (M D P) is 'How much debris is actually out there?' The M D P has recognized the need for this answer as well as the growing interest and value of citizen science. To that end, the M D P is developing and testing two types of monitoring and assessment protocols: 1) rigorous scientific survey and 2) volunteer at-sea visual survey. These types of monitoring programs are necessary in order to compare marine debris, composition, abundance, distribution, movement, and impact data on national and global scales.”
The phrase, “is often posed”, is underlined and the annotation reads, “by whom?” An annotation pointing to the word “marine” reads, “ocean”. Another annotation pointing to the word “debris” reads, “trash”. The word “citizen” is circled and an annotation reads, “aha”. An arrow from the annotation, “by whom”, points to the word “citizen”. The phrase, “monitoring and assessment protocols”, is underlined and the annotation reads, “ways of gathering information”. Annotation pointing to the word “composition” reads, “kinds of materials”. Annotation pointing to the word “abundance” reads, “how much?” Annotation pointing to the word “impact”, which is underlined, reads, “why it matters.”
Return to An excerpt from an original source with annotations
Extended description for A screenshot shows webpage of the National Conference of State Legislatures (N C S L)
The address bar and the logo of N C S L are numbered one. The date on the webpage is numbered two. The menu tab on the webpage is numbered three.
Return to A screenshot shows webpage of the National Conference of State Legislatures (N C S L)
Extended description for A screenshot shows a company webpage
The title numbered as one reads, “Set your business on Cube Control and do your work without worrying whether your employees are doing theirs.” A subtitle, numbered one, reads, “Internet monitoring is better for business.” The menu tabs numbered as two read, “Home, Solutions”, “Free Trial”, “Buy Now”, “Press”, “About Us”, and “Contact Us.” Options in the left panel, numbered two, read, “Download a free trial”, “Buy now”, “Take a test drive,” “Watch and learn.” The content below the subtitle is numbered three.
Return to A screenshot shows a company webpage
Extended description for A sample bibliography entry and summary, with annotations
The citation reads, “Resnik, David. 'Trans Fat Bans and Human Freedom.' American Journal of Bioethics, vol. 10, no. 3, Mar. 2010, pp. 27—32.”
The summary reads, “In this scholarly article, bioethicist David Resnik argues that bans on unhealthy foods threaten our personal freedom.” [Annotation reads, “Type of source (scholarly article); the author’s name and credentials (bioethicist David Resnik)”]. “He claims that researchers don’t have enough evidence to know whether banning trans fats will save lives or money; all we know is that such bans restrict dietary choices. Resnik explains why most Americans oppose food restrictions, noting our multiethnic and regional food traditions as well as our resistance to government limitations on personal freedoms.” [Annotation reads, “Summary presents the author’s ideas (Resnik explains) and shows the student’s understanding (He acknowledges) of the main points.”]
Return to A sample bibliography entry and summary, with annotations
Extended description for A sample working thesis statement, with annotations.
Main text reads: Working Thesis Statement
State governments have the responsibility to regulate healthy eating choices because of the rise of chronic diseases.
Annotation reads: Good start: It provides an answer to the question but doesn’ t show why the thesis matters.
Return to A sample working thesis statement, with annotations.
Extended description for A sample revised thesis statement, with an annotation.
Text reads: Revised Thesis Statement
In the name of public health and safety, state governments have the responsibility to shape health policies and to regulate healthy eating choices, especially since doing so offers a potentially large social benefit for a relatively small cost.
The phrases, In the name of public health and safety and large social benefit for a relatively small cost, are highlighted.
Annotation reads: This more focused thesis announces a clear position and shows readers why it matters.
Return to A sample revised thesis statement, with an annotation.
Extended description for A sample introductory paragraph, with annotations.
Annotations read: Introduction opens with a question to engage and hook the reader. Harba introduces a research conversation to show the debate.
Text reads: [First sentence highlighted] Should the government enact laws to regulate healthy eating choices? Many Americans would answer an emphatic “No,” arguing that what and how much we eat should be left to individual choice rather than unreasonable laws. Others might argue that it would be unreasonable for the government not to enact legislation, given the rise of chronic diseases that result from harmful diets. In this debate,both the definition of reasonable regulations and the role of government to legislate food choices are at stake. [Final sentence highlighted] In the name of public health and safety, state governments have the responsibility to shape health policies and to regulate healthy eating choices, especially since doing so offers a potentially large social benefit for a relatively small cost.
Annotation reads: Thesis answers the opening question and Harba’ s position.
Return to A sample introductory paragraph, with annotations.
Extended description for Text shows in-text citation, with annotations
Annotation refers to the highlighted text “Bioethicist David Resnik”: Signal phrase names the author and gives credentials.
Text reads, Bioethicist David Resnik emphasizes that such policies “open the door to excessive government control over food, which could restrict dietary choices, interfere with cultural, ethnic, and religious traditions, and exacerbate socioeconomic inequalities” (31).
Annotation to the highlighted “(31)”: In-text citation points the reader to the works cited list.
Annotation reads: Material being cited is followed by a page number in parentheses (unless the source is an unpaginated web source) and then a period.
Text reads: Entry in the list of Works Cited.
Resnik, David. “Trans Fat Bans and Human Freedom.“ The American Journal of Bioethics, vol. 10, no. 3, Mar. 2010, p p. 27—32.
Annotation reads: Works cited list at the end of the paper gives complete publication information for the source.
Return to Text shows in-text citation, with annotations.
Extended description for Annotated text shows a quotation with effective context (quotation sandwich). Annotated text of connecting a source to the writer’s argument.
Quotation With Effective Context (Quotation Sandwich)
Text reads: In response to critics who claim that laws aimed at stopping us from eating whatever we want are an assault on our freedom of choice, Conly offers a persuasive counterargument:
[L]aws aren’t designed for each one of us individually. Some of us can drive safely at 90 miles per hour, but we’re bound by the same laws as the people who can’t, because individual speeding laws aren’t practical. Giving up a little liberty is something we agree to when we agree to live in a democratic society that is governed by laws. (A 23).
The phrases, In response to critics and Conly offers a persuasive counterargument, are highlighted.
Annotation: Long quotation is set off from the text. Quotation marks are omitted.
Text reads: As Conly suggests, we need to change our either/or thinking (either we have complete freedom of choice or we have government regulations and lose our freedom) and instead need to see health as a matter of public good, not individual liberty.
The phrase, As Conly suggests, we need to change our either/or thinking, is highlighted.
Annotation: Analysis connects the source to the student’ s argument.
Return to Annotated text shows a quotation with effective context (quotation sandwich). Annotated text of connecting a source to the writer’s argument.
Extended description for A sample student note in a text.
Text reads, Student Notes On The Original Source
The food and beverage industry spends approximately 2 billion dollars per year marketing to children. — “Facts on Junk Food”
Student’ s note reads: Could use this to counter the point about personal choice in Mello.
Return to A sample student note in a text.
Extended description for A linear chart for organizing research ideas
The progression is as follows, Background/ context; Your position (thesis); First line of argument (first reason) with evidence; Second line of argument (second reason) with evidence; Objections and counterarguments; Third line of argument (third reason) with evidence; Build common ground, restate position, say why it matters.
Return to A linear chart for organizing research ideas
Extended description for A sample synthesis written by a student, with annotations
Text reads as follows,
“Why is the public largely resistant to laws that would limit unhealthy choices or penalize those choices with so-called fat taxes? Many consumers and civil rights advocates find such laws to be an unreasonable restriction on individual freedom of choice.” [Student writer highlights above sentences. An annotation reads, “Student writer Sophie Harba sets up her synthesis with a question.”] “As health policy experts Mello and others point out, opposition to food and beverage regulation is similar to the opposition to early tobacco legislation: the public views the issue as one of personal responsibility rather than one requiring government intervention (2602).” [An annotation indicates the phrase, “As health policy experts Mello and others point out,” and reads, “Signal phrase indicates how the source contributes to Harba’s argument and shows that the idea that follows is not her own.” This portion is referred as “Source 1.”] “In other words, if a person eats unhealthy food and becomes ill as a result, that is his or her choice. But those who favor legislation claim that freedom of choice is a myth because of the strong influence of food and beverage industry marketing on consumers’ dietary habits.” [Student writer highlights these two sentences, and an annotation reads, “Harba interprets a paraphrased source.”] “According to one nonprofit health advocacy group, food and beverage companies spend roughly two billion” (Sentence continues on the next page.) [An annotation indicates the phrase, “According to one nonprofit health advocacy group”, and reads, “Harba uses a source to support her counterargument.” This portion is referred as “Source 2.”]
Return to A sample synthesis written by a student, with annotations
Extended description for A chart maps source attributions of two containers in two columns with an intermediary text
Information available in the first container includes the following, Author. Title of source. Title of container, Contributors, Version (or edition), Number, Publisher, Date, Location (page numbers, U R L, D O I, etcetera).
Intermediary text reads, “If there is a second container, gather the same information for it (if available).”
Information available in the second container includes the following, Title of container 2, Contributors, Version (or edition), Number, Publisher, Date, Location.
Return to A chart maps source attributions of two containers in two columns with an intermediary text
Extended description for A sample work citation entry with parts labeled
Smith, Zadie. “Speaking in Tongues.” The Glorious American Essay: One Hundred Essays from Colonial Times to the Present, edited by Phillip Lopate, Pantheon, 2020, pp. 886-900.
Smith, Zadie is marked as author, “Speaking in Tongues; is marked as Title of selection, The Glorious American Essay: One Hundred Essays from Colonial Times to the Present is marked as title of collection, Phillip Lopate is marked as contributor, Pantheon is marked as publisher, 2020 is marked year, and pp. 886-900 is marked as location (pages). Container 1 information includes title of collection, contributor, publisher, year, and location (pages).
Return to A sample work citation entry with parts labeled
Extended description for A sample work citation entry for a journal article in a database
Carey, Craig. “Realism and Recording: Remixing Literary and Media History.” American Literary Realism, vol. 53, no. 3, spring 2021, pp. 198-203. J S T O R, h t t p s colon hash hash d o i dot org slash 10.5406 slash amerlitereal dot 53 dot 3 dot 0198.
Carey, Craig is marked as author; “Realism and Recording: Remixing Literary and Media History” is marked as title of article; American Literary Realism is marked as Journal title; vol. 53, no. 3, is marked as volume, issue; spring 2021 is marked as date; p p. 198-203 is marked as location (pages); J S T O R is marked as database title; h t t p s colon hash hash d o i dot org slash 10.5406 slash amerlitereal dot 53 dot 3 dot 0198 is marked as location (D O I). Container 1 includes journal title, volume, issue, date, and location (pages). Container 2 includes database title and location (D O I).
Return to A sample work citation entry for a journal article in a database
Extended description for A screenshot shows the video webpage of C B S News Online
The text reads, “Surfing the Web on the job. C B S News Online — 42,491 videos. Subscribe 85,736. Uploaded on Nov 12, 2009.
As the Internet continues to emerge as a critical facet of everyday life, C B S News’ Daniel Sieberg reports that companies are cracking down on employees’ personal Web use. “
Return to A screenshot shows the video webpage of C B S News Online
Extended description for A sample work citation entry for website
Sieberg, Daniel. “Surfing the Web on the Job.” YouTube, uploaded by C B S News Online, 12 Nov. 2009, w w w dot youtube dot com slash watch question mark v equals 1 w L h N w Y hyphen e n Y.
Sieberg, Daniel is marked as author: last name first; “Surfing the Web on the Job.” is marked as title of video; YouTube is marked as website title; C B S News Online is marked as upload information; 12 Nov. 2009 is marked as update date, and w w w dot youtube dot com slash watch question mark v equals 1 w L h N w Y hyphen e n Y is marked as U R L.
Return to A sample work citation entry for website
Extended description for A screenshot shows the webpage of Taylor and Francis Online. All sections of the webpage are numbered from 1 to 7
The sections are as follows,
1. Author; 2. Research article title; 3. Rhetoric Review; 4. Volume and Issue Number; 5. Online published date; 6. Page numbers; 7. Digital object identifier.
Return to A screenshot shows the webpage of Taylor and Francis Online. All sections of the webpage are numbered from 1 to 7
Extended description for A sample work citation entry for an article in an online journal
Turner, Joseph. “Sir Gawain and the Green Knight and the History of Medieval Rhetoric.” Rhetoric Review, vol. 31, no. 4, 17 Aug. 2012, pp. 371-88, h t t p colon slash slash d x dot d o i dot org slash 10.1080 slash 07350198 dot 2012 dot 711196.
Turner, Joseph is labeled as 1; “Sir Gawain and the Green Knight and the History of Medieval Rhetoric.” Is labeled as 2; Rhetoric Review is labeled as 3; vol. 31, no. 4 is labeled 4; 17 Aug. 2012 is labeled 5; pp. 371-88 is labeled 6; h t t p colon slash slash d x dot d o i dot org slash 10.1080 slash 07350198 dot 2012 dot 711196 is labeled as 7.
Return to A sample work citation entry for an article in an online journal
Extended description for A screenshot of the home page of Project Muse shows several numbered sections
The authors’ names are marked as 1 and the title as 2. An inset shows volume and number labeled as 4, Fall labeled as 5, and Journal name labeled as 6. The project is labeled as 7 and the U R L as 8.
Return to A screenshot of the home page of Project Muse shows several numbered sections
Extended description for A sample work citation entry for an article from a database
Kirkpatrick, Ellen, and Suzanne Scott. “Representation and Diversity in Comics Studies.” Cinema Journal, vol. 55, no. 1, fall 2015. Project Muse, muse hyphen j h u hyphen edu dot proxy 3 dot noble net dot org slash article slash 595609.
Kirkpatrick, Ellen, and Suzanne Scott is labeled as 1; “Representation and Diversity in Comics Studies” is labeled as 2; Cinema Journal is labeled as 3; vol. 55, no. 1 is labeled as 4; fall 2015 is labeled as 5; Project Muse is labeled as 7; muse hyphen j h u hyphen edu dot proxy 3 dot noble net dot org slash article slash 595609 is labeled as 8.
Return to A sample work citation entry for an article from a database
Extended description for The title page of a book, with parts labeled
The title The Lady and the Peacock: The Life of Aung San Suu Kyi is marked as 2. A silhouette of a running peacock is printed below it. The author’s name Peter Popham is marked as 1. The logo of The Experiment, New York is at the bottom and is marked as 3. An inset at the bottom shows text from the copyright page marked as 4.
Return to The title page of a book, with parts labeled
Extended description for A sample work citation entry for a print book
Popham, Peter. The Lady and the Peacock: The Life of Aung San Suu Kyi. The Experiment, 2012.
Popham, Peter is marked as 1; The Lady and the Peacock: The Life of Aung San Suu Kyi is marked as 2; The Experiment is marked as 3; 2012 is marked as 4.
Return to A sample work citation entry for a print book
Extended description for The title page of an anthology, the first page of selection, and the copyright page
The title page has the title marked 3 and the editor marked as 4. The name of the press below is marked as 5. The selection page has the title marked as 2 and the author as 1. The copyright page has copyright data marked as 6.
Return to The title page of an anthology, the first page of selection, and the copyright page
Extended description for A sample work citation entry for selection from an anthology
Coleman, Isobel. “Technology’s Quiet Revolution for Women.” The Unfinished Revolution: Voices from the Global Fight for Women’s Rights, edited by Minky Worden, Seven Stories Press, 2012, pp. 41-49.
Coleman, Isobel is marked as 1; “Technology’s Quiet Revolution for Women.” is marked as 2; The Unfinished Revolution: Voices from the Global Fight for Women’s Rights is marked as 3; Minky Worden is marked as 4; Seven Stories Press is marked as 5; 2012 is marked as 6; pp. 41-49 is marked as 7.
Return to A sample work citation entry for selection from an anthology
Extended description for A screenshot of an internal page of the United States Census Bureau website shows several numbered sections
The name of the author of the article posted on the webpage is marked 1. The article publishing date is marked 5. The title of the article is marked 2. The title of the website is marked 3. The webpage address is marked 6.
Return to A screenshot of an internal page of the United States Census Bureau website shows several numbered sections
Extended description for A sample work citation entry for an internal page from a website
Knop, Brian. “Despite the Internet, Kids Still Involved in Extracurricular Activities.” United States Census Bureau, 6 Nov. 2018, w w w dot census dot gov slash library slash stories slash 2018 slash 11 slash despite hyphen internet hyphen kids hyphen still hyphen involved hyphen extracurricular hyphen activities dot h t m l.
Knop, Brian is marked 1; “Despite the Internet, Kids Still Involved in Extracurricular Activities” is marked 2; United States Census Bureau is marked 3; 6 Nov. 2018 is marked 5; w w w dot census dot gov slash library slash stories slash 2018 slash 11 slash despite hyphen internet hyphen kids hyphen still hyphen involved hyphen extracurricular hyphen activities dot h t m l is marked 6.
Return to A sample work citation entry for an internal page from a website
Extended description for A screenshot shows the J F K inaugural address 1 of 2 uploaded in YouTube
The screenshot shows the following information:
J F K Inaugural Address 1 of 2
Paddy Irish Man 2; 12 videos
Subscribe option; 403
Uploaded on October 29, 2006
President John F. Kennedy's Inaugural address, January 20th 1961.
This is followed by a text.
Return to A screenshot shows the J F K inaugural address 1 of 2 uploaded in YouTube
Extended description for A sample work citation entry for a video on the web
Kennedy, John F. “J F K Inaugural Address: 1 of 2.” YouTube, uploaded by Paddy Irish Man 2, 29 Oct. 2006, w w w dot youtube dot com slash watch question mark v equals x E 0 i P Y 7 X G B o.
Kennedy, John F is marked as author/speaker: last name first; “J F K Inaugural Address: 1 of 2” is marked as title of video; YouTube is marked as website title; PaddyIrishMan2 is marked as upload information; 29 Oct. 2006 is marked as update date; w w w dot youtube dot com slash watch question mark v equals x E 0 i P Y 7 X G B o is marked as U R L.
Return to A sample work citation entry for a video on the web
Extended description for A sample paper written in M L A style, with annotations
Text on the top right corner is “Harba 1.” [An annotation reads, “Student’s last name and the page number appear in the right-hand corner of every page.”]
“Sophie Harba
Professor Baros-Moon
Engl 1101
9 November 2017” [An annotation reads, “Heading includes the student’s name, instructor’s name, course, and date.”]
“What’s for Dinner? Personal Choices versus Public Health” [An annotation reads, “Center the title. Add no extra space above or below it, and use no quotation marks or italics.”]
“Should the government enact laws to regulate healthy eating choices? Many Americans would answer an emphatic 'No,' arguing that what and how much we eat should be left to individual choice rather than unreasonable laws.” [An annotation reads, “Use Times New Roman or another easy-to-read font.”] “Others might argue that it would be unreasonable for the government not to enact legislation, given the rise of chronic diseases that result from harmful diets. In this debate, both the definition of reasonable regulations and the role of government to legislate food choices are at stake. In the name of public health and safety, state governments have the responsibility to shape health policies and to regulate healthy eating choices, especially since doing so offers a potentially large social benefit for a relatively small cost.” [An annotation reads, “Use a 1-inch margin on all sides of the page, and double-space the text.”]
“Debates surrounding the government’s role in regulating food have a long history in the United States. According to Lorine Goodwin, a food historian, nineteenth-century reformers”
Return to A sample paper written in M L A style, with annotations
Extended description for A sample M L A research paper with annotations
Text on the top right corner is “Harba 1.”
“Sophie Harba
Professor Baros-Moon
Engl 1101
9 November 2015
What’s for Dinner? Personal Choices vs. Public Health” [An annotation reads, “Title is centered.”]
“Should the government enact laws to regulate healthy eating choices?” [An annotation reads, “Opening question engages readers.”] “Many Americans would answer an emphatic 'No,' arguing that what and how much we eat should be left to individual choice rather than unreasonable laws. Others might argue that it would be unreasonable for the government not to enact legislation, given the rise of chronic diseases that result from harmful diets. In this debate, both the definition of reasonable regulations and the role of government to legislate food choices are at stake.” [An annotation reads, “Writer highlights the research conversation.”] “In the name of public health and safety, state governments have the responsibility to shape health policies and to regulate healthy eating choices, especially since doing so offers a potentially large social benefit for a relatively small cost.” [An annotation reads, “Thesis answers the question and presents main point.”]
“Debates surrounding the government’s role in regulating food have a long history in the United States. According to Lorine Goodwin, a food historian, nineteenth-century reformers who sought to purify the food supply were called “fanatics” and “radicals” by critics who argued that consumers should be free to buy and eat what they want (77).” [An annotation reads, “Signal phrase names the author. Page number is in parentheses.”] “Thanks to regulations, though, such as the 1906 federal Pure Food and Drug Act, food, beverages, and medicine are largely free from toxins. In addition, to prevent contamination and the spread of disease, meat and dairy products are now inspected by government agents to ensure that they meet health requirements.” [An annotation reads, “Harba provides historical background and introduces a key term, reasonable.”] “Such regulations can be considered reasonable because they protect us from harm with little, if any, noticeable consumer cost. It is not considered an unreasonable infringement on personal” (The sentence continues on the next page.)
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Text on the top right corner is “Harba 2.”
Text reads as follows,
“choice that contaminated meat or arsenic-laced cough drops are unavailable at our local supermarket. Rather, it is an important government function to stop such harmful items from entering the marketplace.” [An annotation reads, “Harba establishes common ground with the reader.”]
“Even though our food meets current safety standards, there is a need for further regulation.” [An annotation reads, “Transition helps readers move from one paragraph to the next.”] “Not all food dangers, for example, arise from obvious toxins like arsenic and E. coli. A diet that is low in nutritional value and high in sugars, fats, and refined grains—grains that have been processed to increase shelf life but that contain little fiber, iron, and B vitamins—can be damaging over time (United States, Department of Agriculture 36). A graph from the government’s Dietary Guidelines for Americans, 2010 shows that Americans consume about three times more fats and sugars and twice as many refined grains as is recommended but only half of the recommended foods (see fig. 1).”
The graph is titled, “How Do Typical American Diets Compare to Recommended Intake Levels or Limits?” [An annotation reads, “Harba uses a graph to illustrate Americans’ poor nutritional choices.”] The caption reads, “Fig. 1. United States, Department of Agriculture, fig. 5-1).” [An annotation reads, “Visual includes a caption with a figure number and source information. A full entry for this source appears in the works cited list.”]
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“Michael Pollan, who has written extensively about Americans’ unhealthy eating habits, notes that '[t]he Centers for Disease Control estimates that fully three quarters of U S health care spending goes to treat chronic diseases, most of which are preventable and linked to diet: heart disease, stroke, type 2 diabetes, and at least a third of all cancers.'” [An annotation reads, “No page number is available for this web source.”] “In fact, the amount of money the United States spends to treat chronic illnesses is increasing so rapidly that the Centers for Disease Control has labeled chronic disease “the public health challenge of the 21st century” (United States, Department of Health 1).” [An annotation reads, “Harba emphasizes the urgency of her argument.”] “In fighting this epidemic, the primary challenge is not the need to find a cure; the challenge is to prevent chronic diseases from striking in the first place.
Legislation, however, is not a popular solution when it comes to most Americans and the food they eat.” [An annotation reads, “Harba treats both sides fairly.”] “According to a nationwide poll, seventy-five percent of Americans are opposed to laws that restrict or put limitations on access to unhealthy foods (Neergaard and Agiesta). When New York mayor Michael Bloomberg proposed a regulation in 2012 banning the sale of soft drinks in servings greater than twelve ounces in restaurants and movie theaters, he was ridiculed as 'Nanny Bloomberg.' In California in 2011, legislators failed to pass a law that would impose a penny-per-ounce tax on soda, which would have funded obesity prevention programs. And in Mississippi, legislators passed 'a ban on bans—a law that forbids (ellipsis) local restrictions on food or drink' (Conly).” [An annotation reads, “No page number is provided for a one-page source.”]
“Why is the public largely resistant to laws that would limit unhealthy choices or penalize those choices with so-called fat taxes? Many consumers and civil rights advocates find such laws to be an unreasonable restriction on individual freedom of choice.” [An annotation reads, “Harba anticipates objections to her idea. She counters opposing views and supports her argument.”] “As health policy experts Mello and others point out, opposition to food and” (The sentence continues on the next page.)
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Text reads as follows,
“beverage regulation is similar to the opposition to early tobacco legislation: the public views the issue as one of personal responsibility rather than one requiring government intervention (2602). In other words, if a person eats unhealthy food and becomes ill as a result, that is his or her choice. But those who favor legislation claim that freedom of choice is a myth because of the strong influence of food and beverage industry marketing on consumers’ dietary habits. According to one nonprofit health advocacy group, food and beverage companies spend roughly two billion dollars per year marketing directly to children. As a result, kids see nearly four thousand ads per year encouraging them to eat unhealthy food and drinks (“Facts”).” [An annotation reads, “Shortened title provided in parentheses for a source with no named author.”] “As was the case with antismoking laws passed in recent decades, taxes and legal restrictions on junk food sales could help to counter the strong marketing messages that promote unhealthy products.
The United States has a history of state and local public health laws that have successfully promoted a particular behavior by punishing an undesirable behavior. The decline in tobacco use as a result of antismoking taxes and laws is perhaps the most obvious example.” [An annotation reads, “Analogy extends Harba’s argument.”] “Another example is legislation requiring the use of seat belts, which have significantly reduced fatalities in car crashes. One government agency reports that seat belt use saved an average of more than fourteen thousand lives per year in the United States between 2000 and 2010 (United States, Department of Transportation 231)." [An annotation reads, "A government or organization author’s name is shortened in parentheses."] "Perhaps seat belt laws have public support because the cost of wearing a seat belt is small, especially when compared with the benefit of saving fourteen thousand lives per year.
Laws designed to prevent chronic disease by promoting healthier food and beverage consumption also” (The sentence continues on the next page.)
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Text on the top right corner is “Harba 5.”
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“have potentially enormous benefits. To give just one example, Marion Nestle, New York University professor of nutrition and public health, notes that 'a 1 percent reduction in intake of saturated fat across the population would prevent more than 30,000 cases of coronary heart disease annually and save more than a billion dollars in health care costs' (7).” [An annotation reads, “Harba introduces a quotation with a signal phrase and shows readers why she chose to use the source.”] “Few would argue that saving lives and dollars is not an enormous benefit. But three-quarters of Americans say they would object to the costs needed to achieve this benefit—the regulations needed to reduce saturated fat intake.
Why do so many Americans believe there is a degree of personal choice lost when regulations such as taxes, bans, or portion limits on unhealthy foods are proposed?” [An annotation reads, “Harba acknowledges critics and counterarguments.”] “Some critics of anti-junk-food laws believe that even if state and local laws were successful in curbing chronic diseases, they would still be unacceptable. Bioethicist David Resnik emphasizes that such policies, despite their potential to make our society healthier, 'open the door to excessive government control over food, which could restrict dietary choices, interfere with cultural, ethnic, and religious traditions, and exacerbate socioeconomic inequalities' (31). Resnik acknowledges that his argument relies on 'slippery slope' thinking, but he insists that 'social and political pressures' regarding food regulation make his concerns valid (31). Yet the social and political pressures that Resnik cites are really just the desire to improve public health, and limiting access to unhealthy, artificial ingredients seems a small price to pay. As legal scholars L. O. Gostin and K. G. Gostin explain, '[I]nterventions that do not pose a truly significant burden on individual liberty' are justified if they 'go a long way towards safeguarding the health and well-being of the populace' (214).” [An annotation reads, “Including the source’s credentials makes Harba more credible.”]
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“To improve public health, advocates such as Bowdoin College philosophy professor Sarah Conly contend that it is the government’s duty to prevent people from making harmful choices whenever feasible and whenever public benefits outweigh the costs. In response to critics who claim that laws aimed at stopping us from eating whatever we want are an assault on our freedom of choice, Conly offers a persuasive counterargument:” [An annotation reads, “Signal phrase names the author.”]
“[L]aws aren’t designed for each one of us individually. Some of us can drive safely at 90 miles per hour, but we’re bound by the same laws as the people who can’t, because individual speeding laws aren’t practical. Giving up a little liberty is something we agree to when we agree to live in a democratic society that is governed by laws.” [An annotation reads, “Long quotation is set off from the text. Quotation marks are omitted.”]
“As Conly suggests, it’s important to move from either/or thinking (either we have complete freedom of choice or we have government regulations and lose any freedom) to seeing health as a matter of public good, not individual liberty.” [An annotation reads, “Quotation is followed by comments that connect the source to Harba’s argument.”] “Proposals such as Mayor Bloomberg’s that seek to limit portions of unhealthy beverages aren’t about giving up liberty; they are about asking individuals to choose substantial public health benefits at a very small cost.”
“Despite arguments in favor of regulating unhealthy food as a means to improve public health, public opposition has stood in the way of legislation.” [An annotation reads, “Conclusion sums up Harba’s argument and provides closure.”] “Americans freely eat as much unhealthy food as they want, and manufacturers and sellers of these foods have nearly unlimited freedom to promote such products and drive increased consumption, without any requirements to warn the public of potential hazards. Yet mounting scientific evidence points to unhealthy food as a significant contributing factor to” (The sentence continues on the next page.)
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Text on the top right corner is “Harba 7.”
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“chronic disease, which is straining our health care system, decreasing Americans’ quality of life, and leading to unnecessary premature deaths. Americans must consider whether to allow the costly trend of rising chronic disease to continue in the name of personal choice or whether to support the regulatory changes and public health policies that will reverse that trend.”
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“Works Cited” [An annotation reads, “Works cited list begins on a new page. Heading is centered.”]
“Conly, Sarah. 'Three Cheers for the Nanny State.' The New York Times, 25 Mar. 2013, p. A23.
'The Facts on Junk Food Marketing and Kids.' Prevention Institute, w w w dot prevention institute dot org slash focus hyphen areas slash were hyphen not hyphen buying hyphen it hyphen get hyphen involved slash were hyphen not hyphen buying hyphen it hyphen the hyphen facts hyphen on hyphen junk hyphen food hyphen marketing hyphen and hyphen kids. Accessed 16 Oct. 2015.” [An annotation reads, “Access date used for an undated online source.”]
“Goodwin, Lorine Swainston. The Pure Food, Drink, and Drug Crusaders, 1879-1914. McFarland, 2006.” [An annotation reads, “List is alphabetized by authors’ last names (or by title when a work has no author).”]
“Gostin, L. O., and K. G. Gostin. 'A Broader Liberty: J. S. Mill, Paternalism, and the Public’s Health.' Public Health, vol. 123, no. 3, 2009, pp. 214-21, h t t p s colon slash slash d o i dot org 10.1016 slash j dot puhe dot 2008 dot 12 dot 024.”
“Mello, Michelle M., et al. 'Obesity—the New Frontier of Public Health Law.' The New England Journal of Medicine, vol. 354, no. 24, 2006, pp. 2601-10, d o i: 10.1056 slash N E J M h p r 060227.” [An annotation reads, “First line of each entry is at the left margin; extra lines are indented 1 over 2 inches.”]
“Neergaard, Lauran, and Jennifer Agiesta. 'Obesity’s a Crisis but We Want Our Junk Food, Poll Shows.' The Huffington Post, 4 Jan. 2013, w w w dot huffington post dot com slash 2013 slash 01 slash 04 slash obesity hyphen junk hyphen food hyphen government hyphen intervention hyphen poll underscore n underscore 2410376 dot h t m l.” [An annotation reads, “Double-spacing is used throughout.”]
“Nestle, Marion. Food Politics: How the Food Industry Influences Nutrition and Health. U of California P, 2013.”
“Pollan, Michael. 'The Food Movement, Rising.' The New York Review of Books, 10 June 2010, w w w dot n y books dot com slash articles slash 2010 slash 06 slash 10 slash food hyphen movement hyphen rising.”
“Resnik, David. 'Trans Fat Bans and Human Freedom.' The American Journal of Bioethics, vol. 10, no. 3, Mar. 2010, pp. 27-32.”
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Text on the top right corner is “Harba 9.”
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“United States, Department of Agriculture and Department of Health and Human Services. Dietary Guidelines for Americans, 2010, health dot gov slash dietary guidelines slash d g a 2010 slash dietary guidelines 2010 dot p d f.” [An annotation reads, “Author names are standardized for multiple government sources.”]
“(ellipsis) Department of Health and Human Services, Centers for Disease Control and Prevention. National Center for Chronic Disease Prevention and Health Promotion, 2009, w w w dot c d c dot gov slash chronic disease slash p d f slash 2009 hyphen Power hyphen of hyphen Prevention dot p d f.
(ellipsis) Department of Transportation, National Highway Traffic Safety Administration. Traffic Safety Facts 2010: A Compilation of Motor Vehicle Crash Data from the Fatality Analysis Reporting System and the General Estimates System. 2010, w w w dot n r d dot n h t s a dot gov slash Pubs slash 811659 dot p d f.”
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“It is clear that educational technology will continue to play a role in student and school performance.” [Student writer highlights this sentence. An annotation reads, “Student writer April Bo Wang begins with a claim that needs support.”] “Horn and Staker (2011) acknowledged that they focused on programs in which integration of educational technology led to improved student performance. In other schools, technological learning is simply distance learning—watching a remote teacher—and not student-centered learning that allows students to partner with teachers to develop enriching learning experiences.” [Annotation pointing to “Horn and Staker (2011) acknowledged” reads, “signal phrase indicates how the source contributes to Wang’s paper and shows that the ideas that follow are not her own.” This portion is marked as “Source 1.”] “That said, many educators seem convinced that educational technology has the potential to help them transition from traditional teacher-driven learning to student-centered learning.” [Student writer highlights above sentence.] “All four schools in the Stanford study heavily relied on technology (Friedlaender et al., 2014).” [Source 2 ] “And indeed, Demski (2012) argued that technology is not supplemental but instead is ’central’ to student-centered learning (p. 33). “[Source 3. An annotation reads, “Wang extends the argument and sets up two additional sources.”] “Rather than turning to a teacher as the source of information, students are sent to investigate solutions to problems by searching online, emailing experts, collaborating with one another in a wiki space, or completing online practice.
Rather than turning to a teacher for the answer to a question, students are driven to perform— driven to use technology to find those answers themselves.” [Student writer highlights the last two sentences. An annotation reads, “Wang closes the paragraph by interpreting the source and connecting it to her claim.”]
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The U R L of the article is education next dot org slash the hyphen politics hyphen of hyphen common hyphen core hyphen assessments hyphen parcc hyphen smarter hyphen balanced slash, and is marked 6. The title of the page is Education Next and is marked 4. The title of the article is The Politics of the Common Core Assessments and is marked 3. The authors of the article are Ashley Jochim and Patrick McGuinn and are marked 1. The publication year is Fall 2016 and is marked 2. The volume detail is Vol.16, No.4 and is labeled 5.
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Jochim, A., ampersand McGuinn, P. (2016, Fall). The politics of the Common Core assessments. Education Next, 16(4). h t t p s colon slash slash w w w dot education next dot org slash the hyphen politics hyphen of hyphen common hyphen core hyphen assessments hyphen parcc hyphen smarter hyphen balanced slash
Jochim, A., ampersand McGuinn, P. is marked 1; (2016, Fall) is marked 2; The politics of the Common Core assessments is marked 3; Education Next is marked 4; 16(4) is marked 5; h t t p s colon slash slash w w w dot education next dot org slash the hyphen politics hyphen of hyphen common hyphen core hyphen assessments hyphen parcc hyphen smarter hyphen balanced slash is marked 6.
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The title of the record is “Economics, Darwinism, and the Case of Disciplinary Imports” and is labeled 3. The author name is Cojanu, Valentin and is labeled 1. The source is American Journal of Economics and Sociology and is labeled 4. The publication date is January 2013 and is labeled 2. The volume detail is Vol. 72 Issue 1 and is labeled 5. The page number detail is page 179 to 198 and is labeled 6. The D O I is d o i: 10.1111 slash j dot 1536 hyphen 7150 dot 2012 dot 00867 dot x and is labeled 7.
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Cojanu, V. (2013). Economics, Darwinism, and the case of disciplinary imports. American Journal of Economics and Sociology, 72, 179-198. h t t p s colon slash slash d o i dot org slash 0.1111 slash j dot 1536 hyphen 7150 dot 2012 dot 00867 dot x
Cojanu, V. is marked as 1; (2013) is marked as 2; Economics, Darwinism, and the case of disciplinary imports is marked as 3; American Journal of Economics and Sociology is marked as 4; 72 is marked as 5; 179-198 is marked as 6; h t t p s colon slash slash d o i dot org slash 0.1111 slash j dot 1536 hyphen 7150 dot 2012 dot 00867 dot x is marked as 7.
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The title “City” and the subtitle, “A Guidebook for The Urban Age” are labeled 3. The author's name, P. D. Smith, is labeled 1. In the copyright page, 2012 is labeled 2. The publisher name, Bloomsbury is labeled 4.
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“Smith, P. D. (2012). City: A guidebook for the urban age. Bloomsbury.”
“Smith, P. D.” is marked 1; “(2012)” is marked 2; “City: A guidebook for the urban age” is marked 3; “Bloomsbury” is marked 4.
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The organization name (Author) is labeled 1. The title of the document, “2010 Minnesota Health Statistics Annual Summary”, is labeled 3. The U R L of the section, h t t p colon slash slash w w w dot health dot state dot m n dot u s slash divs slash chs slash annsum slash 10 annsum slash Fertility 2010 dot p d f is labeled 5.
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Minnesota Department of Health. (n.d.). 2010 Minnesota health statistics annual summary. h t t p colon slash slash w w w dot health dot state dot m n dot u s slash divs slash chs slash annsum slash 10 annsum slash index dot h t m l
Minnesota Department of Health is labeled 1; (n.d.) is labeled 2; 2010 Minnesota health statistics annual summary is labeled 3; h t t p colon slash slash w w w dot health dot state dot m n dot u s slash divs slash chs slash annsum slash 10 annsum slash index dot h t m l is labeled 4.
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Extended description for Text shows the A P A format of a sample research paper with annotations
Page number on the top right corner is 1. [An annotation reads, “All pages are numbered, starting with the title page.”]
The center-aligned title is, “Technology and the Shift From Teacher-Delivered to Student-Centered Learning: A Review of the Literature.”
The information provided below, reads, “April Bo Wang; Department of Education, Glen County Community College; E D U 107: Education, Technology, and Media; Dr. Julien Gomez; October 29, XXXX”
[An annotation reads, “Paper title is boldface, followed by one blank (double-spaced) line. Writer’s name, department and school, course, instructor, and date follow on separate double-spaced lines.”]
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Page number on the top right corner is 2.
The center-aligned title is, “Technology and the Shift From Teacher-Delivered to Student-Centered Learning: A Review of the Literature.”
Text reads as follows,
“In the United States, most public school systems are struggling with teacher shortages, which are projected to worsen as the number of applicants to education schools decreases (Donitsa-Schmidt ampersand Zuzovsky, 2014, p. 420).” [An annotation reads, “Sources provide background information and context.”] “Citing federal data, The New York Times reported a 30% drop in 'people entering teacher preparation programs' between 2010 and 2014 (Rich, 2015, para. 10). Especially in science and math fields, the teacher shortage is projected to escalate in the next 10 years (Hutchison, 2012).” [An annotation reads, “In-text citation for a quotation from a source without page numbers includes a paragraph number or another locator.”] “In recent decades, instructors and administrators have viewed the practice of student-centered learning as one promising solution. Unlike traditional teacher-delivered (also called “'ransmissive') instruction, student-centered learning allows students to help direct their own education by setting their own goals and selecting appropriate resources for achieving those goals. Though student-centered learning might once have been viewed as an experimental solution in understaffed schools, it is gaining credibility as an effective pedagogical practice. What is also gaining momentum is the idea that technology might play a significant role in fostering student-centered learning. This literature review will examine three key questions:
1. In what ways is student-centered learning effective?
2. Can educational technology help students drive their own learning?
3. How can public schools effectively combine teacher talent and educational technology?” [An annotation reads, “Wang sets up her organization by posing three questions.”]
“In the face of mounting teacher shortages, public schools should embrace educational technology that promotes student-centered learning in order to help all students become engaged and successful learners.” [An annotation reads, “Wang states her thesis.”]
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Page number on the top right corner is 3.
A center-aligned heading reads, “In What Ways Is Student-Centered Learning Effective?” [An annotation reads, “Headings, centered and boldface, help readers follow the organization.”]
Text reads as follows,
“According to the International Society for Technology in Education (2016), 'Student-centered learning moves students from passive receivers of information to active participants in their own discovery process. What students learn, how they learn it, and how their learning is assessed are all driven by each individual student’s needs and abilities' (What Is It? section).” [An annotation reads, “Wang uses a source to define the key term 'student-centered learning.'”] “The results of student-centered learning have been positive, not only for academic achievement but also for student self-esteem. In this model of instruction, the teacher acts as a facilitator, and the students actively participate in the process of learning and teaching. With guidance, students decide on the learning goals most pertinent to themselves, they devise a learning plan that will most likely help them achieve those goals, they direct themselves in carrying out that learning plan, and they assess how much they learned (Çubukçu, 2012, Introduction section).” [An annotation reads, “Locator (section title) is included for a paraphrase to help readers find the source in a long article without page numbers.”] “The major differences between student-centered learning and instructor-centered learning are summarized in Table 1.
Bell (2010) has argued that the chief benefit of student-centered learning is that it can connect students with 'real-world tasks,' thus making learning more engaging as well as more comprehensive (p. 42). For example, Bell observed a group of middle-school students who wanted to build a social justice monument for their school. They researched social justice issues, selected several to focus on, and then designed a three-dimensional playground to represent those issues. In doing so, they achieved learning goals in the areas of social studies, physics, and mathematics and practiced research and teamwork. Students engaged in this kind of learning performed better on both project-based assessments and standardized tests (Bell, 2010).” [An annotation reads, “Page number or other locator is not necessary for a paraphrase from a short article.”]
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Page number on the top right corner is 4.
“Table 1
Comparison of Two Approaches to Teaching and Learning” [An annotation reads, “Wang creates a table to compare and contrast two key concepts for her readers.”]
The column headers of the table are Teaching and learning period, Instructor-centered approach, and Student-centered approach. The table is interpreted as follows,
“Before class:
Instructor-centered approach:
(bullet) Instructor prepares a lecture/instruction on a new topic.
(bullet) Students complete homework on the previous topic.
Student-centered approach:
(bullet) Students read and view new material, practice new concepts, and prepare questions ahead of class.
(bullet) Instructor views student practice and questions, identifies learning opportunities.
During class:
Instructor-centered approach:
(bullet) Instructor delivers new material in a lecture or prepared discussion.
(bullet) Students—unprepared— listen, watch, take notes, and try to follow along with the new material.
Student-centered approach:
(bullet) Students lead discussions of the new material or practice applying the concepts or skills in an active environment.
(bullet) Instructor answers student questions and provides immediate feedback.
After class:
Instructor-centered approach:
(bullet) Instructor grades homework and gives feedback about the previous lesson.
(bullet) Students work independently to practice or apply the new concepts.
Student-centered approach:
(bullet) Students apply the concepts/skills to more complex tasks, some of their own choosing, individually and in groups.
(bullet) Instructor posts additional resources to help students.
Note. Adapted from The Flipped Class Demystified, by New York University, n.d. (h t t p s colon slash slash w w w dot n y u dot edu slash faculty slash teaching hyphen and hyphen learning hyphen resources slash instructional hyphen technology hyphen support slash instructional hyphen design hyphen assessment slash flipped hyphen classes slash the hyphen flipped hyphen class hyphen demystified dot h t m l).
A Stanford study came to a similar conclusion; researchers examined four schools that had moved from teacher-driven instruction to student-centered learning (Friedlaender et al., 2014). The study focused on students from a mix of racial, cultural, and socioeconomic” (The sentence continues on the next page.) [An annotation reads, “In a citation of a work with three or more authors, the first author’s name, followed by “et al.,” is given in parentheses or in a signal phrase.”]
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Page number on the top right corner is 5.
Text reads as follows,
“backgrounds, with varying levels of English-language proficiency. The researchers predicted that this mix of students, representing differing levels of academic ability, would benefit from a student-centered approach. Through interviews, surveys, and classroom observations, the researchers identified key characteristics of the new student-centered learning environments at the four schools:
(bullet) teachers who prioritized building relationships with students
(bullet) support structures for teachers to improve and collaborate on instruction
(bullet) a shift in classroom activity from lectures and tests to projects and performance-based assessments (pp. 5—7)
After the schools designed their curriculum to be personalized to individual students rather than standardized across a diverse student body and to be inclusive of skills such as persistence as well as traditional academic skills, students outperformed peers on state tests and increased their rates of high school and college graduation (Friedlaender et al., 2014, p. 3).” [An annotation reads, “Authors and year are given earlier in the paragraph, so only page numbers are provided at the end of the paraphrase.”]
A center-aligned heading reads, “Can Educational Technology Help Students Drive Their Own Learning?”
Text continues as follows,
“When students engage in self-directed learning, they rely less on teachers to deliver information and require less face-to-face time with teachers. For content delivery, many school districts have begun to use educational technology resources that, in recent years, have become more available, more affordable, and easier to use. For the purposes of this paper, the term 'educational technology resources' encompasses the following: distance learning, by which students learn from a remote instructor online; other online education programming such as slide shows and video or” (The sentence continues on the next page.)
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Page number on the top right corner is 6.
Text reads as follows,
“audio lectures; interactive online activities, such as quizzing or games; and the use of computers, tablets, smartphones, SMART Boards, or other such devices for coursework.
Much like student-centered learning, the use of educational technology began in many places as a temporary measure to keep classes running despite teacher shortages.” [An annotation reads, “Wang develops her thesis.”] “A Horn and Staker study (2011) examined the major patterns over time for students who subscribed to distance learning, for example.” [An annotation reads, “In a signal phrase, the word 'and' links the names of two authors; the date is given in parentheses.”] “A decade ago, students who enrolled in distance learning often fell into one of the following categories: They lived in a rural community that had no alternative for learning; they attended a school where there were not enough qualified teachers to teach certain subjects; or they were homeschooled or homebound. But faced with tighter budgets, teacher shortages, increasingly diverse student populations, and rigorous state standards, schools recognized the need and the potential for distance learning across the board.
As the teacher shortage has intensified, educational technology resources have become more tailored to student needs and more affordable. Pens that convert handwritten notes to digital text and organize them, backpacks that charge electronic devices, and apps that create audiovisual flash cards are just a few of the more recent innovations. Some educational technology resources entertain students while supporting student-centered learning. Svokos (2015) described popular educational games developed by the nonprofit organization Glass Lab and used in thousands of U.S. classrooms:
Some of the company’s games are education versions of existing ones — for example, its first release was SimCity E D U — while others are originals. Teachers get real-time updates on students’ progress as well as” (The sentence continues on the next page.) [An annotation reads, “Quotation of 40 or more words is indented without quotation marks.”]
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Page number on the top right corner is 7.
Text reads as follows,
“suggestions on what subjects they need to spend more time perfecting. (5. Educational Games section)” [An annotation reads, “Locator (section title) is used for a direct quotation from an online source with no page numbers.”]
“Many of the companies behind these products offer institutional discounts to schools where such devices are used widely by students and teachers.
Horn and Staker (2011) concluded that the chief benefit of technological learning was that it could adapt to the individual student in a way that whole-class delivery by a single teacher could not. Their study examined various schools where technology enabled student-centered learning. For example, Carpe Diem High School in Yuma, Arizona, hired only six certified subject teachers and then outfitted its classrooms with 280 computers connected to online learning programs. The programs included software that offered 'continual feedback, assessment, and incremental victory in a way that a face-to-face teacher with a class of 30 students never could. After each win, students continue to move forward at their own pace' (p. 9). Students alternated between personalized 55-minute courses online and 55-minute courses with one of the six teachers. The academic outcomes were promising. Carpe Diem ranked first in its county for student math and reading scores. Similarly, Rocketship Education, a charter network that serves low-income, predominantly Latino students, created a digital learning lab, reducing the need to hire more teachers. Rocketship’s academic scores ranked in the top 15 of all California low-income public schools.
It is clear that educational technology will continue to play a role in student and school performance. Horn and Staker (2011) acknowledged that they focused on programs in which integration of educational technology led to improved student performance.” [An annotation reads, “Wang uses her own analysis to shape the conversation among her sources in this synthesis paragraph.”] “In other schools, technological learning is simply distance learning—watching a remote teacher—and not student-centered” (The sentence continues on the next page.)
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Page number on the top right corner is 8.
Text reads as follows,
“learning that allows students to partner with teachers to develop enriching learning experiences. That said, many educators seem convinced that educational technology has the potential to help them transition from traditional teacher-driven learning to student-centered learning. All four schools in the Stanford study heavily relied on technology (Friedlaender et al., 2014). And indeed, Demski (2012) argued that technology is not supplemental but instead is 'central' to student-centered learning (p. 33). Rather than turning to a teacher as the source of information, students are sent to investigate solutions to problems by searching online, emailing experts, collaborating with one another in a wiki space, or completing online practice. Rather than turning to a teacher for the answer to a question, students are driven to perform—driven to use technology to find those answers themselves.”
A center-aligned heading reads, “How Can Public Schools Effectively Combine Teacher Talent and Educational Technology?”
Text continues as follows,
“Some researchers have expressed doubt that schools are ready for student-centered learning—or any type of instruction—that is driven by technology. In a recent survey conducted by the Nellie Mae Education Foundation, Moeller and Reitzes (2011) reported not only that many teachers lacked confidence in their ability to incorporate technology in the classroom but that 43 percent of polled high school students said that they lacked confidence in their technological proficiency going into college and careers. The study concluded that technology alone would not improve learning environments. Yet others argued that students adapt quickly to even unfamiliar technology and use it to further their own learning. For example, Mitra (2013) caught the attention of the education world with his study of how to educate students in the slums of India.” [An annotation reads, “Wang uses a source to introduce a counterargument.”] “He installed” (The sentence continues on the next page.)
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Page number on the top right corner is 9.
Text reads as follows,
“an Internet-accessible computer in a wall in a New Delhi urban slum and left it there with no instructions. Over a few months, many of the children had learned how to use the computer, how to access information over the Internet, how to interpret information, and how to communicate this information to one another. Mitra’s experiment was 'not about making learning happen. [It was] about letting it happen' (16:31).” [Annotations read, “Brackets indicate Wang’s change in the quoted material. For a direct quotation from a video, a time stamp indicates the start of the quotation.”] “He concluded that in the absence of teachers, even in developing countries less inundated by technology, a tool that allowed access to an organized database of knowledge (such as a search engine) was sufficient to provide students with a rewarding learning experience.
According to the Stanford study, however, the presence of teachers is still crucial (Friedlaender et al., 2014). Their roles will simply change from distributors of knowledge to facilitators and supporters of self-directed student-centered learning. The researchers asserted that teacher education and professional development programs can no longer prepare their teachers in a single instructional mode, such as teacher-delivered learning; they must instead equip teachers with a wide repertoire of skills to support a wide variety of student learning experiences. The Stanford study argued that since teachers would be partnering with students to shape the learning experience, rather than designing and delivering a curriculum on their own, the main job of a teacher would become relationship building. The teacher would establish a relationship with each student so that the teacher could support whatever learning the student pursues.
Many schools have already effectively paired a reduced faculty with educational technology to support successful student-centered learning. For example, Watson (2008)” (The sentence continues on the next page.)
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Page number on the top right corner is 10.
Text reads as follows,
“offered a case study of the Cincinnati Public Schools Virtual High School, which brought students together in a physical school building to work with an assortment of online learning programs. Although there were only 10 certified teachers in the building, students were able to engage in highly individualized instruction according to their own needs, strengths, and learning styles, using the 10 teachers as support (p. 7). Commonwealth Connections Academy (C C A), a public school in Pennsylvania, also brings students into a physical school building to engage in digital curriculum. However, rather than having students identify their own learning goals and design their own curriculum around those goals, C C A uses educational technology as an assessment tool to identify areas of student weakness. It then partners students with teachers to address those areas (pp. 8—9).”
A center-aligned heading reads, “Conclusion.”
Text continues as follows,
“Public education faces the opportunity for a shift from the model of teacher-delivered instruction that has characterized American public schools since their foundation to a student-centered learning model.” [An annotation reads, “Tone of the conclusion is objective and presents answers to Wang’s three organizational questions.”] “Not only has student-centered learning proved effective in improving student academic and developmental outcomes, but it can also synchronize with technological learning for widespread adaptability across schools. Because it relies on student direction rather than an established curriculum, student-centered learning supported by educational technology can adapt to the different needs of individual students and a variety of learning environments—urban and rural, well funded and underfunded. Similarly, when student-centered learning relies on technology rather than a corps of uniformly trained teachers, it holds promise for schools that would otherwise suffer from a lack of human or financial resources.”
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Page number on top right corner is 11.
A center-aligned heading reads, “References.” [An annotation reads, “List of references begins on a new page. Heading is centered and boldface.”]
Bell, S. (2010). Project-based learning for the twenty-first century: Skills for the future. The Clearing House, 83(2), 39-43.
Çubukçu, Z. (2012). Teachers’ evaluation of student-centered learning environments. Education, 133(1).
Demski, J. (2012, January). This time it’s personal. T H E Journal (Technological Horizons in Education), 39(1), 32-36.
Donitsa-Schmidt, S., ampersand Zuzovsky, R. (2014). Teacher supply and demand: The school level perspective. American Journal of Educational Research, 2(6), 420-429.
h t t p s colon slash slash d o i dot org slash 10 dot 12691 slash education hyphen 2 hyphen 6 hyphen 14
Friedlaender, D., Burns, D., Lewis-Charp, H., Cook-Harvey, C. M., ampersand Darling-Hammond, L. (2014). Student-centered schools: Closing the opportunity gap [Research brief]. Stanford Center for Opportunity Policy in Education. h t t p s colon slash slash ed policy dot stanford dot edu slash sites slash default slash files slash scope hyphen pub hyphen student hyphen centered hyphen research hyphen brief dot p d f [An annotation reads, List is alphabetized by authors’ last names. All authors’ names are inverted.]
Horn, M. B., ampersand Staker, H. (2011). The rise of K-12 blended learning. Innosight Institute h t t p colon slash slash w w w dot christensen institute dot org slash w p hyphen content slash uploads slash 2013 slash 04 slash The hyphen rise hyphen of hyphen K hyphen 12 hyphen blended hyphen learning dot p d f [An annotation reads, First line of an entry is at the left margin; subsequent lines indent 1 over 2 inches.]
Hutchison, L. F. (2012). Addressing the S T E M teacher shortage in American schools: Ways to recruit and retain effective S T E M teachers. Action in Teacher Education, 34(5/6), 541-550. h t t p s colon slash slash d o i dot org slash 10 dot 1080 slash
01626620 dot 2012 dot 729483
International Society for Technology in Education. (2016). Student-centered learning. h t t p colon slash slash w w w dot iste dot org slash connected slash standards slash essential hyphen conditions slash student hyphen centered hyphen learning [An annotation reads, Double-spacing is used throughout.]
Mitra, S. (2013, February). Build a school in the cloud [Video file]. Retrieved from https://www.ted.com/talks/sugata_mitra_build_a_school_in_the
_cloud ? language = en
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Page number on the top right corner is 12.
Text reads as follows,
Mitra, S. (2013, February). Build a school in the cloud [Video]. TED. h t t p s colon slash slash w w w dot ted dot com slash talks slash sugata underscore mitra underscore build underscore a underscore school underscore in underscore the underscore cloud question mark language equals en
Moeller, B., ampersand Reitzes, T. (2011, July). Integrating technology with student-centered learning. Nellie Mae Education Foundation. h t t p colon slash slash w w w dot n m e foundation dot org slash research slash personalization slash integrating hyphen technology hyphen with hyphen student hyphen centered hyphen learn
Rich, M. (2015, August 9). Teacher shortages spur a nationwide hiring scramble (credentials optional). The New York Times. h t t p s colon slash slash n y t i dot m s slash 1 W a a V 7 a
Svokos, A. (2015, May 7). 5 innovations from the past decade that aim to change the American classroom. Huffpost. h t t p s colon slash slash w w w dot huffpost dot com slash entry slash technology hyphen changes hyphen classrooms underscore n underscore 7190910
Watson, J. (2008, January). Blended learning: The convergence of online and face-to-face education. North American Council for Online Learning. h t t p colon slash slash w w w dot i nacol dot org slash w p hyphen content slash uploads slash 2015 slash 02 slash N A C O L underscore P P Blended Learning hyphen l r dot p d f
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Extended description for Text shows the abstract of the sample A P A research paper with annotations
Running head: “Technology and Student-Centered Learning” [An annotation reads, “A running head consisting of a shortened title is flush left on all pages.”]
Page number on the top right corner is 2.
A center-aligned heading reads, “Abstract.” [An annotation reads, “The abstract appears on a new page after the title page.”]
Text reads as follows,
“In recent decades, instructors and administrators have viewed student-centered learning as a promising pedagogical practice that offers both the hope of increasing academic performance and a solution for teacher shortages. Differing from the traditional model of instruction in which a teacher delivers content from the front of a classroom, student-centered learning puts the students at the center of teaching and learning. Students set their own learning goals, select appropriate resources, and progress at their own pace. Student-centered learning has produced both positive results and increases in students’ self-esteem. Given the recent proliferation of technology in classrooms, school districts are poised for success in making the shift to student-centered learning. The question for district leaders, however, is how to effectively balance existing teacher talent with educational technology.” [An annotation reads, “The abstract is a fewer than 250-word overview of the paper.”]
“Keywords: digital learning, student-centered learning, personalized learning, education technology, transmissive, blended” [An annotation reads, “Keywords help readers search for a paper online or in a database.”]
Return to Text shows the abstract of the sample A P A research paper with annotations
Extended description for A sample business report with annotations
Text on the top right reads, “Employee Motivation 5.”
An annotation reads, “Report formatted in typical business style, with citations in A P A style.”
Text reads as follows,
“Doug Ames, manager of operations for O A I S Y S, noted that some of these issues keep the company from outperforming expectations: 'Communication is not timely or uniform, expectations are not clear and consistent, and some employees do not contribute significantly yet nothing is done' (personal communication, February 28, 2021).
Recommendations
It appears that a combination of steps can be used to unlock greater performance for O A I S Y S. Most important, steps can be taken to strengthen the corporate culture in key areas such as communication, accountability, and appreciation. Employee feedback indicates that these are areas of weakness or motivators that can be improved. This feedback is summarized in Figure 1.”
An annotation reads, “Visual referred to in body of report.”
“A plan to use communication effectively to set expectations, share results in a timely fashion, and publicly offer appreciation to specific contributors will likely go a long way toward aligning individual motivation with corporate goals. Additionally, holding individuals accountable for results will bring parity to the workplace.”
A bar graph shows that communication is nearly 74 percent, accountability is 50 percent, and appreciation is nearly 49 percent. Caption reads, “Figure 1. Areas of greatest need for improvements in motivation.” An annotation reads, “Figure, a bar graph, appears at bottom of page on which it is mentioned. Figure number and caption are placed below figure.”
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Extended description for A sample business letter with annotations
The center-aligned title reads, “Latinx Voice.”
Date, inside address, and salutation are left-aligned and read as follows,
“March 16, 2021
Jonathan Ríos
Managing Editor
Latinx World Today
2971 East Oak Avenue
Boston, M A 00000
Dear Mr. Ríos:
Body of the letter reads as follows:
Thank you very much for taking the time yesterday to speak to the University of Bedford’s Latinx Club. A number of students have told me that they enjoyed your presentation and found your job search suggestions to be extremely helpful.
As I mentioned to you, the club publishes a monthly newsletter, Latinx Voice. Our purpose is to share up-to-date information and expert advice with members of the university’s Latinx population. Considering how much students benefited from your talk, I would like to publish excerpts from it in our newsletter.
I have transcribed parts of your presentation and organized them into a question-and-answer format for our readers. Would you mind looking through the enclosed article and letting me know if I may have your permission to print it? I’m hoping to include this article in our next newsletter, so I would need your response by April 4.
Once again, Mr. Ríos, thank you for sharing your experiences with us. I would love to be able to share your thoughts with students who couldn’t hear you in person.”
Annotation reads, “Paragraphs single-spaced, not indented; double-spacing between paragraphs.”
“Sincerely,” (Annotation reads, “Close.”)
“Jeffrey Richardson
Jeffrey Richardson
Associate Editor” (Annotation reads, “Signature.”)
“E n c dot” (Annotation reads, “Indicates something enclosed with letter.”)
“101 STUDENT CENTER UNIVERSITY OF BEDFORD BOSTON MA 00000”
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Extended description for A sample resume with annotations
An annotation reads, “Limit resume to one page if possible, two pages at most.”
Text reads as follows,
“Alexis A. Smith
404 Ponce de Leon N E, hash B 7
Atlanta, G A 30308
404-231-1234
asmith at smith dot local host
EDUCATION
Bachelor of Arts, English expected May 2021
Georgia State University, Atlanta, G A
(bullet) Emphasis areas: journalism and communication
(bullet) Study Abroad, Ecuador (Fall 2019)
(bullet) Dean’s List (Fall 2018, Fall 2019, Spring 2020)”
An annotation reads, “Information presented in reverse chronological order.”
“EXPERIENCE
Copyeditor September 2019 to present
The Signal, Atlanta, G A
(bullet) Copyedit articles for spelling, grammar, and style
(bullet) Fact-check articles
(bullet) Prepare copy for web publication in Dreamweaver
Writing Tutor October 2018 to present
Georgia State University Writing Studio, Atlanta, G A
(bullet) Work with undergraduate and graduate students on writing projects in all subject areas
(bullet) Provide technical support for multimedia projects”
Annotations read, “Bulleted lists organize information. Present-tense verbs (work, provide) used for current activities.”
“OUTREACH AND ACTIVITIES
(bullet) Publicity Director, English Department
Student Organization August 2019 to present
(bullet) Coordinator, Georgia State University
Relay for Life Student Team April 2019, 2020
SKILLS
(bullet) Writing: competent communicating to different audiences, using a range of written forms (articles, reports, flyers, pamphlets, memos, letters)
(bullet) Design: capable of creating visually appealing, audience-appropriate documents; skilled at taking and editing photographs
(bullet) Technical: proficient in Microsoft Office; comfortable with Dreamweaver, Photoshop, InDesign
(bullet) Language: fluent in spoken and written Spanish”
An annotation reads, “Information organized into clear categories — Education, Experience, etcetera — and formatted for easy scanning.”
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Extended description for A sample professional memo with annotations
The center-aligned title reads, “Commonwealth Press, Memorandum.”
Text reads as follows,
“February 26, XXXX
To: Editorial assistants, Advertising Department
c c: Stephen Chapman
From: Helen Brown
Subject: Training for new database software”
(Annotations read, “Date, name of recipient(s), name of sender on separate lines.” “Subject line describes topic concisely.”)
“The new database software will be installed on your computers next week. I have scheduled a training program to help you become familiar with the software and with our new procedures for data entry and retrieval.” (An annotation reads, “Introduction states point of memo.”)
“Training program” (An annotation reads, “Headings guide readers and promote quick scanning of document.”)
“A member of our I T staff will teach in-house workshops on how to use the new software. If you try the software before the workshop, please be prepared to discuss any problems you encounter.
We will keep the training groups small to encourage hands-on participation and to provide individual attention. The workshops will take place in the training room on the third floor from 10:00 a.m. to 2:00 p.m.
Lunch will be provided in the cafeteria.
Sign-up
Please sign up by March 5 for one of the following dates by adding your name in the department’s online calendar:
(bullet) Monday, March 8
(bullet) Wednesday, March 10
(bullet) Friday, March 12” (An annotation reads, “List calls attention to important information.”)
“If you will not be in the office on any of those dates, please let me know by March 5.”
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Extended description for A sentence with edits
“Dreaming in Cuban was writing by Cristina García.”
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“The child is being test.”
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“The art museum will launches its fundraising campaign next month.”
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“The translator could spoke many languages, so the ambassador hired her for the European tour.”
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“If I was president, I would make children’s issues a priority.”
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“A truck cut in front of our van. When truck skidded a few seconds later, we almost crashed into it.”
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“Bryce warned me that radio in his car was not working.”
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“If I win the lottery, I will buy the brand-new bright red sports car.”
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“Our petite daughter dated tallest boy in her class.”
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“During an eclipse, one should not look directly at sun.”
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“Please don’t slam door when you leave.”
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“Tin whistle is common in traditional Irish music.”
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“My English professor asked me to bring dictionary to class.”
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The noun dictionary refers to “any dictionary.”
“We want to rent apartment close to the lake.”
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The noun apartment refers to “any apartment close to the lake,” not a specific apartment.
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“The kindness is a virtue.”
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“In some parts of the world, the rice is preferred to all other grains.”
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“Fountain is an expensive element of landscape design.”
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“Is an apple pie in the refrigerator.”
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“As you know, many religious sects in India.”
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“The doctor she advised me to cut down on salt.”
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“The watch that I lost on vacation it was in my backpack.”
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“Myrna enjoyed the seminars she attended them last week.”
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“Mother wrapped carefully the gift.”
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“A good money manager controls expenses, and invests surplus dollars to meet future needs.”
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“When Irwin was ready to iron his cat tripped on the cord.”
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“Ed’s house which is located on thirteen acres was completely furnished with bats in the rafters and mice in the kitchen.”
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“The giant panda, that was born at the National Zoo in 2013, was sent to China in 2017.”
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“The helicopter with its million-candlepower spotlight illuminating the area circled above.”
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“One corner of the attic was filled with newspapers, dating from the early 1900s.”
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“Darwin’s most important book On the Origin of Species was the result of many years of research.”
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“The song, 'Formation,' was blasted out of huge amplifiers.”
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“Ron discovered a leak, and came back to fix it.”
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“We knew that she had won, but that the election was close.”
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“Zoos large enough to give the animals freedom to roam, are becoming more popular.”
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“Drivers, who think they own the road, make cycling a dangerous sport.”
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“Don't try to visit the botanical garden, unless you have booked a tour in advance.”
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“Medical schools are changing, but, traditional dermatology programs have often ignored Black and brown skin.”
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“Shade-loving plants such as, begonias, impatiens, and coleus can add color to a shady garden.”
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“Although, the air was balmy, the water was cold.”
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“Sylvia knew that her A C T score was low, (only 22), but she felt confident about her application essay.”
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“Samuel Goldwyn once said, that a verbal contract isn’t worth the paper it’s written on.”
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“'Why don’t you try it?,' she coaxed. 'You can’t do any worse than the rest of us.'”
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“Researchers point to key benefits of positive thinking: It leads to high self-esteem, especially in people who focus on their achievements, it helps make social interactions, such as those with co-workers, more enjoyable, and, most important, it results in better sleep and overall health.”
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“Five of the applicants had worked with spreadsheets; but only one was familiar with database management.”
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“Some important vitamins found in vegetables are: vitamin A, thiamine, niacin, and vitamin C.”
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“The heart’s two pumps each consist of: an upper chamber, or atrium, and a lower chamber, or ventricle.”
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“The N C A A regulates college athletic teams, including: basketball, baseball, softball, and football.”
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Sentence 1: “Some outpatient’s have special parking permits.”
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“We attended a reading by Richard Blanco, who’s poetry focuses on the experiences of Cuban immigrants.”
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“152 children in our program need dental treatment.”
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Text below reads, “Rewriting the sentence may be less awkward if the number is long: In our program, 152 children need dental treatment.”
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Extended description for The inside front cover of the book, Rules for Writers, Tenth Edition by Diana Hacker and Nancy Sommers
Text on the inside front cover reads as follows:
How to Use This Book
Have questions about writing?
Rules for Writers has answers.
A photo shows a student carrying a backpack and holding a book.
Find your favorite way to search the handbook — and then breathe easier.
Brief menu next page
Full table of contents pages Roman numeral 7 to 20
Index pages 541 to 583
Lists of M L A /A P A models page 404 (M L A) or page 477 (A P A)
Glossary of usage pages 157 to 164
Rules for Writers is designed to save you time and help you find answers quickly. Keep it handy as you draft and revise and as you cite sources. Even better — flag sections that help with specific assignments or feedback. When you personalize the book in this way, it becomes faster and more reliable than a Google search.
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Extended description for The back cover of the book, Rules for Writers, Tenth Edition by Diana Hacker and Nancy Sommers
Text on the back cover reads as follows:
Practical writing help.
More for your money.
There’s no need to search the web for writing help when you have Rules for Writers. Do you have questions about drafting a thesis statement? Summarizing an article? Fixing a run-on sentence? Citing a YouTube video? The answers are all here — easy to find, in a resource you can trust. Stop searching and start writing.
A quotation reads, “For an economical price, students and instructors find comprehensive coverage without unnecessary bells and whistles — I recommend Rules for Writers without reservation.” — Siobhan Craft Brownson, Winthrop University
Achieve with Rules for Writers puts writing and revision at the core of your course, with a dedicated composition space that guides students through draft, review, Source Check, reflection, and revision. For details, visit macmillan learning dot com slash college slash u s slash english digital.
The bottom right portion of the back cover shows the website address macmillan learning dot com, the logo of Bedford/ Saint Martin’s Macmillan Learning, and the I S B N.
Return to The back cover of the book, Rules for Writers, Tenth Edition by Diana Hacker and Nancy Sommers
Extended description for A sample working thesis statement, with annotations.
Main text reads: Working Thesis Statement
State governments have the responsibility to regulate healthy eating choices because of the rise of chronic diseases.
Annotation reads: Good start: It provides an answer to the question but doesn’ t show why the thesis matters.
Return to A sample working thesis statement, with annotations.
Extended description for A sample working thesis statement, with annotations.
Main text reads: Working Thesis Statement
State governments have the responsibility to regulate healthy eating choices because of the rise of chronic diseases.
Annotation reads: Good start: It provides an answer to the question but doesn’ t show why the thesis matters.
Return to A sample working thesis statement, with annotations.
Extended description for Two example sentences demonstrate incorrect comma usage.
The first sentence reads, It was a senseless, dangerous, mission.
The second sentence reads, Deer are often responsible for severely, damaged crops.
Return to Two example sentences demonstrate incorrect comma usage.
Extended description for An example of a comma splice.
The sentence reads, Air pollution poses risks to all humans, however, it can be deadly for asthma sufferers.
The comma after the word humans is circled.
Return to An example of a comma splice.
Extended description for A sentence with edits.
The words are new, French, two, bicycles, racing. The rearrangement reads, two new French racing bicycles.
Return to A sequence of words is rearranged to form a phrase.
Extended description for A sentence with edits.
The sentence reads, We should to order pizza for dinner. The word “to” is crossed out.
Return to A sentence with edits.