Acknowledgments

Successful college writing, Eighth edition - Kathleen T. McWhorter 2020


Acknowledgments

This edition benefited from the experience of those instructors who reviewed the seventh edition and the manuscript for the eighth edition. I am grateful for their thoughtful comments and helpful advice: Raphael Bennett, Broward College; Jacqueline Bollinger, Erie Community College; Leah Creque, Morehouse College; Jaime Manuel Flores, Waukesha County Technical College; Ellen Gilmour, SUNY University at Buffalo; Elizabeth Hardy, Mayland Community College; Michele Hardy, Prince George’s Community College; Sheena Hernandez, Garden City Community College; Elizabeth Jones, Wor-Wic Community College; Dianna Just, Northeastern Oklahoma A&M College; Julie Karey, Columbia College; Gus LaFosse, Kilgore College; Marissa McKinley, Indiana University of Pennsylvania; James Minor, South Piedmont Community College; James Ortego, Troy University—Dothan; Andrew Preslar, Lamar State College—Orange; James D. Richey Jr., Tyler Junior College; Portia Scott, Kilgore College; and Lisa Tittle, Harford Community College.

A number of instructors also kindly agreed to provide feedback on draft content and how to improve it. My thanks go out to Raphael Bennett, Broward College—Central; Jacqueline Bollinger, Erie Community College; Floyd Brigdon, Trinity Valley Community College; Debra Farve, Mt. San Antonio College; Jaime Manuel Flores, Waukesha County Technical College; Keith Freeman, Morehouse College; Jason Graves, Kilgore College; Seonae Ha-Birdsong, Northeastern Oklahoma A&M College; Julia Harper, Wor-Wic Community College; Jen Jacobs, Harford Community College; Gus LaFosse, Kilgore College; Andrew Preslar, Lamar State College—Orange; Melissa Reddish, Wor-Wic Community College; Jennifer Richardson, Northern Virginia Community College; James T. Richey Jr., Tyler Junior College; Portia Scott, Kilgore College; Wei Yan, St. Louis Community College—Forest Park; and Gwendolyn Whitehead, Lamar State College—Orange.

Additional thanks go to the instructors who provided feedback on A Student’s Companion for Successful College Writing: Debra Airheart, Trinity Valley Community College; Lynda Brooks, Kilgore College; Quanisha Charles, Jefferson Community and Technical College—Downtown; Rachel Dobrauc, Waukesha County Technical College; Debra Farve, Mt. San Antonio College; Heather Shea Fitch, Kilgore College; Jaime Manuel Flores, Waukesha County Technical College; Heidi Johnsen, LaGuardia Community College; James T. Richey Jr., Tyler Junior College; Lucas Shepherd, Tyler Junior College; and Wei Yan, St. Louis Community College—Forest Park.

I also want to thank Elizabeth Gruchala-Gilbert for her research assistance (Seattle Pacific University); Carolyn Lengel, Heather Fitch (Kilgore College), and Andrew Preslar (Lamar State College—Orange), with help from Debra Farve (Mt. San Antonio College), for all their hard work on A Student’s Companion for Successful College Writing, a supplement for students in co-requisite (or ALP) classes or for anyone who needs a little extra help developing ideas, drafting, and revising an essay; and Jamey Gallagher for writing material on teaching a co-requisite (or ALP) course alongside a freshman writing course for the instructor’s manual.

I especially want to thank Kathy Tyndall for her valuable assistance in helping me revise portions of the manuscript, including the apparatus following the readings and the annotations in the Instructor’s Annotated Edition, and for her help in revising the instructor’s manual and writing the quizzes for reading comprehension and summary practice.

Many people at Bedford/St. Martin’s have contributed to the creation and development of Successful College Writing. Each person with whom I have worked is a true professional. Each demonstrates high standards and expertise, and each is committed to producing a book focused on student needs.

My thanks to Leasa Burton, vice president for humanities at Bedford/St. Martin’s, for her tireless efforts to helm the ship; Stacey Purviance, program director for the English group at Bedford/St. Martin’s, for overseeing this project and making valuable contributions to its revision; and Karita dos Santos, senior program manager, for her forthright advice and valuable assistance in making some of the more difficult decisions about the book and her untiring efforts to champion this book. Special thanks go to Adam Whitehurst, director of media editorial for the humanities; Angela Beckett, advanced media editor; and Emily Brower, media project manager, for their thoughtful work on Achieve. I also appreciate the advice and guidance that marketing manager Amy Haines has provided at various junctures in the revision of this text. Paola García-Muñiz, assistant editor, has helped improve and prepare the manuscript in innumerable ways. Ryan Sullivan, senior digital content project manager, deserves special recognition for his herculean efforts in guiding this revision through the production process.

I owe the largest debt of gratitude to Jane Carter, my development editor, for her valuable guidance and assistance in preparing this revision. Her careful editing and attention to detail have strengthened the eighth edition significantly. She helped me to reinforce the book’s strengths and retain its focus on providing extra help to students.

Finally, I must thank the many students who inspired me to write this book and the many students whose writing I have been delighted to include, especially Darnell Henderson, Mya Nunnally, and Thai Luong, whose talent produced the three new student essays in the eighth edition. From my students I have learned how to teach, and they have shown me how they think and learn. My students, then, have made the largest contribution to this book, for without them I would have little to say and no reason to write.

Kathleen T. McWhorter

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Print and Digital Options for Successful College Writing

Choose the format that works best for your course, and ask about our packaging options that offer savings for students.

Print

Paperback student edition. To order the paperback version of Successful College Writing, Eighth Edition, use ISBN 978-1-319-24509-2. To order the paperback version packaged with Achieve, use ISBN 978-1-319-38847-8. To order the paperback version packaged with A Student’s Companion for Successful College Writing, use ISBN 978-1-319-38851-5.

Loose-leaf edition. This format does not have a traditional binding; its pages are loose and hole punched to provide flexibility and a lower price to students. To order the loose-leaf edition of Successful College Writing, use ISBN 978-1-319-38733-4. The loose-leaf edition can be packaged with Achieve for additional savings. To order the loose-leaf packaged with Achieve, use ISBN 978-1-319-38936-9.

A Student’s Companion for Successful College Writing (Lengel/Fitch). This student supplement is designed specifically to help underprepared students succeed in first-year composition. To order A Student’s Companion for Successful College Writing, use ISBN 978-1-319-35731-3. To order Successful College Writing, Eighth Edition, packaged with A Student’s Companion, use ISBN 978-1-319-38851-5.

Digital

Achieve with Successful College Writing. Achieve puts student writing at the center of your course and keeps revision at the core, with a dedicated composition space that guides students through drafting, peer review, source check, reflection, and revision. Fully editable pre-built assignments support the book’s approach and an e-book is included. For details, visit macmillanlearning.com/college/us/englishdigital.

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Instructor Resources

You have a lot to do in your course. We want to make it easy for you to find the support you need — and to get it quickly.

Instructor’s Annotated Edition of Successful College Writing, Eighth Edition, includes the full student edition of the text as well as possible answers to all the activities in the text and teaching tips for both first-year composition and any ALP/co-requisite sections. To order an examination copy of the Instructor’s Annotated Edition, use ISBN 978-1-319-35730-6. (Answers and tips are also available in Achieve as a downloadable PDF.)

Instructor’s Resource Manual for Successful College Writing, Eighth Edition, is available as a PDF that can be downloaded from the book’s catalog page at macmillanlearning.com and is also available in Achieve. The instructor’s manual offers a wide variety of tips, strategies, and approaches, allowing instructors to choose the methodology that is compatible with their teaching style and philosophy. It includes chapters on teaching with Successful College Writing, designing a course plan for first-year composition (with sample plans and syllabus), teaching and designing a co-requisite (or ALP) writing class (by Jamey Gallagher, Community College of Baltimore County), assessing student writing, teaching as an adjunct instructor, using the writing center, finding resources for teaching composition, administering two provided writing assessment tests, and more.

Lecture Slides for Successful College Writing, Eighth Edition, outlines the instructional content in Parts 1— 4 of the text and includes key graphic organizers and revision flowcharts.

Features of Successful College Writing, Eighth Edition, Correlated to the Writing Program Administrators (WPA) Outcomes Statement (2014)

Desired Student Outcomes

Relevant Features of Successful College Writing

RHETORICAL KNOWLEDGE

Learn and use key theoretical concepts through analyzing and composing a variety of texts.

✵ Chapter 1 covers successful learning strategies in general and for the writing class in particular; it also covers expectations for reading and writing in college.

✵ Chapter 2 offers advice for reading academic and other challenging texts, including instruction on active reading (including previewing) and reading to respond (annotating, summarizing, and keeping a response journal).

✵ Chapter 3 offers advice for reading texts and visuals critically, including analyzing the author’s ideas; language; and assumptions, generalizations, or omissions, as well as reading photos and graphics actively and critically.

✵ New sections on academic writing throughout Parts 1 and 2 offer students extra help with the kinds of writing they are expected to produce in college.

✵ Chapters in Parts 3 and 4 include reading selections for a variety of audiences, from popular to more scholarly (see, for example, “Why Are Some People More Gullible Than Others?” by Scientia Professor of Psychology Joseph Paul Forgas), followed by scaffolded apparatus to help students read actively and critically; Guided Writing Assignments that help students craft essays using a variety of rhetorical modes; annotated student essays that provide useful examples of successful college writing; and “Using [Mode] in College and the Workplace” boxes at the beginning of each chapter in Parts 3 and 4.

✵ New “Explore, Research, Write” assignments (following the professional reading selections in Chapters 13— 18 and 20) provide students with vetted reading selections and ask them to use those selections to practice writing from sources.

✵ Part 5 offers advice for writing using sources and citing sources in MLA and APA style.

✵ Part 6 offers advice about writing in specific academic contexts (Chapter 24, “Reading and Writing about Literature,” and Chapter 25, “Essay Examinations and Portfolios”) and about writing in the workplace (Chapter 26, “Multimedia Presentations and Business Writing”).

Gain experience reading and composing in several genres to understand how genre conventions shape and are shaped by readers’ and writers’ practices and purposes.

✵ Chapter 1 covers reading a syllabus and highlights the expectation that students will both read and produce writing in a variety of genres, from abstracts to research projects.

✵ Part 2 includes several new sections on academic writing to help students learn to read academic texts like writers and apply what they learn to their own writing.

✵ Chapters 19 and 20 cover reading and writing arguments.

✵ Chapter 23 covers writing a research project, with example research projects in MLA and APA style.

✵ Chapter 24 instructs students in reading literature and writing literary analyses and includes a sample essay.

✵ Chapter 25 covers writing essay examinations and compiling portfolios, with a sample essay answer, sample portfolio contents, and reflective letter.

✵ Chapter 26 covers creating multimedia presentations using PowerPoint and Prezi presentation slides, writing résumés and job application letters, and writing in electronic media for business.

Develop facility in responding to a variety of situations and contexts calling for purposeful shifts in voice, tone, level of formality, design, medium, and/or structure.

✵ Chapter 2 includes a new section on reading digital text and provides a list of strategies for reading digital text. Chapter 2 also includes coverage of analyzing the author’s tone.

✵ Chapter 3 covers reading critically, particularly by paying attention to the author’s use of language.

✵ The chapters in Part 2 include new sections on academic writing, including one in Chapter 8 that emphasizes maintaining an appropriate tone in academic writing, without sacrificing voice.

✵ Chapter 9 offers instruction on editing words and sentences, including editing to create an appropriate tone and level of diction.

✵ Chapter 23 covers appropriate formats for writing a paper using sources in MLA and APA style.

✵ Chapter 26 covers appropriate business writing formats and styles for résumés, job application letters, and electronic business correspondence. It also covers appropriate design and formatting of slides in presentation software, such as PowerPoint and Prezi.

✵ Achieve* includes tutorials in critical reading and digital writing. LearningCurve includes activities in critical reading, topic sentences and supporting details, topics and main ideas, and issues of correctness.

Understand and use a variety of technologies to address a range of audiences.

✵ Chapter 2 includes a new section on reading digital text, and provides a list of strategies for reading digital text effectively.

✵ Chapter 9 discusses computer-aided proofreading, including the pitfall of relying too heavily on spell-check and grammar-check software.

✵ Achieve* offers tutorials in documenting and working with sources in both MLA and APA style, as well as tutorials in making multimedia presentations, job searching, and personal branding.

Match the capacities of different environments (e.g., print and electronic) to varying rhetorical situations.

✵ Chapter 2 includes a new section on reading digital text and provides a list of strategies for reading digital text successfully.

✵ Chapter 22 covers researching online.

✵ Chapter 23 covers using appropriate formats (MLA or APA) for writing a paper using sources.

✵ Chapter 25 covers using print and digital portfolios for assessment and learning.

✵ Chapter 26 covers planning, drafting, and delivering a multimedia presentation using visual aids (objects and presentation slides), whether face-to-face or via the Web; creating effective résumés and job application letters, whether printed or uploaded electronically; and using electronic media for business writing.

Instructor’s Resource Manual for Successful College Writing, Eighth Edition (for instructors), covers teaching and learning online.

✵ Achieve* offers tutorials on digital writing (including photo and audio editing), making presentations, word processing, using online research tools, and job search/personal branding.

CRITICAL THINKING, READING, AND COMPOSING

Use composing and reading for inquiry, learning, critical thinking, and communicating in various rhetorical contexts.

The entire book is informed by the connection between reading critically and writing effectively, but see the following sections:

✵ Chapter 1 covers the importance of reading and writing for college success and the distinctive qualities and demands of academic reading and writing.

✵ Chapter 2 covers reading actively and understanding and responding to reading in writing.

✵ Chapter 3 covers thinking critically about text and images by analyzing the author’s ideas, use of language, assumptions, generalizations, and omissions; synthesizing ideas; and analyzing photographs and graphics by reading them actively and critically.

✵ The “Just-in-Time Guide to Reading and Responding” provides a useful reference for students who need help with reading, developing college-level vocabulary, highlighting appropriately, and preparing for a discussion of a reading selection.

✵ Part 2 includes new “Academic Writing” sections that offer help with the kinds of writing tasks students are expected to produce in college.

✵ Parts 3 and 4 cover thinking critically about the features of the genre, including analyzing and evaluating a reading in the chapter’s pattern, and synthesizing ideas across readings. The apparatus following the reading selections in the latter part of each chapter provide activities that walk students through the process of analyzing the reading.

✵ Achieve* offers tutorials and activities in LearningCurve on reading critically.

Read a diverse range of texts, attending especially to relationships between assertion and evidence, to patterns of organization, to interplay between verbal and nonverbal elements, and to how these features function for different audiences and situations.

✵ Chapter 1 includes coverage of expectations for academic reading and writing and why improving one’s reading and writing skills is crucial.

✵ Chapter 2 focuses entirely on strategies for reading and responding to text and visuals. This chapter also now includes coverage of reading digital texts effectively.

✵ Chapter 3 includes coverage of assessing evidence, distinguishing between fact and opinion, and the roles patterns of development and synthesis and illustrations (photographs and graphics) play in writing.

✵ Chapter 4 includes coverage of the importance of purpose, audience, point of view, genre, and medium in reading and writing.

✵ Chapter 5 emphasizes the importance of supporting a thesis with evidence, including incorporating visuals as evidence.

✵ Chapter 6 focuses on the relationship between a paragraph’s topic and use of supporting evidence.

✵ Chapter 8 includes coverage of tone, including a new section on crafting an appropriate tone in academic writing — without losing the writer’s individual voice.

✵ Parts 3 and 4 focus on a pattern of organization, with each including a section that asks students to consider the role of the audience and situation. Readings in these chapters range from popular (see “I’m Not Leaving until I Eat This Thing” and “Pockets”) to accessible scholarly selections (see “The Psychology of Stuff and Things,” “His Marriage and Hers: Childhood Roots,” and “Why Some People Are More Gullible Than Others”). Where appropriate, activities following the readings also ask students to think critically about the relationship between text and visuals.

✵ Chapter 19 covers supporting an arguable claim, evidence and appeals, and responses to alternative views.

✵ Chapter 23 addresses appropriate tone for essays written for academic audiences and the role of reasons and evidence in supporting the writer’s ideas.

Locate and evaluate (for credibility, sufficiency, accuracy, timeliness, bias, and so on) primary and secondary research materials, including journal articles, essays, books, databases, and informal electronic networks and Internet sources.

✵ Chapter 3 focuses on analyzing a selection critically, including assessing the quality of the evidence and the author’s use of language to discover bias or faulty reasoning.

✵ Chapter 19 asks readers to attend to reasons, evidence, and appeals when reading arguments.

✵ Chapter 21 emphasizes choosing appropriate source types for the project (primary vs. secondary source; scholarly, popular; books vs. articles vs. media sources); evaluating sources for relevance, including timeliness and appropriateness for the audience; and reliability, including fairness and objectivity, verifiability, and bias.

✵ Chapter 22 provides instruction on using library resources, including using key words effectively for searching catalogs and databases, using and choosing appropriate research tools such as subject guides and government documents, and conducting field research.

Use strategies — such as interpretation, synthesis, response, critique, and design/redesign — to compose texts that integrate the writer’s ideas with those from appropriate sources.

✵ Chapter 2 covers a variety of strategies, including synthesis, analysis, response, and critique in its “Guide to Responding to a Reading.”

✵ Chapter 3 covers using analysis of an author’s ideas, language, and assumptions/generalizations/omissions to read critically.

✵ The chapters in Part 2 now include “Academic Writing” sections that help students write effectively for an academic audience, including guiding students as they paraphrase, summarize, and quote from sources and helping students learn to introduce, present, and explain material borrowed from sources while avoiding plagiarism.

✵ Chapters 11— 18 each include a “How Writers Read” box that challenges students to analyze and evaluate the readings in the chapter’s rhetorical mode and a “Synthesizing Ideas” box that asks students to make connections among readings. The apparatus following reading selections in the second half of each chapter also includes activities for analyzing the writer’s technique, thinking critically about the rhetorical mode, and responding to the reading.

✵ Chapters 13— 18 and 20 now include “Explore, Research, Write” activities that supply three reading selections and ask students to draw on those selections to write an essay.

✵ Chapter 22 covers evaluating notes and synthesizing sources.

✵ Chapter 23 covers integrating information from sources with the students’ own ideas as well as integrating quotations, paraphrases, and summaries while avoiding plagiarism.

✵ Tutorials in documenting and working with sources are available in Achieve.*

PROCESSES

Develop a writing project through multiple drafts.

✵ The chapters in Part 2 pay close attention to the writing process: Chapter 4 focuses on finding and focusing ideas; Chapter 5, on developing and supporting a thesis; Chapter 6, on writing focused, well-supported paragraphs; Chapter 7, on organizing and drafting an essay; Chapter 8, on revising an essay for content and organization, including benefits and processes of peer revising; Chapter 9, on reading and revising a draft critically. One student’s writing process, from idea generation through revision, is depicted across the chapters in Part 2, while two other student essays (by Darnell Henderson and Kate Atkinson) demonstrate parts of the writing process.

✵ The Guided Writing Assignments in Parts 3 and 4 walk students through the writing process for each of the rhetorical modes.

✵ Chapter 25 coverage of developing a portfolio emphasizes the importance of demonstrating and reflecting on the writing process.

✵ Achieve* puts student writing at the center of the course and keeps revision at the core, with a dedicated composition space that guides students through drafting, peer review, source check, reflection, and revision.

A Student’s Companion for Successful College Writing (ISBN 978-1-319-35731-3) offers additional writing activities to help students build a fully developed essay in each of the modes. A Student’s Companion is available as a stand-alone text or as a student-facing resource in Achieve.*

Develop flexible strategies for reading, drafting, reviewing, collaborating, revising, rewriting, rereading, and editing.

✵ Chapter 1 introduces the idea of learning strategies to help students adapt their approach to the needs of the assignment or discipline.

✵ Chapter 2 offers a “Guide to Active Reading” that asks students to preview, activate background knowledge and write guide questions, highlight key points, and make connections among ideas. It also includes a “Guide to Responding to a Reading” that asks students to summarize to check their understanding, annotate and synthesize to connect the writer’s ideas with their own, and analyze and evaluate the reading. Finally, the chapter walks students through the process of writing a response essay, from devising ideas to revising, editing, and proofreading.

✵ Part 2 provides an overview of the writing process, with activities and student samples punctuating the process. It also includes coverage and models to help students participate in and benefit from peer review.

✵ The Guided Writing Assignments in Parts 3 and 4 offer pattern-specific coverage of prewriting, drafting, revision, editing, and proofreading.

✵ Chapter 25 includes coverage of developing a portfolio, emphasizing the importance of demonstrating and reflecting on the student’s writing process.

A Student’s Companion for Successful College Writing (ISBN 978-1-319-35731-3), a new supplement, offers reading activities for each mode and rubrics for each of the Guided Writing Assignments in the text. Students can use these rubrics to assess their own writing or the writing of their peers.

✵ Achieve* puts student writing at the center of the course and keeps revision at the core, with a dedicated composition space that guides students through drafting, peer review, source check, reflection, and revision.

Use composing processes and tools as a means to discover and reconsider ideas.

✵ Chapter 2 walks students through the process of writing a response essay based on techniques of active reading, critical reading, and reading-to-write strategies such as annotating an essay and keeping a response journal.

✵ Chapter 3 asks students to read, analyze, and evaluate the author’s ideas, using strategies such as analyzing the author’s language (denotation vs. connotation), figurative language, and tone; and analyzing generalizations and omissions.

✵ Chapter 8 focuses on revising for big-picture issues, the thesis, supporting evidence, organization, and development. The chapter also introduces peer revision and responding to the instructor’s comments as strategies for revising.

✵ Parts 3 and 4 offer pattern-specific coverage of prewriting, drafting, revision, editing, and proofreading.

✵ Chapter 25 emphasizes the importance of demonstrating and reflecting on the student’s writing process in the context of creating a portfolio.

✵ Part 5 chapters cover writing a research project, including planning, finding, and evaluating sources; drafting and synthesizing information to support the writer’s own ideas; revising the research project; and citing sources in a style that is appropriate to the discipline. Student samples in these chapters provide appropriate models for college-level research projects.

Experience the collaborative and social aspects of writing processes.

✵ Opportunities to work collaboratively appear in exercises throughout the book (see, for example, the “Working Together” activities), with additional ideas for collaboration suggested in the teaching tips in the Instructor’s Annotated Edition. (These tips are also available as a downloadable PDF in Achieve* with Successful College Writing.)

✵ Chapter 4 provides instruction for brainstorming in groups.

✵ Chapter 8 includes coverage of peer review and tips for getting the best results from collaborative editing.

✵ Chapter 6 of Instructor’s Resource Manual for Successful College Writing offers tips on managing the peer review process. (The instructor’s manual is available as a free download from the instructor’s tab on the Successful College Writing catalog page at macmillanlearning.com and also in Achieve.*)

Learn to give and to act on productive feedback on works in progress.

✵ Chapter 8 includes coverage of peer review, tips for getting the best result from the process, and using the instructor’s comments to revise.

✵ The chapters in Parts 3 and 4 provide Guided Writing Assignments, offering pattern- and genre-specific advice on peer review and revision, with revision flowcharts that can be used to guide the peer-review process or revision by individual writers.

✵ Chapter 6 of Instructor’s Resource Manual for Successful College Writing offers tips on managing the peer review process.

A Student’s Companion for Successful College Writing (ISBN 978-1-319-35731-3) offers rubrics for each of the Guided Writing Assignments in the text. Students can use these rubrics to assess their own writing or the writing of their peers. For packaging options, see p. xxxiii.

Adapt composing processes to a variety of technologies and modalities.

✵ The entire book assumes that students will be using technology for writing and research.

✵ Chapter 1 emphasizes the importance of avoiding the distractions that can arise from multitasking and provides advice for managing online courses responsibly.

✵ Chapter 21 provides special tips for evaluating resources in a digital landscape.

✵ Chapter 22 provides searching strategies for online research, including searching of catalogs and databases, searching for information online, and using citation managers for managing the research process; it also gives instruction on organizing notes regardless of the medium in which they were taken.

✵ Chapter 23 gives instruction on avoiding plagiarism by cutting and pasting carelessly.

✵ Chapter 26 covers making multimedia presentations, using PowerPoint or Prezi, making a Web-based presentation, submitting a résumé and cover letter online, and using electronic media (such as email, Twitter, and Facebook) for business.

✵ Achieve* offers tutorials on digital writing, including photo and audio editing, making presentations, word processing, using online research tools, and job search/personal branding.

KNOWLEDGE OF CONVENTIONS

Develop knowledge of linguistic structures, including grammar, punctuation, and spelling, through practice in composing and revising.

✵ Chapter 9 covers writing concisely, varying sentences, editing to create an appropriate tone and level of diction, choosing appropriate words, and editing to avoid errors of grammar, punctuation, and mechanics.

✵ The Guided Writing Assignments in Parts 3 and 4 offer pattern- and genre-specific advice about editing and proofreading.

✵ The handbook in Part 7 provides instruction in correcting errors of grammar, punctuation, mechanics, and spelling.

✵ Achieve* provides access to LearningCurve, adaptive game-like quizzing that provides opportunities for learning to identify and correct common writing problems.

A Student’s Companion for Successful College Writing (ISBN 978-1-319-35731-3) includes additional exercises for Chapters 6, 7, and 9 and the handbook.

Understand why genre conventions for structure, paragraphing, tone, and mechanics vary.

✵ Chapter 1 highlights differences in expectations for writing as students move from high school to college, including expecting to find differences among genres and disciplines.

✵ Chapter 9 covers editing to create an appropriate tone and level of diction, whether the level is informal, popular, formal, or academic, and choosing words that are appropriate to the audience and purpose.

Gain experience negotiating variations in genre conventions.

✵ The chapters in Part 2 discuss various aspects of academic writing and how it differs from writing for a popular audience. For example, Chapter 5 discusses choosing evidence that is appropriate for an academic audience; Chapter 7 includes coverage of writing effective introductions, conclusions, and titles for an academic audience; and Chapter 8 emphasizes the importance of crafting a tone that is appropriate to an academic audience.

✵ The beginning of each chapter in Parts 3 and 4 includes a box highlighting how the rhetorical mode could be used in college and in the workplace; a range of readings so students gain experience reading selections written for sophisticated popular audiences as well as more academic audiences (see “The Psychology of Stuff and Things,” by Christian Jarrett, for example); and apparatus following the readings in the second half of each chapter to help students gain experience in negotiating variations in the conventions.

✵ Chapter 26 highlights style choices that are appropriate for writing in a business context.

Learn common formats and/or design features for different kinds of texts.

✵ Chapter 23 highlights variations in formatting depending on expectations in the discipline for which the text was created.

✵ Chapter 26 covers formatting expectations for PowerPoint and Prezi slides, business writing formats for résumés, job application letters, and other forms of electronic business writing.

✵ Achieve* provides tutorials on photo and audio editing, creating presentations, and personal branding.

Explore the concepts of intellectual property (such as fair use and copyright) that motivate documentation conventions.

✵ Chapter 23 covers concepts underlying plagiarism, including common knowledge.

Practice applying systematic citation conventions to a range of source material in students’ own work.

✵ Chapter 24 covers documenting sources in MLA and APA styles.

✵ Achieve* offers tutorials in documentation and working with sources.

✵ * Achieve is available on its own (with a complete e-book) or packaged with the print text. See pp. xxxiii—xxxiv for details.

How Writers Read

✵ Active versus Passive Reading

✵ Analyzing the Author’s Purpose, Audience, Point of View, and Genre

✵ Using Prewriting Strategies to Strengthen Understanding

✵ Identifying and Using the Thesis Statement

✵ Paragraphs

✵ Essays

✵ Your Own Writing

✵ Sentences and Paragraphs

✵ Tone

✵ Narration

✵ Description

✵ Illustration

✵ Process Analysis

✵ Comparison and Contrast

✵ Classification and Division

✵ Definition

✵ Cause and Effect

✵ Argument

How Readers Write

✵ Implied Meanings

✵ Evidence

✵ Fact and Opinion in Academic Writing

✵ Figurative Language

✵ Tone

✵ Assumptions

✵ Generalizations