This International Student Edition is for use outside of the U. A Writer’s Resource A Handbook for Writing and Research Seventh Edition ELAINE MAIMON KATHLEEN BLAKE YANCEY The Writer’s Map to the right gives you A Writer’s Map TAB 1 Writing Today a quick guide to A Writer’s Resource. start smart: addressing the pages 1–30 For a full range of online resources writing situation 1 Writing across the Curriculum that support each section of A Writer’s and beyond College Resource, visit 2 Writing Situations <connect. 3 Audience and Academic English A resource for writing and learning in college: Tabs 1–4 of A Writer’s Resource pro- TAB 2 Writing and Designing Texts vide advice on using writing to learn in college, on 4 Reading and Writing: pages 31–98 applying the principles of good writing and good The Critical Connection design to college writing assignments, on using 5 Planning and Shaping visuals effectively, and on fulfilling any assignment 6 Drafting Text and Visuals you might encounter in college.
Tab 4 connects 7 Revising and Editing student reflective text college writing to writing in the community and 8 Designing Academic Texts and Portfolios at work. A resource for conducting research: Tabs 5–8 of A Writer’s Resource provide advice on TAB 3 Common Assignments formulating a research question, finding sources 9 Informative Reports pages 99–172 and visuals, managing information, and evaluat- student sample ing the information you discover both in print 10 Interpretive Analyses and Writing about and online. For help with documenting the Literature information you find, you can turn to Tab 6 for student sample MLA style, Tab 7 for APA style, or Tab 8 for the 11 Arguments student sample Chicago and CSE styles. 12 Other Kinds of Assignments 13 Oral Presentations A resource for editing your writing: 14 Multimodal Writing Tabs 9–11 of A Writer’s Resource provide a three- part approach to editing, progressing from improving style (Tab 9) to solving problems with grammar, such as sentence fragments and comma TAB 4 Writing beyond College pages 173–190 splices (Tab 10), to correcting errors in punctua- 15 Service Learning and tion, mechanics, and spelling (Tab 11).
The basic Community-Service Writing 16 Writing to Raise Awareness grammar review in Tab 12 also includes useful tips and Share Concern for multilingual writers. A section on Identifying 17 Writing to Get and Keep a Job and Editing Common Problems presents exam- ples of common errors in student writing and references the corresponding sections of the TAB 5 Researching book. A Quick Reference for Multilingual Writers pages 191–258 section provides additional help. 18 Understanding Research 19 Finding and Managing Print and Online Sources A comprehensive index: The index to A 20 Finding and Creating E ffective Visuals, Writer’s Resource gives you another way to find Audio Clips, and Videos the information you need.
21 Evaluating Sources 22 Doing Research in the A rchive, Field, and Lab 23 Plagiarism, Copyright, and I ntellectual Property 24 Working with Sources and Avoiding Plagiarism 25 Writing the Text TAB 6 MLA Documentation TAB 10 Editing for Grammar Style Conventions pages 449–494 Pages 259–314 finding source information 51 Sentence Fragments indentifying and documenting 52 Comma Splices and Run-on Sentences sources 53 Subject-Verb Agreement 26 MLA Style: In-Text Citations 54 Problems with Verbs 27 MLA Style: List of Works Cited 55 Problems with Pronouns 28 MLA Style: Explanatory Notes and 56 Problems with Adjectives and Adverbs Acknowledgments 29 MLA Style: Format 30 Sample Research Project in MLA Style TAB 11 Editing for Correctness pages 495–546 57 Commas TAB 7 APA Documentation Style 58 Semicolons pages 315–362 59 Colons finding source information 60 Apostrophes identifying and documenting sources 61 Quotation Marks 31 APA Style: In-Text Citations 62 Other Punctuation Marks 32 APA Style: References 63 Capitalization 33 APA Style: Format 64 Abbreviations and Symbols 34 Sample Research Project in APA Style 65 Numbers 66 Italics (Underlining) 67 Hyphens 68 Spelling TAB 8 Chicago and CSE pages 363–398 Documentation Styles 35 Chicago Documentation Style: Elements 36 Sample from a Student Research Project TAB 12 Basic Grammar Review pages 547–582 37 CSE Documentation Style 69 Parts of Speech 70 Parts of Sentences 71 Phrases and Dependent Clauses 72 Types of Sentences TAB 9 Editing for Clarity pages 399–448 identifying and editing common problems 38 Wordy Sentences Index 39 Missing Words Index for Multilingual Writers 40 Mixed Constructions Quick Guide to Key Resources 41 Confusing Shifts Abbreviations and Symbols for Editing and 42 Faulty Parallelism Proofreading 43 Misplaced and Dangling Modifiers 44 Coordination and Subordination 45 Sentence Variety 46 Active Verbs 47 Appropriate Language 48 Exact Language 49 The Dictionary and the Thesaurus 50 Glossary of Usage A Writer’s Resource A Handbook for Writing and Research A Writer’s Resource A Handbook for Writing and Research Seventh Edition Elaine Maimon American Council on Education Kathleen Blake Yancey Florida State University A WRITER’S RESOURCE Published by McGraw Hill LLC, 1325 Avenue of the Americas, New York, NY 10019. Copyright ©2024 by McGraw Hill LLC. All rights reserved. Printed in the United States of America.
No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior w ritten consent of McGraw Hill LLC, including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. Some ancillaries, including electronic and print components, may not be available to customers outside the United States. This book is printed on acid-free paper. 1 2 3 4 5 6 7 8 9 LCR 28 27 26 25 24 23 ISBN 978-1-266-09877-2 MHID 1-266-09877-1 Cover Images: Cheryl E.
Davis/Shutterstock; jps/Shutterstock; stanley45/Getty Images; Lisa Thornberg/ E+/Getty Images; Drskn08/Alamy; Burke/Triolo Productions/Brand X Pictures/Getty Images All credits appearing on page or at the end of the book are considered to be an extension of the copyright page. The Internet addresses listed in the text were accurate at the time of publication. The inclusion of a website does not indicate an endorsement by the authors or McGraw Hill LLC, and McGraw Hill LLC does not guarantee the accuracy of the information presented at these sites.com/highered Preface vii About the Authors Elaine Maimon is a Founding Distinguished Fellow of the Elaine P. Maimon/McGraw Hill Association for Writing Across the Curriculum.
Early in her career at Beaver College (now Arcadia University), which has named a writing prize in her honor, she orga- nized the faculty from the grassroots to participate in one of the nation’s first writing-across-the-curriculum programs, funded by the National Endowment for the Humanities. A founding executive board member of the Council of Writing Program Administrators, she has directed national institutes to disseminate WAC principles. Her commitment to new ways of understanding writing and thinking brought her to the position of Associate Dean of the College at Brown University and then Dean of Experimental Programs at Queens College (CUNY). For 24 years, in the top administrative positions at Arizona State University West, University of Alaska Anchorage, and Governors State University, she presided over transfor- mative change, inspired by WAC, reallocating resources to support full-time faculty members in first-year composition; advocating for infusion rather than proliferation of courses; and developing navigable pathways from community college to university.
Her book, Leading Academic Change: Vision, Strategy, Trans- formation (Stylus, 2018) is a roadmap for reform in higher education. As an advisor at the American Council on Education, she contributes to policy reform on the national level. Taking her own advice from A Writer’s Resource, she is a regular columnist for The Philadelphia Citizen. Kathleen Blake Yancey, Kellogg W.
Hunt Professor of Kathleen Blake Yancey/McGraw Hill English and Distinguished Research Professor Emerita at Florida State University, has served as President of the National Council of Teachers of English (NCTE); Chair of the Conference on College Composition and Communica tion (CCCC); President of the Council of Writing Program Administrators (CWPA); and President of the South Atlan- tic Modern Language Association (SAMLA). Cofounder of the journal Assessing Writing, she is a past editor of College Composition and Communication. Currently, she leads an eight-site research project on students’ transfer of writing knowledge and practice that includes faculty from both community colleges and four-year schools; she participates in the Elon University-sponsored Writing Beyond the University project; and she is a faculty mentor for campuses participating in the 2022–2023 AAC&U ePortfolio Institute. Author, editor, or coeditor of 16 schol- arly books—including the 2014 Writing Across Contexts: Transfer, Composition, and Sites of Writing; the 2016 A Rhetoric of Reflection; the 2017 Assembling Composition; and the 2019 ePortfolio-as-Curriculum—she has also authored/coauthored over 100 article and book chapters.
She is the recipient of several awards, among them the CCCC Research Impact Award; the Purdue Distinguished Woman Scholar Award; the best book award from the Council of Writing Program Administra- tors; the FSU Graduate Teaching and Mentor Awards; the NCTE Squire Award; and the CCCC Exemplar Award. A Resource A Writer’s Resource helps writers identify the fundamental elements of any writing situation—from academic assignments to blog and social media posts to writing on the job and for cocurriculars—and teaches innovative, transferable strategies that build confidence for composing across various genres, media, and the academic curriculum. With its numerous examples from a rich cross section of disciplines, A Writer’s Resource foregrounds the transfer of practices learned in the writing course to demonstrate that every major, every field of study, and every potential career path depends on written communication. Throughout the chapters, a comprehensive set of features supports this approach: ● Enhanced coverage of transfer.
Transfer strategies are highlighted throughout, beginning with a section in Chapter 1 that answers the question “Why study composition?” by describing the transferable skills students will learn in the writing course. Special emphasis is also given to contemporary writing situations, including drafting emails and stra- tegically participating in social media. ● Emphasis on reflection during the writing process. Expanded d iscussion of reflection prompts students to consider the critical connection between thinking and writing.
By understanding the role of reflection in writing, students will appreciate how what they have learned in the past prepares them for the future. ● New and revised student sample assignments. Two new sample papers on contemporary topics demonstrate successful informative and persua- COMMON ASSIGNMENTS Personal essays 12a 145 sive strategies in the context of a research project and a business report, and two revised examples feature updated research and citations that students can learn from and model. ● Updated box features.
Throughout the seventh edition, the following prac- tice boxes highlight the skills students gain in the composition course: ■ The Evolving Situation provides guidance on navigating a range of writing situations, such as those introduced by new media and technologies. ■ Navigating through College and Beyond supports the transfer of writing practices to situations across the disciplines and outside the classroom. Morris ■ Know the Situation and Consider Your Situation provide opportunities for practice in identifying and responding to different writing situations.1 The giant periwinkle- blue umbrella. ■ Checklists on topics ranging from editing a paper to planning a web- Remember that blue umbrella, because you tend to see the world site help students in black andapply white, butwhat the worldthey have isn’t black learned and white.
It’s red andto their own writing. yellow and green and gray. And periwinkle blue. Even if you can’t see ■ Tips for Multilingual these many colors, Writers throughout Tab trust that they are there.
Let the black and white12 go. provide guidance on grammar As and usage topics, specially designed for language learners. part of her blog entry, Morris includes a visual element that illustrates how she came to see the world in “periwinkle blue” (see Figure 12. EVOLVING SITUATION Personal Writing and Social Media Websites In addition to writing personal essays for class, you may use social media sites like Facebook or Twitter for personal expression and autobiographical writing.