TY - BOOK AU - Brannan,Bob TI - A writer's workshop: crafting paragraphs, building essays SN - 0072882220 (student ed. : pbk. : acidfree paper) U1 - 808.042 22 PY - 2006///] CY - Boston PB - McGraw-Hill KW - English language KW - Paragraphs KW - Problems, exercises, etc KW - Rhetoric KW - Grammar KW - Report writing N1 - Includes index; Unit 1. Getting our feet wet -- 1. Practicing the writing process -- How do we begin to write? -- After breaking ground, into the writing process -- Steps in the writing process -- Organizing ideas -- Drafting -- Revising -- Editing -- Proofreading -- Diagnostic writing assignments -- Chapter summary -- 2. Making the most of reading -- Is there a method to effective reading? -- Prereading : preparing to understand -- Reading : processing ideas -- Reading : focusing and recording main ideas -- Postreading : retaining ideas -- Chapter summary -- Unit 2. Working with the paragraph -- 3. Introducing the paragraph -- What is a paragraph? -- Writing a topic sentence -- Developing body paragraphs -- Writing a concluding sentence -- Organizing body paragraphs -- Connecting sentences, achieving coherence -- Selecting a title -- Chapter summary -- 4. Revising paragraphs -- Introduction to revising paragraphs -- Revising first-stage drafts in chapters 8-11 -- Revising second-stage drafts -- Editing -- Proofreading -- 5. Picturing a place -- What are we trying to achieve and why? -- Developing skills and exploring ideas in descriptive paragraphs -- Descriptive paragraphs : analyzing student models -- Writing a descriptive paragraph -- Summarizing the assignment -- Establishing audience and purpose -- Working through the writing assignment -- Annotated student model : "our family outing" -- Chapter summary -- Alternate writing assignments -- 6. Telling your own story -- What are we trying to achieve and why? -- Developing skills and exploring ideas in narrative paragraphs -- Narrative paragraphs : analyzing student models -- Writing a narrative paragraph -- Summarizing the assignment -- Establishing audience and purpose -- Working through the writing assignment -- Annotated student model : "do unto others..." -- Chapter summary -- Alternate writing assignments. 7. Illustrating through examples -- What are we trying to achieve and why? -- Developing skills and exploring ideas in illustration paragraphs -- Illustration paragraphs : analyzing student models -- Writing an illustration paragraph -- Summarizing the assignment -- Establishing audience and purpose -- Working through the writing assignment -- Annotated student model : "nothing worthwhile comes easy" -- Chapter summary -- Alternate writing assignments -- 8. Creating and explaining groups -- What are we trying to achieve and why? -- Developing skills and exploring ideas in classification paragraphs -- Classification paragraphs : analyzing student models -- Writing a classification paragraph -- Summarizing the assignment -- Establishing audience and purpose -- Working through the writing assignment -- Annotated student model : "I do" -- Chapter summary -- Alternate writing assignments -- 9. Recognizing causes, explaining effects -- What are we trying to achieve and why? -- Developing skills and exploring ideas in cause or effect paragraphs -- Cause or effect paragraphs : analyzing student models -- Writing a cause or effect paragraph -- Summarizing the assignment -- Establishing audience and purpose -- Working through the writing assignment -- Annotated student model : "building memories" -- Chapter summary -- Alternate writing assignments -- 10. Explaining activities : doing them, understanding them -- What are we trying to achieve and why? -- Developing skills, exploring ideas in process-analysis paragraphs -- Process-analysis paragraphs : analyzing student models -- Writing a process analysis paragraph -- Summarizing the assignment -- Establishing audience and purpose -- Working through the writing assignment -- Annotated student model : "staying alive" -- Chapter summary -- Alternate writing assignments. 11. Explaining similarities and differences -- What are we trying to achieve and why? -- Developing skills and exploring ideas in comparison/contrast paragraphs -- Comparison/contrast paragraphs : analyzing student models -- Writing a comparison or contrast paragraph -- Summarizing the assignment -- Establishing audience and purpose -- Working through the writing assignment -- Annotated student model : "the joy of simple living" -- Chapter summary -- Alternate writing assignments -- Unit 3. Working with the essay -- 12. Introducing the essay -- What is an essay? -- Introductory paragraphs -- Thesis sentences -- Developing introductions -- Avoiding weak introductions -- Body paragraphs -- Concluding paragraphs -- Avoiding weak conclusions -- Creating coherence -- Selecting a title -- Chapter summary -- 13. Revising essays -- Revising first-stage drafts -- Revising second-stage drafts -- Editing -- Proofreading -- 14. Expanding paragraphs into essays -- What are we trying to achieve and why? -- Illustrating through examples (illustration) -- Illustration essays : analyzing student models -- Creating and explaining groups (classification) -- Classification essays : analyzing student models -- Recognizing causes, explaining effects (cause and effect) -- Cause/effect essays : analyzing student models -- Explaining activities, doing them, understanding them (process analysis) -- Process-analysis essays : analyzing student models -- Explaining similarities and differences (comparison and contrast) -- Comparison/contrast essays : analyzing student models -- Questions for essay analysis -- Writing an essay -- Summarizing the assignment -- Establishing audience and purpose -- Working through the writing assignment -- Alternate writing assignments. Unit 5. Practicing sentence sense -- 20. Working with sentence parts -- What are we trying to achieve and why? -- Parts of speech -- Identifying the part of speech a word belongs to -- Recognizing the verbs and subjects of simple sentences -- Phrases -- Clauses -- Sentence types -- A writer's basic sentence grammar -- 21. Coordination, subordination, and parallelism -- What are we trying to achieve and why? -- Coordination -- Subordination -- Parallelism -- 22. Run-ons, comma splices, and sentence fragments -- What are we trying to achieve and why? -- Run-on sentences and comma splices -- Sentence fragments -- 23. Verbs : form and agreement -- What are we trying to achieve and why? -- The principal parts of verbs and verb tenses -- Subject/verb agreement -- 24. Pronouns : reference, agreement, and form -- What are we trying to achieve and why? -- Referring clearly to a specific antecedent -- Agreeing in number with the antecedent -- Choosing proper pronoun case -- Solving common problems with pronoun case -- Avoiding shifts in person -- 25. Adjectives and adverbs : words that describe -- What are we trying to achieve and why? -- Adjectives and related word groups -- Adverbs and related word groups -- Comparative and superlative forms -- Avoiding overuse of modifiers -- Avoiding dangling and misplaced modifiers -- 26. Commas, other punctuation, and mechanics -- What are we trying to achieve and why? -- Commas -- The big three comma categories -- Secondary comma categories -- Other punctuation and mechanics -- 27. Spelling and sound-alike words -- What are we trying to achieve and why? -- Some suggestions for help with spelling -- Some useful spelling patterns -- Sound-alike words -- 28. ESL concerns -- What are we trying to achieve and why? -- Count and noncount nouns -- Articles -- Verbs -- Prepositions -- Ordering adjectives. Unit 6. Additional readings -- Description -- Narration -- Illustration -- Classification -- Cause and effect -- Process analysis -- Comparison and contrast -- Definition -- Persuasion -- Appendix -- Writing a research paper -- What are we trying to achieve and why? -- Developing skills and exploring ideas in writing research essays -- Preparing a works cited page -- Writing a research paper -- Summarizing the assignment -- Establishing audience and purpose -- Working through the writing assignment -- Annotated student model : "why do I feel this way?" -- Chapter summary ER -