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Instructor’s Manual and Test Bank
Prepared by
Ann Marie Radaskiewicz McNeely
Western Piedmont Community College
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11 Essentials of Effective Writing
Ann Marie Radaskiewicz McNeely
Western Piedmont Community College
Printed in the United States of America
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1
Table of Contents
Sample Syllabus………………………………………………………………………………………..… 2
Using the Text’s Features……………………………………………………………………………..… 4
Sample Activities for Class Meetings, Lab, and Independent Study (Homework)…….……………. 6
Map to Aplia Content …………………………………………………………………………….……. 9
Answer Keys for Exercises in the Text
Introduction …………………………………………………………………………………...… 21
Chapter 1 ……………………………………………………………………………………..…. 21
Chapter 2 ………………………………………………………………...……………………… 22
Chapter 3 ………………………………………………………………………………..……… 24
Chapter 4 ………………………………………………………………………………….…….. 27
Chapter 5 …………………………………………………………………………………..……. 28
Chapter 6 ……………………………………………………………………………………..…. 31
Chapter 7 ………………………………………………………………………………………... 34
Chapter 8 ……………………………………………………………………………………...… 35
Chapter 9 ……………………………………………………………………………………..…. 37
Chapter 10 …………………………………………………………………………………….… 38
Chapter 11 ………………………………………………………………………………………. 38
Appendix 2 ……………………………………………………………………………………… 39
Chapter Quizzes
Chapter 1 ……………………………………………………………………………………...… 46
Chapter 2 ………………………………………………………………………………………... 47
Chapter 3 ………………………………………………………………………………………... 48
Chapter 4 ………………………………………………………………………………………... 49
Chapter 5 ………………………………………………………………………………………... 50
Chapter 6 ………………………………………………………………………………………... 5
Chapter 7 ………………………………………………………………………………………... 5
Chapter 8 ………………………………………………………………………………………... 5
Chapter 9 ………………………………………………………………………………………... 5
Chapter 10 ………………………………………………………………..……………………... 5
Chapter 11 ………………………………………………………………..……………………... 5
Answer Keys for Chapter Quizzes
Chapter 1 ……………………………………………………………………………………...… 57
Chapter 2 ……………………………………………………………………………………...… 57
Chapter 3 ……………………………………………………………………………………...… 57
Chapter 4 ……………………………………………………………………………………...… 57
Chapter 5 ……………………………………………………………………………………...… 57
Chapter 6 ……………………………………………………………………………………...… 57
Chapter 7 ……………………………………………………………………………………...… 58
Chapter 8 ……………………………………………………………………………………...… 58
Chapter 9 ……………………………………………………………………………………...… 58
Chapter 10 ………………………………………………………………………………….....… 58
Chapter 11 ………………………………………………………………..……………………... 58
Sample Midterm and Final Exams
Sample Midterm Exam ………………………….……………………………………………… 59
Rubric for Midterm Exam ………….………………………………………………….. 60
Sample Final Exam ……………………………………………………………………………... 61
Rubric for Final Exam ………….…………..………………………………………….. 6
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2
2
Sample Syllabus
This sample syllabus, which is based on a 16-week semester, offers some suggestions about how to
organize and pace your course. You may need to limit the number of exercises and writing assignments
you assign, especially if you schedule class time for students to confer with their peers about various
stages of the writing process.
Week 1 Topic: Course Introduction; The Writing Process
Reading Assignment: Introduction
Exercises: A-L
Week 2 Topic: Subject, Audience, and Purpose; Sentence Fragments
Reading Assignment: Chapter 1; “Error #1: Sentence Fragments” in Appendix 2
Exercises: 1.1 – 1.7; Grammar Exercises 1.1 – 1.2
Writing Assignment: Choose one of the Suggested Writing Activities at the end
of Chapter 1.
Week 3 Topic: Conventional Form and Features; Run-on Sentences and Comma Splices
Reading Assignment: Chapter 2; “Error #2: Run-on Sentences and Comma Splices” in
Appendix 2
Exercises: 2.1 – 2.22
Writing Assignment: Choose one of the Suggested Writing Activities at the end
of Chapter 2.
Week 4 Topic: Clear Sentences; Run-on Sentences and Comma Splices
Reading Assignment: Chapter 3; “Error #2: Run-on Sentences and Comma Splices” in
Appendix 2
Exercises: 3.1 – 3.14; Grammar Exercises 2.1 – 2.2
Writing Assignment: Choose one of the Suggested Writing Activities at the end
of Chapter 3.
Week 5 Topic: Vivid Language; Noun Errors
Reading Assignment: Chapter 4; “Error #3: Noun Errors” in Appendix 2
Exercises: 4.1 – 4.12; Grammar Exercises 3.1 – 3.2
Writing Assignment: Choose one of the Suggested Writing Activities at the end
of Chapter 4.
Week 6 Topic: Complete Paragraphs; Pronoun Errors
Reading Assignment: Chapter 5; “Error #4: Pronoun Errors” in Appendix 2
Exercises: 5.1 – 5.16; Grammar Exercises 4.1 – 4.2
Writing Assignment: Choose one of the Suggested Writing Activities at the end
of Chapter 5.
Week 7 Topic: Coherent Paragraphs; Relative-Pronoun Errors
Reading Assignment: Chapter 6; “Error #5: Relative-Pronoun Errors” in Appendix 2
Exercises: 6.1 – 6.22; Grammar Exercises 5.1 – 5.2
Writing Assignment: Choose one of the Suggested Writing Activities at the end
of Chapter 6.
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3
Week 8 Topic: Cohesive Paragraphs; Verb Errors
Reading Assignment: Chapter 7; “Error #6: Verb Errors” in Appendix 2
Exercises: 7.1 – 7.6; Grammar Exercises 6.1 – 6.2
Writing Assignment: Choose one of the Suggested Writing Activities at the end
of Chapter 7.
Week 9 Review and Mid-term Exam
Weeks 10-11 Topic: Clear Organization; Adjective and Adverb Errors
Reading Assignment: Chapter 8; “Error #7: Adjective and Adverb Errors” in Appendix 2
Exercises: 8.1 – 8.14; Grammar Exercises 7.1 – 7.2
Writing Assignment: Choose one of the Suggested Writing Activities at the end
of Chapter 8.
Week 12 Topic: Interesting Openings; Parallelism Errors
Reading Assignment: Chapter 9; “Error #8: Parallelism Errors” in Appendix 2
Exercises: 9.1 – 9.14; Grammar Exercises 8.1 – 8.2
Writing Assignment: Choose one of the Suggested Writing Activities at the end
of Chapter 9.
Week 13 Topic: Effective Closings; Comma Errors
Reading Assignment: Chapter 10; “Error #9: Comma Errors” in Appendix 2
Exercises: 10.1 – 10.5; Grammar Exercises 9.1 – 9.2
Writing Assignment: Choose one of the Suggested Writing Activities at the end
of Chapter 10.
Week 14-15 Topic: Sensitivity and Tact; Semicolon Errors; Usage and Word-Form Errors
Reading Assignment: Chapter 11; “Error #10: Semicolon Errors” and “Error #11: Usage
and Word-Form Errors” in Appendix 2
Exercises: 11.1 – 11.11; Grammar Exercises 10.1 – 10.2 and 11.1 – 11.2
Writing Assignment: Choose one of the Suggested Writing Activities at the end
of Chapter 11.
Week 16 Review and Final Exam
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4
Using the Text’s Features
11 Essentials of Effective Writing includes seven useful features to facilitate student learning.
Exercises
Each chapter includes many varied, high-quality exercises that give students ample opportunities to
practice a particular concept or skill. Many of these exercises contain several different activities, so you
will want to limit or guide your students’ choices. Many of these exercises work well as collaborative
activities for pairs or small groups of students. When the assignment requires individual work or
generates more than one correct answer, you may want to ask students to share their answers with the
class so that you can lead class discussions about the different possibilities.
Tips
Inserted throughout each chapter are brief tips about writing. These tips provide helpful advice about the
writing process, present specific do’s and don’ts, refer students to additional examples or resources, and
provide analogies that help students connect new information to what they already know. You may want
to elaborate on some of these tips during class discussions.
Checklists
A checklist at the end of every chapter provides students with a tool for self-evaluation or peerevaluation.
As students practice incorporating a particular characteristic of effective expository prose into
their own writing, they can use these checklists as helpful guides. You may want to remind students
about these checklists when they are completing chapter exercises that ask them to compose.
Downloadable versions of the checklists are available on the Instructor Companion Site at
login.cengage.com, and students may access the checklists on the Student Companion Site at
cengagebrain.com.
Revision Checklist
A Revision Checklist that appears on the inside front cover of the textbook can be used for evaluating all
eleven of the essentials of effective writing. Students can use this checklist as a tool for self-evaluation or
peer-evaluation.
Suggested Writing Activities
Each chapter ends with a list of writing prompts called Suggested Writing Activities. To reinforce the
idea that the essential characteristics discussed in this book apply to all writing, each list contains
suggested topics for academic writing, professional writing, and personal writing. Most of these topics
are designed to have students handle different rhetorical situations so that they can practice writing well
for any purpose or any audience. Many of these prompts require multiparagraph compositions, so, when
focusing on paragraph writing, you may need to show students how to narrow a topic somewhat to make
its scope (size) appropriate for a paragraph-length composition.
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5
Model Compositions (Appendix 1)
Appendix 1 includes eleven multiparagraph compositions that effectively incorporate the 11 essential
characteristics discussed in this book. They represent a variety of types of writing (academic,
professional, and personal) and a variety of rhetorical modes (narration, illustration, comparison, cause
and effect, and so on).
Here are two suggestions for using these compositions as instructional tools:
• Ask students to read one or more of these compositions to provide them with models of a
particular concept. For example, when students read Chapter 9, which discusses interesting
opening paragraphs, ask them to read a few of the compositions that begin with good opening
paragraphs. When they learn about concessions in Chapter 11, show them the concessions in the
argumentative essays.
• Use these compositions as additional exercises to supplement those in the chapters. Ask the
students themselves, either individually or in small groups, to identify how and where a particular
essential trait is incorporated into one or more of these compositions. For example, ask them to
highlight all of the action verbs in the narratives. Note that some of the chapters in the book
include exercises that ask students to refer to specific compositions in Appendix 1.
11 Common Errors in English (Appendix 2)
Appendix 2 helps students understand 11 common errors, including sentence fragments, run-on sentences,
comma splices, pronoun errors, and comma errors. Exercises give students practice with learning to
recognize these errors and eliminating them from their writing. The sample syllabus on pages 2-3 of this
manual suggests integrating practice with these errors throughout the course.
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6
Sample Activities for Class Meetings, Lab,
and Independent Study (Homework)
General Activities for All Topics
Activities for Class Meetings
• Lead class discussions about concepts, skills, model compositions, or students’ practice activities.
• Put students in pairs or groups to complete one or more of the exercises in the textbook.
• Have students perform peer evaluations of each other’s compositions.
• Give students collaborative writing assignments to work on.
Activities for Lab Settings
• Assign students supplemental online exercises.
• Have students work on grammar.
• Have students work on drafts of their compositions.
• Give online tests.
• Give students assistance and feedback while they draft a composition.
• Give students individualized help on particular concepts and skills.
Activities for Independent Study (Homework)
• Assign textbook chapters for students to read.
• Have students listen to audio podcasts or videotaped lectures about the concepts or skills to be
covered in class.
• Assign exercises in the textbook.
• Give online tests or exercises.
• Have students write drafts of their compositions.
• Have students participate in virtual peer evaluation sessions.
Chapter-Specific Activities
Chapter 1: Essential #1: Clear Subject, Audience, and Purpose
1. Bring in sample passages and lead a class discussion about the interrelationship of subject,
audience, and purpose in each one.
2. Have students share and discuss the subject, audience, and purpose triangles they create.
Chapter 2: Essential #2: Conventional Form and Features
1. Provide students with well-written paragraphs that include an opening sentence, a topic sentence,
a body, and a closing sentence. Have them use different highlighter markers to color each part.
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7
2. Provide students with well-written essays and have them use different highlighter markers to
color the opening paragraph, the thesis statement, the body, and the closing paragraph.
Chapter 3: Essential #3: Four Rules for Clear Sentences
1. Cull poorly worded sentences from your students’ own writing and retype them in a list.
Demonstrate how to revise them so that they adhere to all of the rules for clear sentences.
2. Award students with extra points for every grammatical error they discover in a published piece
of writing or on a billboard or sign.
3. Provide error-filled compositions to give your students practice with editing.
4. Have your students access grammar websites on the Internet and complete the computer-graded
quizzes in those sites.
Chapter 4: Essential #4: Vivid Language
1. Provide students with writing samples that include a lot of vivid language. Passages from stories
or descriptions work well for this activity. Have students underline all sensory details, put
brackets around figurative language, circle all adjectives, and draw boxes around all strong action
verbs.
2. Give students magazine pictures of interesting people, places, or objects. Ask them to describe
each picture using all four types of vivid language.
3. Pair students and ask them to interview each other. Have each student use vivid language to write
a description of his or her partner.
4. Supply students with photocopies of individual profiles that you’ve gleaned from social
networking or online dating sites. Discuss which ones best describe the writer. Ask each student
to compose a profile for an online dating site and use vivid language to describe his or her
appearance, personality traits, interests, and goals.
Chapter 5: Essential #5: Complete Paragraphs
1. Provide students with photocopied paragraphs along with highlighter markers in four or five
different colors. Ask students to use a color-coding system and highlight the paragraphs to reveal
the layers of development.
2. Provide students with copies of well-developed paragraphs. Discuss the type of details (facts,
examples, data, anecdotes, and so on) present in each one.
Chapter 6: Essential #6: Coherent Paragraphs
1. Scramble the sentences of a paragraph and ask students to rearrange them so that the paragraph
adheres to a clear method of development.
2. Demonstrate each step of the writing process as you compose a paragraph from start to finish.
Explain aloud to the class what you’re doing and why
3. Bring in sample paragraphs and have students highlight all transition words and phrases in those
paragraphs.
Chapter 7: Essential #7: Cohesive Paragraphs
1. Project drafts of your students’ paragraphs on a screen. Conduct a class discussion about each
paragraph’s strengths and needed revisions.
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8
“Most Creative Figurative Language,” and “Best Verbs.” Award prizes to the winner of each
category.
Chapter 8: Essential #8: Clear Organization in Essays and Other Multiparagraph Compositions
1. Provide students with poor thesis statements, and ask them to revise those statements to improve
them according to the guidelines discussed in the chapter.
2. Ask students to create informal or formal outlines for several of the topics in the lists of
Suggested Writing Activities at the end of the chapter.
3. Cut up well-written essays into separate paragraphs and scramble the pieces. Have pairs or
groups of students put the “puzzle” back together to create a coherent essay.
Chapter 9: Essential #9: Interesting Openings
1. Ask students to photocopy articles or essays that demonstrate the techniques for interesting
readers that are discussed in the chapter. Have them lead a class discussion about about the
examples they found.
2. Ask students to come up with additional techniques for interesting readers in opening
paragraphs. Provide a list of varied thesis statements and ask students to think of creative
beginnings.
Chapter 10: Essential #10: Effective Closings
1. Ask students to locate and photocopy articles or essays that end by using one of the techniques
discussed in the chapter.
2. To reinforce instruction from Chapters 8 – 10, have groups of students collaborate to write an
entire composition from start to finish.
Chapter 11: Essential #11: Sensitivity and Tact
1. Ask students to identify insensitive language in your local newspaper’s letters to the editor.
2. Pair students, and ask each pair to designate one person to list the “pro” arguments for a
controversial issue and one person to list “con” arguments. Ask the pair to decide whether they
wish to argue the “pro” or “con” side, and then have them create an outline of supporting reasons
that includes concessions to the opposing viewpoint for each of those reasons.
3. Provide students with sample student compositions, and ask them to complete a Revision
Checklist (see the inside front cover of the textbook) for each one.
4. Bring in different objects, and have groups of students create a commercial or advertisement to
sell the product to a specific audience.
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with a certain product or service or otherwise on a password-protected website for classroom use.
2. Photocopy typed drafts of paragraphs your students have written. Distribute these copies to the
whole class to read. Have students choose winners in categories such as “Best Developed,”
9
© 2014 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed
with a certain product or service or otherwise on a password-protected website for classroom use.
Map to Aplia Content
11 Essentials
Chapter or
Section and Topic
Aplia Problem Sets for Basic
Writing Level I
Aplia Problem Sets for Basic
Writing Level II
Introduction: The
Writing Process
Introduction to the Writing Process
• The Writing Process
Prewriting to Generate Ideas
• Prewriting – Freewriting
• Brainstorming
• Clustering
Developing Effective Paragraphs
• Choosing a Specific Topic
• Writing Limited and Complete
Topic Sentences
• Revising Topic Sentences after
Generating Ideas for the Body
• Selecting and Dropping Ideas
• Arranging Ideas in a Plan or Outline
• Writing and Revising the Paragraph
– Part 1
• Writing and Revising the Paragraph
– Part 2
• Proofreading and Writing the Final
Draft
Moving from Paragraph to Essay
• The Process of Writing an Essay –
Narrowing the Subject and Writing
the Thesis Statement
• Generating and Selecting Ideas for
the Body of an Essay
• Writing and Revising Your Essay
The Writing Process
• The Writing Process
• The Writing Process – Part
2
• Prewriting – Freewriting
• Clustering
• Brainstorming
• Asking Questions
• The Writing Process – Part
3
• Review
Writing the Paragraph
• Writing the Topic
Sentence – Topics and
Controlling Ideas
• Generating, Selecting, and
Dropping Ideas
• Revising Topic Sentences
after Generating Ideas for
the Body
• Arranging Paragraph Body
Ideas
From Paragraph to Essay – The
Body of the Essay
• Generating Ideas for the
Body
• Organizing Essay Ideas
into an Outline
From Paragraph to Essay – The
End of the Essay
• Revising Essays – Part 1
• Revising Essays – Part 2
Chapter 1: Clear,
Subject, Audience,
and Purpose
Introduction to the Writing Process
• Subject, Audience, and Purpose –
Part 1
• Subject, Audience, and Purpose –
Part 2
The Writing Process
• Subject, Audience, and
Purpose – Part 1
• Subject, Audience, and
Purpose – Part 2
10
© 2014 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed
with a certain product or service or otherwise on a password-protected website for classroom use.
Chapter 2:
Conventional
Form and
Features
Developing Effective Paragraphs
• Defining the Paragraph
• Topic Sentence and Body
Moving from Paragraph to Essay
• Defining the Essay and the Thesis
Statement
Consistent Person
• Consistent Person – Part 1
• Consistent Person – Part 2
• Consistent Person – Part 3
• Consistent Person Review
Writing the Paragraph
• Defining the Paragraph
• Identifying the Topic
Sentence
• Topic Sentence and Body
• Writing the Topic
Sentence – Topics and
Controlling Ideas
From Paragraph to Essay – The
Beginning of an Essay
• Looking at the Essay
• The Title
• The Introduction – Part 1
• The Introduction – Part 2
• Writing the Thesis
Statement
Revising for Consistency
• Consistency of Person
Chapter 3: Four
Rules for Clear
Sentences
Improving Your Paragraphs
• More Work on Revising: Concise
Language
Proofreading to Correct Your Personal
Errors
• Identifying and Tracking Personal
Error Patterns
• Proofreading Strategies
The Past Participle in Action
• Using the Passive Voice
Coordination
• Coordination Engagement
• Coordination – Part 1
• Coordination – Part 2
• Review of Coordination
Subordination
• Defining and Using Subordinating
Conjunctions – Part 1
• Defining and Using Subordinating
Conjunctions – Part 2
• Punctuating Subordinating
Conjunctions – Part 1
• Punctuating Subordinating
Conjunctions - Part 2
• Subordination Review
The Past Participle
• Using the Passive Voice
(To Be and the Past
Participle)
Joining Ideas – Coordination
and Subordination
• Coordination – Part 1
• Coordination – Part 2
• Semicolons
• Subordination – Part 1
• Subordination – Part 2
• Review
• Coordination and
Subordination Review
Proofreading for Errors in
Grammar and Punctuation
• Review One
• Review Two
• Review Three
• Review Four
• Review Five
• Review Six
Spelling
• Doubling the Final
Consonant in Words of
One Syllable – Part 1
11
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with a certain product or service or otherwise on a password-protected website for classroom use.
Chapter 3
(continued)
Semicolons and Conjunctive Adverbs
• Defining and Using Conjunctive
Adverbs
• Punctuating Conjunctive Adverbs
• Semicolon and Conjunctive Adverb
Review
Putting Your Proofreading Skills to
Work
• Putting Your Proofreading Skills to
Work 1
• Putting Your Proofreading Skills to
Work 2
• Putting Your Proofreading Skills to
Work 3
• Putting Your Proofreading Skills to
Work 4
• Putting Your Proofreading Skills to
Work 5
• Putting Your Proofreading Skills to
Work Review
Spelling
• Doubling the Final Consonant in
Words of One Syllable – Part 1
• Doubling the Final Consonant in
Words on One Syllable – Part 2
• Doubling the Final Consonant in
Words of More Than One Syllable
– Part 1
• Doubling the Final Consonant in
Words of More Than One Syllable
– Part 2
• Dropping or Keeping the Final “E”
• Dropping or Keeping the Final “Y”
– Part 1
• Dropping or Keeping the Final “Y”
– Part 2
• Choosing “IE” or “EI”
• Spelling Review
• Doubling the Final
Consonant in Words of
One Syllable – Part 2
• Doubling the Final
Consonant in Words of
More Than One Syllable –
Part 1
• Doubling the Final
Consonant in Words of
More Than One Syllable –
Part 2
• Dropping or Keeping the
Final “E” – Part 1
• Dropping or Keeping the
Final “E” – Part 2
• Dropping or Keeping the
Final “Y”
• Adding –s or –es
• Choosing “ie” or “ei”
• Proofreading for Spelling
Errors
Revising for Sentence Variety
• Revising for Sentence
Variety – Introduction
• Revising for Sentence
Variety – Sentence Length
• Revising for Sentence
Variety – Sentence Type
• Revising for Sentence
Variety – Beginnings of
Sentences
• Revising for Sentence
Variety – Joining Ideas
• Sentence Variety –
Review
Revising for Language
Awareness
• Introduction to Revising
for Language Awareness
• Exact Language
• Concise Language:
Avoiding Wordiness
• Using Active Verbs
• Review of Revising for
Language Awareness
12
Chapter 4: Vivid
Language
Improving Your Paragraphs
• More Work on Revising: Exact
Language
Revising for Language
Awareness
• Introduction to Revising
for Language Awareness
• Exact Language
• Concise Language:
Avoiding Wordiness
• Avoiding Trite Language
• Using Figurative
Language – Similes and
Metaphors
• Using Active Verbs
• Review of Revising for
Language Awareness
Chapter 5:
Complete
Paragraphs
Improving Your Paragraphs
• More Work on Support: Examples
Part 1
• More Work on Support: Examples
Part 2
Strengthening Paragraphs with
Research
• Improving an Essay with
Research
• Finding and Evaluating
Outside Sources –Library
• Finding and Evaluating
Outside Sources – The
Internet
• Adding Sources to Your
Essay and Documenting
Them Correctly
Revising Paragraphs
• Supporting Topic
Sentences
Chapter 6:
Coherent
Paragraphs
Improving Your Paragraphs
• More Work on Arranging Ideas:
Coherence Using Time Order
• More Work on Arranging Ideas:
Coherence Using Space Order
• More Work on Arranging Ideas:
Coherence Using Order of
Importance
Achieving Coherence
• Achieving Paragraph
Coherence Through Order
• Achieving Coherence, Part
1 – Related Sentences
• Achieving Coherence, Part
2 – Transitional
Expressions
Illustration
• Illustration Paragraph –
Topic Sentence
• Illustration Paragraph and
Plan
• Illustration Paragraph –
Examples and Transitional
Expressions
© 2014 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed
with a certain product or service or otherwise on a password-protected website for classroom use.
13
Chapter 6
(continued)
Narration
• Narrative Paragraph –
Topic Sentence
• Narrative Paragraph and
Plan
• Narrative Paragraph –
Transitional Expressions
Description
• Descriptive Paragraph –
Topic Sentence
• Descriptive Paragraph –
Paragraph and Plan
• Descriptive Paragraph –
Transitional Expressions
Process
• Process Paragraph – Topic
Sentence
• Process Paragraph and
Plan
• Transitional Expressions
in the Process Paragraph
Comparison and Contrast
• Comparison Paragraph
and Contrast Paragraph –
Topic Sentence
• Comparison and Contrast
– Paragraph and Plan
• Comparison Paragraph
and Contrast Paragraph –
Transitional Expressions
• The Comparison and
Contrast Paragraph
Persuasion
• Persuasive Paragraph –
Topic Sentence
• Persuasion – Paragraph
and Plan
• Persuasion – Transitional
Expressions
© 2014 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed
with a certain product or service or otherwise on a password-protected website for classroom use.
14
Chapter 7:
Cohesive
Paragraphs
Revising Paragraphs
• Revising Paragraphs for
Unity
• Paragraph Revision
Chapter 8: Clear
Organization in
Essays and Other
Multiparagraph
Compositions
Achieving Coherence
• Achieving Coherence, Part
1 – Related Sentences
• Achieving Coherence, Part
2 – Transitional
Expressions
From Paragraph to Essay – The
Body of the Essay
• Generating Ideas for the
Body
• Organizing Essay Ideas
into an Outline
• Organizing Paragraphs in
the Essay: Time Order,
Space Order, Order of
Importance
• Linking Paragraphs in the
Essay
Illustration
• The Illustration Essay
Narration
• Writing the First Draft of
the Narrative Essay
Description
• The Descriptive Essay
Process
• The Process Essay
Comparison and Contrast
• The Comparison and the
Contrast Essay
Chapter 9:
Interesting
Openings
From Paragraph to Essay – The
Beginning of an Essay
• The Introduction – Part 1
• The Introduction – Part 2
Chapter 10:
Effective Closings
From Paragraph to Essay – The
End of the Essay
• The Conclusion
© 2014 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed
with a certain product or service or otherwise on a password-protected website for classroom use.
15
Chapter 11:
Sensitivity and
Tact
Revising for Audience
Awareness
• Revising for Audience
Awareness – Intro
• Revising for Audience
Awareness – Keeping
Audience in Mind
• Revising for Audience
Awareness – Tone
• Revising for Audience
Awareness – Formal and
Informal Language
• Revising for Audience
Awareness - Review
Appendix 2:
Sentence
Fragments
Subjects and Verbs
• Defining and Spotting Subjects –
Part 1
• Defining and Spotting Subjects –
Part 2
• Defining and Spotting Action Verbs
• Defining and Spotting Linking
Verbs
• Spotting Verbs of More Than One
Word
• Review of Subjects and Verbs
Avoiding Sentence Fragments
• Writing Sentences with Subjects
and Verbs – Part 1
• Writing Sentences with Subjects
and Verbs – Part 2
• Writing Sentences with Complete
Verbs
• Completing the Thought – Part 1
• Completing the Thought – Part 2
• Avoiding Sentence Fragments –
Review
A Review of the Simple Sentence
• Defining and Spotting
Subjects
• Spotting Prepositional
Phrases
• Defining and Spotting
Verbs
Avoiding Sentence Errors
• Dependent Clause and
Relative Clause Fragments
• Prepositional, Appositive,
and Infinitive Phrase
Fragments
• Sentence Fragments -
Review
Appendix 2: Runon
Sentences and
Comma Splices
Avoiding Run-ons and Comma Splices
• Introduction to Avoiding Run-ons
and Comma Splices
• Identifying Run-ons and Comma
Splices
• Correcting Run-ons and Comma
Splices
• Review of Run-ons and Comma
Splices
Avoiding Sentence Errors
• Avoiding Run-ons and
Comma Splices
• Run-ons/Fused Sentences
and Comma Splices
© 2014 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed
with a certain product or service or otherwise on a password-protected website for classroom use.
16
© 2014 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed
with a certain product or service or otherwise on a password-protected website for classroom use.
Appendix 2: Noun
Errors
Nouns
• Defining Singular and Plural Nouns
– Part 1
• Defining Singular and Plural Nouns
– Part 2
• Signal Words for Singular and
Plural Nouns – Part 1
• Signal Words for Singular and
Plural Nouns – Part 2
• Signal Words with “Of”
Apostrophes
• Defining the Possessive
• Using the Apostrophe to Show
Possession (in Words That Do Not
Already End in s)
• Using the Apostrophe to Show
Possession (in Words That Already
End in s)
• Apostrophe for Possession Review
1
Nouns
• Defining Singular and
Plural Nouns
• Signal Words – Singular
and Plural
• Signal Words with Of
• Noun Review
The Apostrophe
• The Apostrophe for
Ownership – Part 1
• The Apostrophe for
Ownership – Part 2
Appendix 2:
Pronoun Errors
Pronouns
• Introduction to Pronouns and
Antecedents
• Defining Pronouns and Antecedents
• Making Indefinite Pronouns and
Their Antecedents Agree
• Making Pronouns and Their
Antecedents Agree – Common
Collective Nouns
• Referring to Special Singular
Constructions
• Avoiding Vague and Repetitious
Pronouns
• Using Pronouns as Subjects,
Objects, and Possessives
• Choose the Correct Case after AND
or OR
• Choosing the Correct Case in
Comparisons
• Choosing the Correct Case after
AND or OR and in Comparisons
• Using Pronouns with –self and –
selves – Part 1
• Using Pronouns with –self and –
selves – Part 2
Pronouns
• Defining Pronouns and
Singular and Plural
Antecedents
• Making Indefinite
Pronouns and Their
Antecedents Agree
• Making Pronouns and
Their Antecedents Agree –
Common Collective
Nouns
• Referring to Antecedents
Clearly
• Special Problems of
Pronoun Case – Case in
Compound Constructions
and in Comparisons
• Special Problems of Case
– Use of Who (or
Whoever) and Whom (or
Whomever)
• Using Pronouns with –self
and –selves
• Pronoun Review
17
© 2014 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed
with a certain product or service or otherwise on a password-protected website for classroom use.
Appendix 2:
Relative-Pronoun
Errors
Relative Pronouns
• Defining and Using Relative
Pronouns – Part 1
• Defining and Using Relative
Pronouns – Part 2
• Punctuating Ideas Introduced by
Who, Which or That
• Review of Using and Punctuating
Restrictive and Nonrestrictive
Clauses
Appendix 2: Verb
Errors
Subjects and Verbs
• Defining and Spotting Subjects –
Part 1
• Defining and Spotting Subjects –
Part 2
• Defining and Spotting Action Verbs
• Defining and Spotting Linking
Verbs
• Spotting Verbs of More Than One
Word
• Review of Subjects and Verbs
Present Tense (Agreement)
• Defining Agreement – Part 1
• Defining Agreement – Part 2
• Troublesome Verb in the Present
Tense – To Be
• Troublesome Verb in the Present
Tense – To Do (Not)
• Changing Subjects to Pronouns –
Part 1
• Changing Subjects to Pronouns –
Part 2
• Special Problems in Agreement –
Focusing on the Subject
• Special Problems in Agreement –
Spotting Special Singular Subjects
• Special Problems in Agreement –
Using “There” to Begin a Sentence
• Special Problems in Agreement –
Choosing the Correct Verb in
Questions
• Special Problems in Agreement –
Using “Who,” “Which,” and “That”
as Relative Pronouns
• Present Tense Agreement Review
A Review of the Simple Sentence
• Defining and Spotting
Subjects
• Spotting Prepositional
Phrases
• Defining and Spotting
Verbs
Subject-Verb Agreement –
Present Tense Verbs
• Introduction to Present
Tense Agreement
• Using Present Tense
Subject-Verb Agreement
• Three Troublesome Verbs
in the Present Tens e- To
Be, To Have, To Do
• Separation of Subject and
Verb
• Subject-Verb Agreement
in Sentences Beginning
with “There”
• Subject-Verb Agreement
in Questions
• Subject-Verb Agreement
in Relative Clauses
• Review of Present Tense
Subject-Verb Agreement
Past Tense Verbs
• Regular Verbs in the Past
Tense
• Irregular Verbs in the Past
Tense
• A Troublesome Verb in
the Past Tense – To Be
• Troublesome Pairs in the
Past Tense – Can or
Could, Will or Would
18
© 2014 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed
with a certain product or service or otherwise on a password-protected website for classroom use.
Appendix 2: Verb
Errors (continued)
Past Tense
• Introduction to Verbs in the Past
Tense
• Regular Verbs in the Past Tense –
Part 1
• Regular Verbs in the Past Tense –
Part 2
• Irregular Verbs in the Past Tense –
Part 1
• Irregular Verbs in the Past Tense –
Part 2
• Troublesome Verb in the Past Tense
– To Be
• Review of Verbs in the Past Tense
The Past Participle in Action
• Defining the Past Participle
• Past Participles of Regular Verbs
• Past Participles of Irregular Verbs
• Using the Present Perfect Tense
• Using the Past Perfect Tense
• Using the Passive Voice
• Using Past Participles as Adjectives
– Part 1
• Using Past Participles as Adjectives
– Part 2
• Past Participle Review
• Review of Verbs in the
Past Tense
The Past Participle
• Past Participle of Regular
Verbs in the Present
Perfect Tense
• Past Participle of Irregular
Verbs in the Present
Perfect Tense
• Using the Present Perfect
or Past Tense
• Introduction to the Past
Perfect Tense
• Using the Past Perfect or
Past Tense
• Using the Passive Voice
(To Be and the Past
Participle)
• Using the Past Participle
as an Adjective
• Review of Past, Present
Perfect, and Past Perfect
Tenses
Appendix 2:
Adjective and
Adverb Errors
The Past Participle in Action
• Using Past Participles as Adjectives
– Part 1
• Using Past Participles as Adjectives
– Part 2
-ING Modifiers
• Introduction to –ING Modifiers
• Using –ING Modifiers
• Avoiding Confusing Modifiers
• Review of –ING Modifiers
Adjectives and Adverbs
• Defining and Writing Adjectives
and Adverbs – Part 1
• Defining and Writing Adjectives
and Adverbs – Part 2
• A Troublesome Pair – Good/Well
• Writing Comparatives – Part 1
• Writing Comparatives – Part 2
• Writing Superlatives – Part 1
• Writing Superlatives – Part 2
The Past Participle
• Using the Past Participle
as an Adjective
Adjectives and Adverbs
• Defining and Using
Adjectives and Adverbs
• The Comparative and the
Superlative
• A Troublesome Pair –
Good and Well
• Introduction to –ING
Modifiers
• Avoiding Confusing
Modifiers
• Review of Adjectives and
Adverbs
• Review
19
© 2014 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed
with a certain product or service or otherwise on a password-protected website for classroom use.
Appendix 2:
Adjective and
Adverb Errors
(continued)
• Troublesome Comparatives and
Superlatives
• Demonstrative Adjectives –
This/That and These/Those
• Adjective and Adverb Review
Appendix 2:
Parallelism Errors
Parallelism
• Writing Parallel Constructions –
Part 1
• Writing Parallel Constructions –
Part 2
• Writing Parallel Constructions –
Part 3
• Using Parallelism for Special Effect
• Parallelism Review 1 –
Proofreading
• Parallelism Review 2
Revising for Parallelism
• Introduction to Parallelism
• Parallelism with Verbs,
Nouns, and Adjectives
• Parallel Prepositional
Phrases
• Parallelism with Clauses
and Signal Words
• Review of Parallelism
Appendix 2:
Comma Errors
Coordination
• Coordination – Part 2
Subordination
• Punctuating Subordinating
Conjunctions – Part 1
• Punctuating Subordinating
Conjunctions - Part 2
Relative Pronouns
• Punctuating Ideas Introduced by
Who, Which or That
• Review of Using and Punctuating
Restrictive and Nonrestrictive
Clauses
Commas
• Commas after Items in a Series
• Commas after Introductory Phrases
• Commas for Direct Address
• Commas for Parenthetical
Expressions
• Commas for Dates
• Commas for Addresses
• Commas for Coordination and
Subordination
• Comma Review
The Comma
• Commas for Items in a
Series
• Commas with Introductory
Phrases, Transitional
Expressions, and
Parentheticals
• Commas for Appositives
• Commas with
Nonrestrictive and
Restrictive Clauses
• Commas for Dates and
Addresses
• Minor Uses of the Comma
• Comma Review
Appendix 2:
Semicolon Errors
Semicolons and Conjunctive Adverbs
• Defining and Using Semicolons –
Part 1
• Defining and Using Semicolons –
Part 2
Mechanics
• The Semicolon
20
Appendix 2:
Semicolon Errors
(continued)
• Defining and Using Conjunctive
Adverbs
• Punctuating Conjunctive Adverbs
• Semicolon and Conjunctive Adverb
Review
Appendix 2:
Usage and Word-
Form Errors
Homonyms
• A/An/And
• Accept/Except
• Been/Being
• Buy/By
• Fine/Find
• It’s/Its
• Know/Knew/No/New
• Lose/Loose
• Mine/Mind
• Past/Passed
• Quiet/Quit/Quite
• Raise/Rise
• Sit/Set
• Suppose/Supposed
• Their/There/They’re
• Than/Then
• Threw/Through
• To/Too/Two
• Use/Used
• Weather/Whether
• Where/Were/We’re
• Who’s/Whose
• You’re/Your
Homonyms
• A/An/And – Part 1
• A/An/And – Part 2
• Accept/Except
• Affect/Effect
• Been/Being
• Buy/By
• It’s/Its – Part 1
• It’s/Its – Part 2
• Know/Knew/No/New
• Lose/Loose
• Past/Passed
• Quiet/Quit/Quite
• Raise/Rise – Part 1
• Raise/Rise – Part 2
• Sit/Set
• Suppose/Supposed
• Their/There/They’re
• Than/Then
• Through/Though
• To/Too/Two
• Use/Used
• Weather/Whether
• Where/Were/We’re
• Who’s/Whose
• Your/You’re
• Review of Homonyms
© 2014 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed
with a certain product or service or otherwise on a password-protected website for classroom use.
21
Answer Keys for Exercises in the Text
Introduction
Answers will vary for all exercises.
Chapter 1
Exercise 1.1
Answers will vary.
Exercise 1.2
1. to inform
2. people who don’t work as volunteers
3. how to operate an iPod
4. to persuade
5. college students
6. reasons to exercise
Exercise 1.3
Answers will vary.
Exercise 1.4
1. The language is too informal for the audience and situation.
2. The language is too formal for the audience.
3. This reason does not match the audience’s needs or goals.
4. This statement is not relevant to the subject.
5. This statement is insulting to the audience.
6. The language is too formal for the audience.
7. The reason does not address the audience’s needs or goals.
8. The language is too informal for the audience and situation.
9. This reason does not match the audience’s needs or goals.
10. This information is not relevant to the subject.
Exercise 1.5
Answers will vary.
Exercise 1.6
Answers will vary.
Exercise 1.7
Answers will vary.
© 2014 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed
with a certain product or service or otherwise on a password-protected website for classroom use.
46
Name ________________________________________________ Date ____________________
Chapter 1 Quiz
A. Fill in each blank in the following statements with the correct word or phrase from the list. Items
in the list may be used twice or not at all.
subject audience purpose
entertain inform persuade
characteristics prior knowledge goal
1. If your purpose is to ___________, your goal is to provide your readers with a pleasurable
experience.
2. The ___________ of a paper is the person or people who will read it or who need to read it.
3. Writers must consider readers’ ______________, such as their age, marital status, and gender.
4. Your ___________ for writing is the goal you are trying to achieve.
5. Another word for topic is ___________.
6. If your purpose is to __________, your goal is to convince your readers to change a belief or a
behavior.
7. The __________ is the person, place, thing, or idea you are writing about.
8. The purpose of textbooks and assembly instructions is mostly to __________.
9. Information that readers already have about a topic is called ____________.
10. Words and phrases such as should, must, and ought to are common when the purpose of the
composition is to __________.
B. Write true if the statement is true and false if the statement is false.
11. It is never appropriate to address readers directly as “you.”
12. Using abbreviations is appropriate when writing e-mails to your college professors.
13. The language you use should fit your readers’ age and educational background.
14. The scope (or size) of a composition’s topic needs to be appropriate for the type of composition.
15. Some of the documents you compose may have more than one purpose.
© 2014 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed
with a certain product or service or otherwise on a password-protected website for classroom use.
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