A Writer's Workshop: Crafting Paragraphs, Building Essays, 2/e
Bob Brannan,
Johnson County Community College
ISBN: 0072882220
Copyright year: 2006 Table of Contents
- *New to this Edition
- Preface
- Unit I: Getting Our Feet Wet
- 1. Practicing the Writing Process
- How Do We Begin to Write?
- Questions to Ask at the Start of a Writing Project
- After Breaking Ground—into the Writing Process
- Steps in the Writing Process
- Discovering Ideas
- Freewriting
- Clustering
- Brainstorming (Listing)
- Journalist's Questions
- Patterns of Development
- Journal Entries
- Considering Your Audience
- Organizing Ideas
- Rough Outlines
- Formal Outlines
- Drafting
- Preparing a Workspace and Moving Ahead
- Breaking Out of Writer's Block
- Revising
- Revision Priority List
- Group Revising
- How the Writer Can Help the Reader
- How the Reader Can Help the Writer
- Editing
- How to Edit
- Major Categories of Mechanical Errors
- Proofreading
- How to Proofread and Prepare Your Final Manuscript
- Diagnostic Writing Assignments
- Chapter Summary
- 2. Making the Most of Reading
- Is There a Method to Effective Reading?
- Methods for Reading
- Prereading: Preparing to Understand
- Signposts
- Beginnings and Endings
- Connections: Linking New to Previous Knowledge
- Reading: Processing Ideas
- Anticipating and Reacting
- Visualizing
- Linking New to Previous Knowledge
- Reading: Focusing and Recording Main Ideas
- Looking for Thesis, Topic, and Summary Sentences
- Focusing on Primary (Essential) Examples
- Expecting to Find Repeated Material
- Noticing the Patterns of Development
- Learning to Annotate, Outline, Summarize, and Paraphrase
- Organizing Body Paragraphs
- Postreading: Retaining Ideas
- Chapter Summary
- Unit II: Working with the Paragraph
- 3. Introducing the Paragraph
- What Is a Paragraph?
- Writing a Topic Sentence
- How to Write a Topic Sentence
- Focusing Topic Sentences
- Revising Topic Sentences
- Developing Body Paragraphs
- Kinds of Support
- Sufficient Support
- Relevant Support—Achieving Unity
- Clear Support
- Writing a Concluding Sentence
- How to Write a Concluding Sentence
- Expanded Thought
- Organizing Body Paragraphs
- Connecting Sentences—Achieving Coherence
- Methods for Achieving Coherence
- Transitions
- Repetition
- Synonyms
- Pronouns
- Reference to Main Ideas
- Selecting a Title
- How to Write Effective Titles
- What to Avoid in Titles
- Formatting
- Chapter Summary
- 4. Revising Paragraphs
- Revising Paragraphs
- Revising First-Stage Drafts: Chapters 8-11
- Revising Second-Stage Drafts
- Editing
- Editing Review
- Editing Problems for All Patterns of Development
- A Special Note on Verb Tense in Narrative
- Proofreading
- How to Proofread and Prepare Your Final Manuscript
- 5. Picturing A Place
- What Are We Trying to Achieve and Why?
- Developing Skills, Exploring Ideas in Descriptive
- Paragraphs
- Using Specific, Concrete Language
- Establishing and Strengthening the Dominant Impression
- Organizing Descriptions by Using a Spatial Arrangement
- Locating the Reader in Space and Time
- Descriptive Paragraphs: Looking Closely at Student Models
- “Untitled” by Andrea Turner
- “Waking Up the Right Way” by Stacey Becker
- Questions for Paragraph Analysis
- Writing a Descriptive Paragraph
- The Assignment
- Establishing Audience and Purpose
- Working Through the Writing Assignment
- Discovering Ideas
- Prewriting Suggestions
- Organizing Ideas
- Drafting
- Revising First-Stage Drafts
- Revising Second and Final Drafts
- Annotated Student Model
- “Our Family Outing” by Jo Lucas
- Final-Draft Checklist
- Chapter Summary
- Alternate Writing Assignments
- 6. Telling Your Own Story
- What Are We Trying to Achieve and Why?
- Developing Skills, Exploring Ideas in Narrative Paragraphs
- Creating Conflict, Suspense, and a Climax
- Finding the Significance of a Story
- Building a Story That Shows as well as Tells
- Using Effective Dialogue
- Including Metaphors and Similes to Add Clarity and Interest
- Narrative Paragraphs: Looking Closely at Student Models
- “Sixteen and Mother of Twelve” by Leilani Houston
- “What a Joke!” by Anna Suarez
- Questions for Paragraph Analysis
- Writing a Narrative Paragraph
- The Assignment
- Establishing Your Audience and Purpose
- Working through the Writing Assignment
- Discovering Ideas
- Prewriting Suggestions
- Organizing Ideas
- Drafting
- Revising First-Stage Drafts
- Revising Second and Final Drafts
- Annotated Student Model
- “Do Unto Others” by Chris Potts
- Final-Draft Checklist
- Chapter Summary
- Alternate Writing Assignments
- 7. Illustrating through Examples
- What Are We Trying to Achieve and Why?
- Developing Skills, Exploring Ideas in Illustration Paragraphs
- Organizing Examples through Subtopic Sentences
- Arranging Examples by Order of Importance
- Linking Sentences
- Developing Examples
- Illustration Paragraphs: Looking Closely at Student Models
- “Teaching with Whips” by Jeong Yi
- “Dying to Have Fun” by Thomas Kellogg
- “Dangers in a Deli” by Catherine Denning
- Questions for Paragraph Analysis
- Writing an Illustration Paragraph
- The Assignment
- Establishing Your Audience and Purpose
- Working through the Writing Assignment
- Discovering Ideas
- Prewriting Suggestions
- Organizing Ideas
- Drafting
- Revising First-Stage Drafts
- Annotated Student Model
- “Nothing Worthwhile Comes Easy” by William Ross
- Final-Draft Checklist
- Chapter Summary
- Alternate Writing Assignments
- 8. Creating and Explaining Groups
- What Are We Trying to Achieve and Why?
- Developing Skills, Exploring Ideas in Classification Paragraphs
- Using a Single Organizing Principle
- Selecting an Organizing Principle
- Dividing and Developing Topics
- Completing the Groups
- Classification Paragraphs: Looking Closely at Student Models
- “Mall Crashers” by Chanthan Srouch
- “Shopping the Easy Way” by Ann Nall
- Questions for Paragraph Analysis
- Writing a Classification Paragraph
- The Assignment
- Establishing Your Audience and Purpose
- Working through the Writing Assignment
- Discovering Ideas
- Prewriting Suggestions
- Organizing Ideas
- Drafting
- Revising Drafts
- Annotated Student Model
- “I Do” by Richard Bailey
- Final-Draft Checklist
- Chapter Summary
- Alternate Writing Assignments
- 9. Recognizing Causes, Explaining Effects
- What Are We Trying to Achieve and Why?
- Developing Skills, Exploring Ideas in Cause or Effect Paragraphs
- Discovering Causes and Effects
- Developing Causes and Effects
- Choosing Real Causes and Effects
- Thinking Critically
- Cause or Effect Paragraphs: Analyzing Student Models
- “Making the Promise Last” by Gebdao Kaiwalweroj
- “The Thousand-Dollar Lesson” by Lucas Eimers
- Questions for Paragraph Analysis
- Writing a Cause or Effect Paragraph
- The Assignment
- Establishing Your Audience and Purpose
- Working through the Writing Assignment
- Discovering Ideas
- Prewriting Suggestions
- Organizing Ideas
- Drafting
- Revising Drafts
- Annotated Student Model
- “Building Memories” by Brian Peraud
- Final-Draft Checklist
- 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
- Listing All Necessary Steps
- Explaining Steps Thoroughly—Giving Reasons and Warnings
- Defining All Terms
- Avoiding Monotonous Sentence Patterns
- Process Analysis Paragraphs: Analyzing Student Models
- “A Boy's Best Friend” by Steve Oh
- “Recipe for a Red-Hot Sunday” by Jeff Coburn
- Questions for Paragraph Analysis
- Writing a Process Analysis Paragraph
- The Assignment
- Establishing Your Audience and Purpose
- Working through the Writing Assignment
- Discovering Ideas
- Prewriting Suggestions
- Organizing Ideas
- Drafting
- Revising Drafts
- Annotated Student Model
- “Staying Alive” by Carla Schumann
- Chapter Summary
- Alternate Writing Assignments
- 11. Explaining Similarities and Differences
- What Are We Trying to Achieve and Why?
- Developing Skills, Exploring Ideas in Comparison/Contrast Paragraphs
- Making a Meaningful Comparison or Contrast
- Making an Interesting Comparison or Contrast
- Developing Topics Thoroughly
- Using Transitions and Other Connectors
- Comparison and Contrast Paragraphs: Analyzing Student Models
- “Two Different Worlds” by David Harrison
- “Breakin' Through” by Gina Rizzo
- Questions for Paragraph Analysis
- Writing a Comparison or Contrast Paragraph
- The Assignment
- Establishing Your Audience and Purpose
- Working through the Writing Assignment
- Discovering Ideas
- Prewriting Suggestions
- Organizing Ideas
- Drafting
- Revising Drafts
- Annotated Student Model
- “The Joy of Simple Living” by Ana Maria Sauer
- Final-Draft-Checklist
- Chapter Summary
- Alternate Writing Assignments
- Unit III: Working with the Essay
- 12. Introducing the Essay
- What Is an Essay?
- Essay Form
- Introductory Paragraphs
- Thesis Sentence
- Limiting the Thesis Sentence
- Making a Clear Statement about the Topic
- Polishing the Thesis Sentence
- Developing Introductions
- Methods for Developing Introductory Paragraphs
- Hooks
- Avoiding Weak Introductions
- Body Paragraphs
- Topic and Summary Sentences in Body Paragraphs
- Developing Body Paragraphs
- Arranging Body Paragraphs within Essays
- Using Outlines
- Concluding Paragraphs
- Lead Sentences and Summaries
- Developing Conclusions
- Concluding Paragraphs with Expanded Thoughts
- Avoiding Weak Conclusions
- Creating Coherence
- Selecting a Title
- Chapter Summary
- 13. Revising Essays
- Revising Essays
- Revising First-Stage Drafts
- Common First-Stage Draft Issues
- Revising Second-Stage Drafts
- Common Second-Stage Draft Issues
- Editing
- Common Editing Problems
- Proofreading
- How to Proofread and Prepare Your Final Manuscript
- Final-Draft Checklist
- 14. Expanding Paragraphs into Essays
- What Are We Trying to Achieve and Why?
- Illustrating Essays through Examples (Illustration)
- Illustration Essays: Looking Closely at Student Models
- “The Jobs from Hell” by Eric Latham
- “Teaching with Whips” by Jeong Yi
- Key Elements of Illustration Essays
- Creating and Explaining Groups (Classification)
- Classification Essays: Looking Closely at Student Models
- “A Skill beyond Price” by Ho-Chul Sung
- “Shopping the Easy Way” by Ann Nall
- Key Elements of Classification Essays
- Explaining Causes and Effects (Cause and Effect)
- Cause and Effect Essays: Looking Closely at Student Models
- “My Friend Who Gave Up on Life” by Julie Hammond
- “The Thousand-Dollar Lesson” by Lucas Eimers
- Key Elements of Cause-and- Effect Essays
- Explaining Activities, Doing Them, Understanding Them (Process Analysis)
- Process Analysis Essays: Looking Closely at Student Models
- “Jokers Wild” by Michael Feldman
- “A Boy's Best Friend” by Steve Oh
- Key Elements in Process-Analysis Essays
- Explaining Similarities and Differences (Comparison and Contrast)
- Comparison/Contrast Essays: Looking Closely at Student Models
- “I'll Park. You Get the Tickets—Hurry!” by Hugh Edwards
- “Break on through to the Other Side” by Gina Rizzo
- Key Elements in Comparison and Contrast Essays
- Questions for Essay Analysis
- Writing an Essay
- The Assignment
- Establishing Your Audience and Purpose
- Working through the Writing Assignment
- Discovering Ideas
- Organizing Ideas
- Drafting
- Revising Drafts
- Alternate Writing Assignments
- 15. Defining Terms, Clarifying Ideas
- What Are We Trying to Achieve and Why?
- Developing Skills, Exploring Ideas in Definition Essays
- Defining with Synonyms
- Defining by Negation
- Defining with Comparisons
- Defining Formally
- Creating Extended Definitions
- Definition Essays: Analyzing Student Models
- “Finding Home” by April Griffin
- “Deaf, Not Dumb” by Bruce Hayworth
- Questions for Essay Analysis
- Writing a Definition Essay
- The Assignment
- Establishing Your Audience and Purpose
- Working through the Writing Assignment
- Discovering Ideas
- Prewriting Suggestions
- Organizing Ideas
- Drafting
- Revising Drafts
- Annotated Student Model
- “Get Wet” by Kyle Jennings
- Chapter Summary
- Alternate Writing Assignments
- 16. Writing Persuasively
- What Are We Trying to Achieve and Why?
- Developing Skills, Exploring Ideas in Persuasive Essays
- Defining the Issue
- Presenting Reasons and Providing Support
- Connecting with the Audience
- Avoiding Errors in Logic
- Countering Opposition
- Persuasive Essays: Looking Closely at Student Models
- “Just Say No” by Marisa Youmbi
- “Something for Nothing?” by Matt Smith
- Questions for Essay Analysis
- Writing a Persuasive Essay
- The Assignment
- Establishing Your Audience and Purpose
- Working through the Writing Assignment
- Discovering Ideas
- Prewriting Suggestions
- Organizing Ideas
- Drafting
- Revising Drafts
- Annotated Student Model
- “Should Our Grandparents Be Driving?” by Erica Hood
- Chapter Summary
- Alternate Writing Assignments
- 17. Taking Essay Exams
- What Are We Trying to Achieve and Why?
- Developing Skills, Exploring Ideas in Writing for Essay Exams
- Analyzing the Question
- Writing Relevant, Specific Responses
- Writing Essay-Exam Introductory Paragraphs
- Writing Essay-Exam Concluding Paragraphs
- Writing a Complete Essay-Exam Response
- Essay-Exam Responses: Analyzing Student Models
- “Clinging by Their Fingers” by Adam Fletcher
- “Natural Selection” by Emma Perez
- Questions for Essay Analysis
- Writing an Essay-Exam Response
- The Assignment
- Establishing Your Audience and Purpose
- Working through the Writing Assignment
- Discovering Ideas
- Prewriting out of Class
- Prewriting in Class
- Organizing Ideas
- Drafting
- Revising Drafts
- Annotated Student Model
- Chapter Summary
- Alternate Writing Assignments
- Unit IV: Polishing Style
- 18. Creating Sentence Variety
- What Are We Trying to Achieve and Why?
- Varying the Length of Sentences
- Varying the Types of Sentences
- Coordinating Words in Sentences
- Subordinating Words in Sentences
- Adjective Clauses—Nonessential
- Adjective Clauses—Essential
- Adverb Clauses
- Varying Sentences with Questions, Commands, and Exclamations
- Questions
- Commands and Exclamations
- Varying the Beginnings of Sentences
- Varying Sentence Beginnings with Adverbs
- Varying Sentence Beginnings with Phrases
- Prepositional Phrases
- Participial Phrase—Present Tense
- Participial Phrase—Past Tense
- Absolute Phrase
- Infinitive Phrase
- Appositive Phrase
- Inverted Sentences
- Chapter Summary
- 19. Choosing the Most Effective Word
- What Are We Trying to Achieve and Why?
- Specific and Concrete Language
- Choosing Specific Words
- Choosing Concrete Words
- Writing Concisely
- Revising to Eliminate Redundant Expressions
- Revising to Reduce Empty and Padded Phrases
- Removing Excessive Qualifiers and Emphasizers
- Removing Unnecessary Examples, Details, and Explanations
- Reducing Inflated Clauses and Phrases
- Choosing Language for Tone
- Revising Unneeded Big Words
- Avoiding Slang and Colloquial Expressions
- Controlling Denotation and Connotation
- Eliminating Biased Language
- Using Contractions Carefully
- Using Figures of Speech
- Metaphor, Simile, and Personification
- Overstatement, Understatement, and Irony
- Emphatic Repetition
- Chapter Summary
- Unit V: Practicing Sentence Sense
- 20. Working with Sentence Parts
- What Are We Trying to Achieve and Why?
- Parts of Speech
- Verbs
- Nouns
- Pronouns
- Adjectives
- Adverbs
- Prepositions
- Conjunctions
- Interjections
- Word Shifts
- Verbs, Subjects, and Simple Sentences
- Recognizing Verbs
- Recognizing Subjects
- Phrases
- Prepositional Phrases
- Infinitive Phrases
- Participial Phrases
- Gerund Phrases
- Absolute Phrases
- Appositive Phrases
- Clauses
- Noun Clauses
- Adjective Clauses
- Adverb Clauses
- Sentence Types
- Simple Sentences
- Compound Sentences
- Complex Sentences
- Compound–Complex Sentences
- A Writer's Basic Sentence Grammar
- 21. Coordination, Subordination, and Parallelism
- What Are We Trying to Achieve and Why?
- Using Coordination
- Excessive Coordination
- Subordination
- Adverb Clauses
- Adjective Clauses
- Excessive Subordination
- Parallelism
- Series
- Lists and Outlines
- Pairs
- 22. Run-Ons, Comma Splices, and Sentence Fragments
- What Are We Trying to Achieve and Why?
- Run-On Sentences and Comma Splices
- Fixing Run-Ons and Comma Splices with End Punctuation
- Fixing Run-Ons and Comma Splices with Coordination
- Fixing Run-Ons and Comma Splices with Semicolons
- Fixing Run-Ons and Comma Splices with Subordination
- Sentence Fragments
- Phrase Fragments
- Subordinate Clause Fragments
- 23. Verbs: Form and Agreement
- What Are We Trying to Achieve and Why?
- The Principal Parts of Verbs and Verb Tenses
- Three Primary Verb Tenses
- Helping Verbs
- Perfect Tenses
- Progressive Tenses
- Irregular Verbs
- Problem Verbs
- Verb Tense Sequences and Unneeded Tense Shifts
- Subject/Verb Agreement
- Intervening Words
- Compound Subjects
- Indefinite Pronouns
- Or, Either/Or, Neither/Nor
- Relative Pronouns as Subjects
- Linking Verbs
- Changing the Order of Subjects and Verbs
- Collective Nouns
- Plural Nouns/Plural Verbs
- “False” Plural Nouns
- 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
- Indefinite Pronouns
- Collective Nouns
- Compound Antecedents
- Choosing Proper Pronoun Case
- Subjective Case
- Objective Case
- Possessive Case
- Solving Common Problems
- Compounds
- Comparisons
- Who/Whom
- Remaining Consistent 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
- Commas That Separate Introductory Words and Word Groups
- Commas That Set Off Nonessential Words and Word Groups
- Commas That Separate Main Clauses
- Secondary Comma Categories
- Items in a Series
- Coordinate Adjectives
- Contrasting Expressions
- Misleading Expressions
- Numbers, Addresses, Place Names, Dates, Direct Address
- Avoiding Incorrect Commas
- Other Punctuation and Mechanics
- Semicolon
- Colon
- Dash
- Parentheses
- Quotation Marks
- Apostrophe
- Hyphen
- Capitalization
- Numbers
- Underlining and Italicizing
- 27. Spelling and Sound-Alike Words
- What Are We Trying to Achieve and Why?
- Some Suggestions for Help with Spelling
- Reviewing Vowels and Consonants
- Some Useful Spelling Patterns
- Doubling the Final Consonant
- Dropping or Keeping the Final e
- Changing or Not Changing the Final y to i
- Forming Plurals: -s or -es
- Using ie or ei
- List of Frequently Misspelled Words
- Sound-Alike Words
- 28. ESL Concerns
- What Are We Trying to Achieve and Why?
- Count and Noncount Nouns
- Articles
- Verbs
- Word Order
- Three Irregular Verbs— to Do, to Have, to Be
- Modals
- Stative Verbs
- Two-Word (Phrasal) Verbs
- Prepositions
- Prepositions of Place
- Prepositions of Time
- Idiomatic Phrases
- Ordering Adjectives
- Unit VI: Additional Readings
- Description
- The Great Tide Pool, John Steinbeck
- Narration
- The Dare, Roger Hoffmann
- Illustration
- Rambos of the Road, Martin Gottfried
- Classification
- The Ways of Meeting Oppression, Martin Luther King, Jr.
- *Friends, Good Friends, and Such Good Friends, Judith Viorst
- Cause and Effect
- Two by Two, We'll Fill the Planet, Benjamin Zuckerman
- Black Men and Public Space, Brent Staples
- Process Analysis
- *The Fine Art of Complaining, Caroline Rego
- Comparison and Contrast
- Grant and Lee: A Study in Contrasts, Bruce Catton
- A Nice Place to Visit, Russell Baker
- Definition
- *They've Gotta Keep It: People Who Save Everything, Lynda W. Warren and Jonnae C. Ostrom
- What Is a Dad?, Bob Brannan
- Persuasion
- Abortion, Right and Wrong, Rachel Richardson Smith
- What Is Biodiversity and Why Should We Care About It?, Donella Meadows
- Appendixes
- Appendix 1
*Writing a Research Essay - Appendix 2
Improvement Chart
- Credits
- Index
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2006