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In the age of artificial intelligence, A Writer's Reference continues to boost literacy and build academic intelligence. It supports students as they use tools critically and responsibly to compose in a variety of genres for a range of purposes and audiences. The eleventh edition is more inclusive than ever before, is better suited to corequisite courses, and offers stronger support for human critical thinking. It also teaches concrete and flexible strategies that help writers see AI not as a substitute but a starting point. A Writer's Reference is paired with Achieve - an integrated suite of digital tools that personalize learning and empower learners.
In the age of artificial intelligence, A Writer's Reference continues to boost literacy and build academic intelligence. It supports students as they use tools critically and responsibly to compose in a variety of genres for a range of purposes and audiences. The eleventh edition is more inclusive than ever before, is better suited to corequisite courses, and offers stronger support for human critical thinking. It also teaches concrete and flexible strategies that help writers see AI not as a substitute but a starting point. A Writer's Reference is paired with Achieve - an integrated suite of digital tools that personalize learning and empower learners.
Inhaltsverzeichnis
C Composing and Revising
C1 Planning
- a. Build your academic intelligence.
- b. Assess your writing situation.
- c. Explore your subject.
- d. Draft and revise a working thesis statement.
- e Draft a plan.
- a. Draft an introduction.
- b. Draft the body.
- c. Draft a conclusion.
C3 Writing paragraphs
- a. Focus on a main point.
- b. Develop the main point.
- c. Make paragraphs coherent.
- d. If necessary, adjust paragraph length.
- e. Choose a suitable strategy for developing paragraphs.
C4 Reviewing, revising, and editing
- a. Use peer review: Give constructive comments.
- b. Learn from peer review: Revise with comments.
- c. Reflect on comments: Develop a revision plan.
- d. One student's peer review process.
- e. Approach global revision in cycles.
- f. Revise globally by making a reverse outline.
- g. Revise and edit sentences.
- h. Proofread and format your work.
- i. Sample student revision: Literacy narrative.
C5 Reflecting on your writing; preparing a portfolio
- a. Reflect on your writing.
- b. Prepare a portfolio.
- c. Student writing: Reflective letter for a portfolio.
A Academic Reading and Writing
A1 Reading and writing critically
- a. Read actively.
- b. Outline a text to identify main ideas.
- c. Summarize to deepen your understanding.
- d. Analyze to demonstrate your critical thinking.
- e. Sample student essay: Analysis of an article.
A2 Reading and writing about multimodal texts
- a. Read actively.
- b. Summarize a multimodal text to deepen your understanding.
- c Analyze a multimodal text to demonstrate your critical reading.
- d Sample student writing: Analysis of an advertisement.
A3 Reading arguments
- a. Read with an open mind and a critical eye.
- b. Evaluate ethical, logical, and emotional appeals as a reader.
- c. Evaluate the evidence behind an argument.
- d. Identify underlying assumptions.
- e. Evaluate how fairly a writer handles opposing views.
A4 Writing arguments
- a Identify your purpose and context.
- b. View your audience as skeptical readers.
- c. Build common ground with your audience.
- d. In your introduction, establish credibility and state your position.
- e. Back up your thesis with persuasive lines of argument.
- f. Support your thesis with specific evidence.
- g. Anticipate objections; counter opposing arguments.
- h. Sample student writing: Argument.
A5 Writing in the disciplines
- a. Find commonalities across disciplines.
- b. Recognize the questions writers in a discipline ask.
- c. Understand the kinds of evidence writers in a discipline use.
- d. Become familiar with a discipline's language conventions.
- e. Use a discipline's preferred citation style.
R Researched writing
R1 Thinking like a researcher; gathering sources
- a. Manage the project.
- b. Ask questions worth exploring.
- c. Map out a search strategy.
- d. Search efficiently; master a few shortcuts to finding good sources.
- e. Keep yourself on track with a research proposal.
- f. Conduct field research, if appropriate.
R2 Managing information; taking notes responsibly
- a. Maintain a working bibliography.
- b. Keep track of source materials.
- c. As you take notes, avoid unintentional plagiarism.
R3 Evaluating sources
- a. Evaluate the reliability and usefulness of sources.
- b. Read with an open mind and a critical eye.
- c. Assess sources for reliability and purpose.
- d. Construct an annotated bibliography.
MLA MLA Style
List of MLA in-text citation models
List of MLA works cited models
MLA-1 Supporting a thesis
- a. Form a working thesis.
- b. Organize your ideas with a rough outline.
- c. Consider how sources will contribute to your essay.
MLA-2 Citing sources; avoiding plagiarism
- a. Understand how the MLA system works.
- b. Understand what plagiarism is.
- c. Use quotation marks around borrowed language.
- d. Put summaries and paraphrases in your own words.
MLA-3 Integrating sources
- a. Summarize and paraphrase effectively.
- b. Use quotations effectively.
- c. Use signal phrases to integrate sources.
- d. Synthesize sources.
MLA-4 Documenting sources
- a. MLA in-text citations.
- b. MLA list of works cited.
- c. MLA information notes. (optional)
MLA-5 MLA format; sample research essay
- a. MLA format.
- b. Sample research essay in MLA style.
APA CMS APA Style and CMS Style
List of APA in-text citation models
List of APA reference list models
APA-1 Supporting a thesis
- a. Form a working thesis.
- b. Organize your ideas.
- c. Consider how sources will contribute to your essay.
- a. Understand how the APA system works.
- b. Understand what plagiarism is.
- c. Use quotation marks around borrowed language.
- d. Put summaries and paraphrases in your own words.
APA-3 Integrating sources
- a. Summarize and paraphrase effectively.
- b. Use quotations effectively.
- c. Use signal phrases to integrate sources.
- d. Synthesize sources.
APA-4 Documenting sources
- a. APA in-text citations.
- b. APA list of references.
APA-5 APA format; sample research essay
- a. APA format.
- b. Sample research essay in APA style.
CMS (Chicago) style
List of CMS-style notes and bibliography entries
CMS-1 Supporting a thesis
- a. Form a working thesis.
- b. Organize your ideas.
- c. Consider how sources will contribute to your essay.
CMS-2 Citing sources; avoiding plagiarism
- a. Use the CMS system for citing sources.
- b. Understand what plagiarism is.
- c. Use quotation marks around borrowed language.
- d. Put summaries and paraphrases in your own words.
CMS-3 Integrating sources
- a. Use quotations effectively.
- b. Use signal phrases to integrate sources.
CMS-4 Documenting sources
- a. First and later notes for a source.
- b. CMS-style bibliography.
- c. Model notes and bibliography entries.
CMS-5 Chicago format; sample research essay
- a. CMS format.
- b. Sample pages from a Chicago-style essay.
S Sentence Style
S1 Parallelism
- a. Balance parallel ideas in a series.
- b. Balance parallel ideas presented as pairs.
- c Repeat function words to clarify parallels.
S2 Needed words
- a. Add words needed to complete compound structures.
- b. Add the word that where needed for clarity.
- c. Add words needed to make comparisons logical and complete.
- d. Add the articles a, an, and the where necessary for grammatical completeness.
S3 Problems with modifiers
- a. Put limiting modifiers in front of the words they modify.
- b. Place phrases and clauses so that readers can see at a glance what they modify.
- c. Move awkwardly placed modifiers.
- d. Avoid split infinitives when they are awkward.
- e. Repair dangling modifiers.
S4 Shifts
- a. Make the point of view consistent in person and number.
- b. Maintain consistent verb tenses.
- c. Make verbs consistent in voice.
- d. Avoid sudden shifts from indirect to direct questions or quotations.
S5 Mixed constructions
- a. Untangle the grammatical structure.
- b. Straighten out the logical connections.
- c. Avoid is when, is where, and reason . . . is because constructions
S6 Sentence emphasis
- a. Coordinate equal ideas; subordinate minor ideas.
- b. Combine choppy sentences.
- c. Avoid ineffective and excessive coordination.
- d. Do not subordinate major ideas.
- e. Do not subordinate excessively.
- f. Experiment with techniques for gaining emphasis.
S7 Sentence variety
- a. Vary your sentence openings.
- b. Use a variety of sentence structures.
- c. Try inverting sentences occasionally.
W Word Choice
W1 Glossary of usage
W2 Wordy sentences
- a. Eliminate redundancies.
- b. Avoid unnecessary repetition of words.
- c. Cut empty or inflated phrases.
- d. Simplify the...
Details
| Erscheinungsjahr: | 2025 |
|---|---|
| Fachbereich: | Bildungswesen |
| Genre: | Erziehung & Bildung, Importe |
| Rubrik: | Sozialwissenschaften |
| Medium: | Taschenbuch |
| ISBN-13: | 9781319413002 |
| ISBN-10: | 1319413005 |
| Sprache: | Englisch |
| Ausstattung / Beilage: | Spiralbindung |
| Einband: | Kartoniert / Broschiert |
| Autor: |
Hacker, Diana
Sommers, Nancy |
| Auflage: | Eleventh Edition |
| Hersteller: | Macmillan Learning |
| Verantwortliche Person für die EU: | Libri GmbH, Europaallee 1, D-36244 Bad Hersfeld, gpsr@libri.de |
| Maße: | 216 x 167 x 26 mm |
| Von/Mit: | Diana Hacker (u. a.) |
| Erscheinungsdatum: | 14.02.2025 |
| Gewicht: | 0,688 kg |
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