{"product_id":"ideas-aims-for-college-writing-mla-update-edition-new-2016-mla-updates-9780134590899","title":"IDEAS  Aims for College Writing MLA Update","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003eNOTE: Both brief and comprehensive tables of contents follow.\u003c\/b\u003e\u003c\/i\u003e \u003cbr\u003e \u003cbr\u003e \u003cb\u003eBRIEF CONTENTS\u003c\/b\u003e \u003cbr\u003e \u003cbr\u003ePART ONE: READING AND WRITING IN COLLEGE \u003cbr\u003e1. What It Means to Be a College Student: Following the Codes \u003cbr\u003e2. The Reading Process \u003cbr\u003e3. The Writing Process \u003cbr\u003e \u003cbr\u003ePART TWO: WRITING PARAGRAPHS AND ESSAYS \u003cbr\u003e4. Writing Paragraphs \u003cbr\u003e5. Paragraphs Working Together: The Essay \u003cbr\u003e \u003cbr\u003ePART THREE: AIMS-BASED WRITING \u003cbr\u003e6. Descriptive Writing \u003cbr\u003e7. Reflective Writing \u003cbr\u003e8. Informative Writing \u003cbr\u003e9. Analytical Writing \u003cbr\u003e10. Evaluative Writing \u003cbr\u003e11. Persuasive Writing \u003cbr\u003e \u003cbr\u003ePART FOUR: RESEARCH \u003cbr\u003e12. Working with Sources \u003cbr\u003e13. Documenting Sources \u003cbr\u003e  \u003cbr\u003ePART FIVE: SENTENCE SKILLS: IMPROVING STYLE \u0026amp; CORRECTING ERRORS \u003cbr\u003e14. Style Matters \u003cbr\u003e15. Handbook: Correcting Sentence Errors \u003cbr\u003e \u003cbr\u003e    \u003cbr\u003e \u003cb\u003eCOMPREHENSIVE CONTENTS\u003c\/b\u003e \u003cbr\u003e \u003cbr\u003ePART ONE: READING AND WRITING IN COLLEGE \u003cbr\u003e \u003cbr\u003e \u003cb\u003e1. What It Means to Be a College Student: Following the Codes\u003c\/b\u003e \u003cbr\u003eThe Code of Behavior \u003cbr\u003e    Be an Active Learner \u003cbr\u003e     \u003cb\u003eSelection\u003c\/b\u003e “Self-Control is the Key to Success” by David Brooks    \u003cbr\u003eShow Good Character \u003cbr\u003ePractice Critical Thinking \u003cbr\u003eThe Code of Communication \u003cbr\u003e    Discourse Communities as Audience \u003cbr\u003e     \u003cb\u003eSelection\u003c\/b\u003e “To: Professor@University.edu Subject: Why It’s All About Me by Jonathan Glater \u003cbr\u003e    Meet the Expectations of College Writing Assignments \u003cbr\u003e     \u003cb\u003eSelection\u003c\/b\u003e “Student Expectations As Causing Grade Disputes” by Max Roosevelt \u003cbr\u003e  \u003cbr\u003e \u003cb\u003e2. The Reading Process\u003c\/b\u003e \u003cbr\u003eActive Reading: A Conversation with an Author \u003cbr\u003e     \u003cb\u003eReading\u003c\/b\u003e “‘Only Connect…’: The Goals of a Liberal Education” by William Cronon \u003cbr\u003eRead as a Believer and as a Doubter \u003cbr\u003ePut IDEAS to Work when Reading \u003cbr\u003eInterest \u003cbr\u003eDetails \u003cbr\u003eExplanation \u003cbr\u003eAudience \u003cbr\u003eStyle \u003cbr\u003e     \u003cb\u003eSelection\u003c\/b\u003e “Black Men and Public Space” by Brent Staples \u003cbr\u003eDemonstrate Your Understanding of a Text Through Summarizing, Paraphrasing and Quoting \u003cbr\u003e    The Essentials of Summarizing \u003cbr\u003e    The Essentials of Paraphrasing \u003cbr\u003e    The Essentials of Quoting \u003cbr\u003e \u003cbr\u003e \u003cb\u003e3. Writing and the Process of Writing\u003c\/b\u003e \u003cbr\u003eAssess the Writing Situation—Subject, Purpose, Audience, and Genre \u003cbr\u003eDirect Your Writing with a Thesis Statement \u003cbr\u003ePut IDEAS to Work: The Essentials of Good Writing \u003cbr\u003ePractice Writing as a Process—Embrace the Messiness and Discoveries Before the Finished Product \u003cbr\u003eThe Writing Process \u003cbr\u003ePlanning \u003cbr\u003ePrewriting \u003cbr\u003eOrganizing \u003cbr\u003eFirst Drafting \u003cbr\u003e     \u003cb\u003eSelection\u003c\/b\u003e Eva’s First Draft---Extended Analogy \u003cbr\u003eRevising and Redrafting \u003cbr\u003eEditing and Proofreading \u003cbr\u003e     \u003cb\u003eSelection\u003c\/b\u003e “Writing a Paper is like Buying a Swimsuit” by Eva Thorne, Annotated Student Paper \u003cbr\u003eWriting Assignments \u003cbr\u003e    Extended Analogy Essay: Writing is Like… \u003cbr\u003eWriting Development Plan Paper \u003cbr\u003e \u003cbr\u003e \u003cbr\u003ePART TWO: WRITING PARAGRAPHS AND ESSAYS \u003cbr\u003e \u003cbr\u003e \u003cb\u003e4. Writing Paragraphs\u003c\/b\u003e \u003cbr\u003e    Building Paragraphs \u003cbr\u003eUnify Your Paragraphs with a Topic Sentence \u003cbr\u003eCreate Support in Your Paragraphs Using Details, Reasons, Examples, and Explanations \u003cbr\u003eUse Coherence Strategies to Connect Your Support \u003cbr\u003eOrganize Support Using Patterns of Development \u003cbr\u003e    Description \u003cbr\u003e    Narration \u003cbr\u003e    Example\/Illustration \u003cbr\u003e    Causes and\/or Effects \u003cbr\u003e    Comparison or Contrast \u003cbr\u003e    Process \u003cbr\u003e    Classification \u003cbr\u003e    Definition    \u003cbr\u003eAnalyze Paragraphs for Coherence \u003cbr\u003e  \u003cbr\u003e \u003cb\u003e5. Paragraphs Working Together: The Essay\u003c\/b\u003e \u003cbr\u003eWrite Effective Introduction Paragraphs \u003cbr\u003e    Strategies for Writing Introduction Paragraphs \u003cbr\u003e    Avoid Common Mistakes in Introduction Paragraphs \u003cbr\u003eCreate Conclusion Paragraphs That Leave a Lasting Impression \u003cbr\u003e    Strategies for Writing Conclusion Paragraphs \u003cbr\u003e    Avoid Common Mistakes in Conclusion Paragraphs \u003cbr\u003eUnderstand the Various Strategies for Organizing Paragraphs and Using Transitions \u003cbr\u003e    Paragraphs Working Together: “Stop the Cyberbully,” Annotated Paper \u003cbr\u003e  \u003cbr\u003e \u003cbr\u003ePART THREE: AIMS-BASED WRITING \u003cbr\u003e \u003cbr\u003e \u003cb\u003e6. Descriptive Writing\u003c\/b\u003e \u003cbr\u003eCreate a Dominant Impression—Make It Real for Your Readers \u003cbr\u003eUse Concrete, Specific, and Inviting Details \u003cbr\u003eUse Descriptive Verbs \u003cbr\u003ePut IDEAS to Work in Descriptive Writing \u003cbr\u003e \u003cb\u003eStudent Writer at Work\u003c\/b\u003e \u003cbr\u003e     \u003cb\u003eReading\u003c\/b\u003e Harrison’s Letter, Annotated Student Problem Letter \u003cbr\u003eReading and Writing: IDEAS in Action \u003cbr\u003e    \u003cb\u003eSelection\u003c\/b\u003e 1 “Dandelion: A Virtuous Weed” by Craig Holdrege, Annotated Professional Essay \u003cbr\u003e    \u003cb\u003eSelection\u003c\/b\u003e 2 “The Trail Winds…” (excerpt from “A Rare Jewel”) by Jane Braxton Little \u003cbr\u003e     \u003cbr\u003e    \u003cb\u003eSelection\u003c\/b\u003e 3 “Clog Dancing at the Illinois State Fair” by David Foster Wallace \u003cbr\u003e    \u003cb\u003eSelection\u003c\/b\u003e 4 “The Knife” by Richard Selzer \u003cbr\u003e    \u003cb\u003eSelection\u003c\/b\u003e 5 “Just Off Main Street” by Elmaz Abinader \u003cbr\u003eAdditional Writing Assignments \u003cbr\u003eDescriptive Place-Based Paragraph or Essay \u003cbr\u003eProblem in Your Community Letter \u003cbr\u003eReal Estate Description: Describing to Make the Sale \u003cbr\u003e \u003cbr\u003e \u003cb\u003e7. Reflective Writing\u003c\/b\u003e \u003cbr\u003eAnswer This Question: So What? \u003cbr\u003eEmploy Examples, Anecdotes, and Evidence for Support \u003cbr\u003eUse Concrete, Specific, and Inviting Details \u003cbr\u003ePut IDEAS to Work in Reflective Writing \u003cbr\u003e \u003cb\u003eStudent Writer at Work\u003c\/b\u003e \u003cbr\u003e     \u003cb\u003eSelection\u003c\/b\u003e “Why the Best Kids Books Are Written in Blood” by Sherman Alexie, Annotated \u003cbr\u003e          Professional Essay \u003cbr\u003e     \u003cb\u003eSelection\u003c\/b\u003e “‘Sorry It’s Late’—Seeing Both Sides of an Age-old Homework Dilemma” by Sam Johnston, Annotated Student Paper \u003cbr\u003eReading and Writing: IDEAS in Action \u003cbr\u003e    \u003cb\u003eSelection\u003c\/b\u003e 1 “The Day I Met Bruce Lee” by Bonnie Devet, Annotated Professional Essay \u003cbr\u003e    \u003cb\u003eSelection\u003c\/b\u003e 2 “County Hams” (excerpt from Pleasures of the Smokehouse) by John Egerton \u003cbr\u003e    \u003cb\u003eSelection\u003c\/b\u003e 3 “Pigskin Anticipation” (excerpt from Pulled Pork and Pigskin) by Wright Thompson \u003cbr\u003e    \u003cb\u003eSelection\u003c\/b\u003e 4 “Two Bad Bricks” by Ajahn Brahm \u003cbr\u003e     \u003cbr\u003eAdditional Writing Assignments \u003cbr\u003eReflecting on a Culinary Tradition paragraph\/s \u003cbr\u003eReflecting on a Current Event Essay \u003cbr\u003eCase Study: Marketing Ideas Memo \u003cbr\u003e  \u003cbr\u003e \u003cb\u003e8. Informative Writing\u003c\/b\u003e \u003cbr\u003eGet Your Facts Straight \u003cbr\u003eMake the Information Interesting \u003cbr\u003e    Consider the Readers’ Needs \u003cbr\u003e    Move from Old to New Information \u003cbr\u003eOrganize Appropriately \u003cbr\u003ePut IDEAS to Work in Informative Writing \u003cbr\u003e \u003cb\u003eStudent Writer at Work\u003c\/b\u003e \u003cbr\u003e      \u003cb\u003eSelection\u003c\/b\u003e “Coach Pick” by Collin Seibert, Annotated Student Paper \u003cbr\u003eReading and Writing: IDEAS in Action \u003cbr\u003e     \u003cb\u003eSelection\u003c\/b\u003e 1 “The Apple, Alcohol, \u0026amp; ‘Johnny Appleseed” by Michael Pollan, Annotated Professional Essay \u003cbr\u003e     \u003cb\u003eSelection\u003c\/b\u003e 2 Excerpt from The Cave of the Bats by Richard Conniff \u003cbr\u003e     \u003cb\u003eSelection\u003c\/b\u003e 3 “A Night of Lynching, a Life of Remembering” by Sarah Cohen \u003cbr\u003e     \u003cb\u003eSelection\u003c\/b\u003e 4 “Seven Sustainable Wonders” by Alan Thein Durning \u003cbr\u003e     \u003cb\u003eSelection\u003c\/b\u003e 5 “Soup” from The New Yorker \u003cbr\u003eAdditional Writing Assignments \u003cbr\u003eHistorical\/Cultural Marker: Informing about a Place in Your Community \u003cbr\u003eCareer Profile Assignment \u003cbr\u003e Rejection Letter     \u003cbr\u003e  \u003cbr\u003e \u003cb\u003e9. Analytical Writing\u003c\/b\u003e \u003cbr\u003eAnalyze a Subject by Breaking It Down and Building It Back Up \u003cbr\u003eSupport Your Analysis (Your Point) with Details, Examples, and Explanation \u003cbr\u003eUse Critical Thinking when Analyzing \u003cbr\u003ePut IDEAS to Work in Analytical Writing \u003cbr\u003e \u003cb\u003eStudent Writer at Work\u003c\/b\u003e \u003cbr\u003e     \u003cb\u003eSelection\u003c\/b\u003e “The Real Marlboro Man” by Janet Lopez, Annotated Student Paper \u003cbr\u003eReading and Writing: IDEAS in Action \u003cbr\u003e     \u003cb\u003eSelection\u003c\/b\u003e 1 “American Jerk” by Todd Schwartz, Annotated Professional Essay \u003cbr\u003e     \u003cb\u003eSelection\u003c\/b\u003e 2 “The School Smarts Effect” by Kirsten Weir \u003cbr\u003e     \u003cb\u003eSelection\u003c\/b\u003e 3 “Space Invaders” by Richard Stengel \u003cbr\u003e     \u003cb\u003eSelection\u003c\/b\u003e 4 “But What Do You Mean?” by Deborah Tannen \u003cbr\u003eAdditional Writing Assignments \u003cbr\u003eAnalyzing the Influence of an Idea \u003cbr\u003eAnalyzing an Ad \u003cbr\u003e     Case Study: PTA Memo \u003cbr\u003e  \u003cbr\u003e \u003cb\u003e10. Evaluative Writing\u003c\/b\u003e \u003cbr\u003eConsider the Criteria for Success \u003cbr\u003eShow How the Subject Is (or Is Not) a Success \u003cbr\u003ePut IDEAS to Work in Evaluative Writing \u003cbr\u003e \u003cb\u003eStudent Writer at Work\u003c\/b\u003e \u003cbr\u003e     \u003cb\u003eSelection\u003c\/b\u003e “A Kennel for Ben” by Karl Martinson, Annotated Student Paper \u003cbr\u003eReading and Writing: IDEAS in Action \u003cbr\u003e     \u003cb\u003eSelection\u003c\/b\u003e 1 “The Dangers of Social Networking Sites in College” by Britney Wilkins, Annotated Professional Essay \u003cbr\u003e     \u003cb\u003eSelection\u003c\/b\u003e 2 “Review of Carrying Lightning” by Lee Zimmerman \u003cbr\u003e     \u003cb\u003eSelection\u003c\/b\u003e 3 “What Makes a Good Patient” by Scott Haig, MD \u003cbr\u003e     \u003cb\u003eSelection\u003c\/b\u003e 4 “The Flight from Conversation” by Sherry Turkle \u003cbr\u003eAdditional Writing Assignments \u003cbr\u003eEvaluating the Credibility of an Online Source (.org) \u003cbr\u003eRestaurant Evaluation \u003cbr\u003eCase Study: Evaluative Letter about Whether Dexter Should be Paroled \u003cbr\u003e  \u003cbr\u003e \u003cb\u003e11. Persuasive Writing\u003c\/b\u003e \u003cbr\u003eKnow Your Audience’s Expectations \u003cbr\u003eUse the Rhetorical Toolkit: Ethos, Logos, and Pathos \u003cbr\u003ePut IDEAS to Work in Persuasive Writing \u003cbr\u003e \u003cb\u003eStudent Writer at Work\u003c\/b\u003e \u003cbr\u003e     \u003cb\u003eSelection\u003c\/b\u003e “Why Prisons Don’t Work” by Wilbert Rideau, Annotated Professional Essay \u003cbr\u003e     \u003cb\u003eSelection\u003c\/b\u003e “A Close Look at ‘Why Prisons Don’t Work’” by Navid Montazeri, Annotated Student Paper \u003cbr\u003eReading and Writing: IDEAS in Action \u003cbr\u003e     \u003cb\u003eSelection\u003c\/b\u003e 1 “‘A’ is for ‘Absent’” by Chris Piper \u003cbr\u003e     \u003cb\u003eSelection\u003c\/b\u003e 2 “Don’t Let Stereotypes Warp Your Judgment” by Robert L. Heilbroner \u003cbr\u003e     \u003cb\u003eSelection\u003c\/b\u003e 3 “Put the Brakes on Driving While Texting” by Leonard Pitts \u003cbr\u003eAdditional Writing Assignments \u003cbr\u003eConsequences of a Problem Paper \u003cbr\u003eSummary-Analysis-Response (SAR) Essay \u003cbr\u003eJob\/Internship Application Letter \u003cbr\u003e  \u003cbr\u003e \u003cbr\u003ePART FOUR: RESEARCH \u003cbr\u003e \u003cbr\u003e \u003cb\u003e12. Working with Sources \u003c\/b\u003e \u003cbr\u003eFind Sources \u003cbr\u003eEvaluate Sources \u003cbr\u003eSummarize, Paraphrase and Quote Effectively and Ethically    \u003cbr\u003eSee Research as Discovery \u003cbr\u003eI-Search Paper \u003cbr\u003eStudent Writer at Work \u003cbr\u003e     I-Search Abstract by Darrius Johnson \u003cbr\u003e     \u003cb\u003eSelection\u003c\/b\u003e “Curling” By Darrius Johnson, Annotated Student Paper \u003cbr\u003e \u003cbr\u003e \u003cb\u003e13. Documenting Sources\u003c\/b\u003e \u003cbr\u003eDocument Sources \u003cbr\u003eAvoid Plagiarism \u003cbr\u003eUse the MLA Style Documentation Style \u003cbr\u003e    The Basics of MLA In-Text Citations \u003cbr\u003e    Introducing Source Material in MLA Style \u003cbr\u003e    Providing a Correctly Formatted Works Cited List \u003cbr\u003eUse the APA Documentation Style \u003cbr\u003eThe Basics of APA In-Text Citations \u003cbr\u003eIntroducing Source Material in APA Style \u003cbr\u003e    Providing a Correctly Formatted References List \u003cbr\u003eResearch-Based Essay \u003cbr\u003eStudent Sample Essay \u003cbr\u003e     \u003cb\u003eSelection\u003c\/b\u003e “%#@$\u0026amp;*: Profanity on Campus Should Be Banned” by Marissa Torres, Annotated Student \u003cbr\u003e    Paper \u003cbr\u003e        \u003cbr\u003e \u003cbr\u003ePART FIVE: SENTENCE SKILLS: IMPROVING STYLE \u0026amp; CORRECTING ERRORS \u003cbr\u003e \u003cbr\u003e \u003cb\u003e14. Style Matters\u003c\/b\u003e \u003cbr\u003eThe Building Blocks of Sentences: Clauses and Phrases \u003cbr\u003eThe Simple Sentence \u003cbr\u003eCompound Sentences \u003cbr\u003eComplex Sentences \u003cbr\u003eCompound-Complex Sentences \u003cbr\u003eUsing Effective Modifiers \u003cbr\u003eAppositives and Parallel Constructions \u003cbr\u003eConcision---Eliminating Wordiness \u003cbr\u003eQuick Reference: Sentence Patterns \u003cbr\u003e \u003cbr\u003e \u003cb\u003e15. Handbook: Correcting Sentence Errors\u003c\/b\u003e \u003cbr\u003eIntroduction \u003cbr\u003e   Quick Reference Editing Guide A. Catch the Big Three: Fragments, Run-Ons, and Comma Splices \u003cbr\u003e   A.1 Fragment (Frag)  \u003cbr\u003eA.2 Run-On (RO) \u0026amp; Comma Splice (CS) B. Avoid Shifts \u003cbr\u003e   B.1 Shifts in Point of View (Shift)  \u003cbr\u003eB.2 Shifts in Verb Tense (Tense)  \u003cbr\u003eB.3 Shifts in Irregular verb Tense C. Master Grammar: Pronoun Case, Pronoun Reference, and Agreement \u003cbr\u003e   C.1 Pronoun Case  \u003cbr\u003eC.2 Pronoun Reference  \u003cbr\u003eC.3 Pronoun Antecedent Agreement (PA Agr)  \u003cbr\u003eC.4 Subject Verb Agreement (SV Agr) D. Pay Attention to Punctuation: Apostrophes, Commas, Quotation Marks, Semicolons, and Colons \u003cbr\u003e   D.1 Apostrophes (apos)  \u003cbr\u003eD.2 Commas (C)  \u003cbr\u003eD.3 Quotation Marks\/Dialogue (Quote)  \u003cbr\u003eD.4 Semicolon (;)  \u003cbr\u003eD.5 Colon (:) E. Avoid Bungled Sentences: Modifiers and Parallelism \u003cbr\u003e   E.1 Modifier Error—Misplaced or Dangling (M)  \u003cbr\u003eE.2 Parallelism (\/\/)  \u003cbr\u003e F. Mind Your Mechanics: Abbreviations, Capitals, Numbers, and Titles \u003cbr\u003e   F.1 Abbreviation (Abbrev)  \u003cbr\u003eF.2 Capitalization (Cap)  \u003cbr\u003eF.3 Number (Number)  \u003cbr\u003eF.4 Title (title) G. Understand Usage and Avoid the Spell Check Trap \u003cbr\u003e ","brand":"Pearson Education (US)","offers":[{"title":"Default Title","offer_id":49524396720471,"sku":"9780134590899","price":130.83,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780134590899.jpg?v=1731856615","url":"https:\/\/bookcurl.com\/products\/ideas-aims-for-college-writing-mla-update-edition-new-2016-mla-updates-9780134590899","provider":"Book Curl","version":"1.0","type":"link"}