Brief McGraw-Hill Handbook MLA 2016 UPDATE https://www.mheducation.com/cover-images/Jpeg_400-high/1259988635.jpeg 2 9781259988639 The Brief McGraw-Hill Handbook offers an essential, economical option for freshman writing courses. It also includes new features such as Start Smart to help students know where to begin and how to navigate the writing situation for all their common assignments. The Maimon handbooks support student and instructor success by consistently presenting and using the writing situation as a framework for beginning, analyzing and navigating any type of writing. Start Smart offers an easy, step-by-step process map to navigate three common types of writing assignments. Other new features support critical thinking and deeper understandings of common assignments.
Brief McGraw-Hill Handbook MLA 2016 UPDATE

Brief McGraw-Hill Handbook MLA 2016 UPDATE

2nd Edition
By Elaine Maimon and Janice Peritz and Kathleen Blake Yancey
ISBN10: 1259988635
ISBN13: 9781259988639
Copyright: 2012
Product Details +
09781259988639

Purchase Options

Students, we’re committed to providing you with high-value course solutions backed by great service and a team that cares about your success. See tabs below to explore options and pricing. Don't forget, we accept financial aid and scholarship funds in the form of credit or debit cards.

Hardcopy

Receive via shipping:

  • Bound book containing the complete text
  • Full color
  • Hardcover or softcover

What are my shipping options?

ISBN10: 1259988635 | ISBN13: 9781259988639

Purchase

$79.99

The estimated amount of time this product will be on the market is based on a number of factors, including faculty input to instructional design and the prior revision cycle and updates to academic research-which typically results in a revision cycle ranging from every two to four years for this product. Pricing subject to change at any time.

Program Details

The Brief McGraw-Hill Handbook, Second Edition

*Indicates new content or a chapter/section with major revisions. In addition, content is being updated and revised throughout.

Introduction: Writing to Learn

*RESOURCES FOR WRITERS (Foldout): Start Smart: Addressing the Writing Situation

a. Studying a range of academic disciplines

b. Using writing as a tool for learning

c. Taking responsibility for reading, writing, and research

*d. Achieving the core outcomes of successful writing

*e. Exploring the situation as a means of approaching any writing task

*f. Recognize audience and academic English in a multilingual world

Part 1. Writing and Designing Texts

1. Reading and Writing: The Critical Connection

a. Reading critically

b. Writing critically

2. Planning and Shaping

a. Learning how to approach assignments

b. Exploring your ideas

c. Developing a working thesis

d. Planning structure

*e. Considering visuals, audio, and video

3. Drafting

a. Developing ideas using patterns of organization and visuals

b. Writing focused, clearly organized paragraphs

*c. Integrating multimedia elements effectively

4. Revising and Editing

a. Getting comments from readers

b. Using electronic tools for revising

c. Focusing on the the writing situation (topic, purpose, audience, medium, genre)

d. Making sure you have a strong thesis

e. Reviewing the structure of your draft

f Revising for paragraph development, unity, and coherence

*g. Revising visuals and multimedia

h. Editing sentences

i. Proofreading carefully

j. Using campus, Internet, and community resources

k. Learning from one student’s revisions (updates AWR 4e—peer review)

5. Designing Academic Texts and Portfolios

a. Considering audience and purpose

b. Using the tools available in your word-processing program

c. Thinking intentionally about design

d. Compiling an effective print or electronic portfolio

Part 2. Writing in College and beyond College

6. Informative Reports

a. Understanding the assignment

b. Approaching writing an informative report as a process

*c. Student paper: Informative report

7. Interpretive Analyses and Writing about Literature

a. Understanding the assignment

b. Approaching writing an interpretive analysis as a process

c. Student paper: Interpretive analysis

8. Arguments

a. Understanding the assignment

b. Thinking critically

c. Approaching writing an argument as a process

*d. Student paper: Argument

9. Other Kinds of Writing Assignments

a. Personal essays

b. Essay exams

10. Oral Presentations

a. Planning

b. Drafting

*c. Using presentation software

d. Preparing

11. Multimedia Writing

a. Learning about tools for creating multimedia texts

b. Interpreting images

c. CreatingWeb sites

*d. Creating and interacting with blogs and wikis

12. Writing beyond College

a. Addressing the community

*b. Designing brochures, posters, and newsletters

c. Internships

d. Résumés

e. Job application letters and interviews

f. Writing on the job

Part 3. Researching

13. Understanding Research

a. Primary and secondary research

b. Research and college writing

c. Choosing a research question

d. Understanding the research assignment

e. Creating a research plan

14. Finding and Managing Print and Online Sources

a. Using the library in person and online

b. Kinds of sources

c. Keyword searches

d. Printed and online reference works

e. Print indexes and online databases

f. Search engines and subject directories

g. Using the library’s online or card catalog

h. Government documents

i. Online communication

*15. Finding and Creating Effective Visuals, Audio, and Video

a. Finding quantitative data and displaying it visually

b. Searching for appropriate images in online and print sources

*c. Searching for or creating appropriate audio files or videos

16. Evaluating Sources

a. Print sources

*b. Internet sources

c. Evaluating a source’s arguments

17. Doing Research in the Archive, Field, and Lab

a. Ethics

b. Archival research

c. Field research

d. Lab research

18. Plagiarism, Copyright Infringement, and Intellectual Property

a. Definitions

b. Avoiding plagiarism

c. Fair use

19. Working with Sources and Avoiding Plagiarism

a. Maintaining a working bibliography

b. Creating an annotated bibliography

c. Taking notes

d. Taking stock

e. Integrating quotations, paraphrases, and summaries

20. Writing the Paper

a. Planning and drafting your paper

b. Revising your draft

c. Documenting your sources

Part 4. MLA Documentation Style

RESOURCES FOR WRITERS (Foldout): Identifying and Documenting Sources: MLA Style

21. MLA Style: In-Text Citations MLA In-Text Citations: Directory to Sample Types

22. MLA Style: List of Works Cited MLA Works-Cited Entries: Directory to Sample Types

23. MLA Style: Explanatory Notes

24. MLA Style: Paper Format

*25. Student Paper in MLA Style

Part 5. APA Documentation Style

RESOURCES FOR WRITERS (Foldout): Identifying and Documenting Sources: APA Style

26. APA Style: In-Text Citations APA In-Text Citations: Directory to Sample Types

27. APA Style: References APA Reference Entries: Directory to Sample Types

28. APA Style: Paper Format

*29. Student Paper in APA Style

Part 6. Editing for Clarity

*RESOURCES FOR WRITERS (Foldout): Identifying and Editing Common Problems/Quick Reference for Multilingual Writers

30. Avoiding Wordiness

a. Redundancies and unnecessary modifiers

b. Wordy phrases

c. Roundabout sentences

31. Adding Missing Words

a. Compound structures

b. The word that

c. Words in comparisons

d. The articles a, an, the

32. Unscrambling Mixed Constructions

a. Mixed-up sentences

b. Illogical predicates

33. Fixing Confusing Shifts

a. In point of view

b. In tense

c. In mood and voice

d. Between direct and indirect quotations and questions

34. Using Parallel Constructions

a. Items in a series

b. Paired ideas

c. Function words

35. Fixing Misplaced and Dangling Modifiers

a. Misplaced modifiers

b. Ambiguous modifiers

c. Disruptive modifiers

d. Split infinitives

e. Dangling modifiers

36. Using Coordination and Subordination Effectively

a. Coordination for equal ideas

b. Major ideas in subordinate clauses

c. Excessive subordination

37. Varying Your Sentences

a. Sentence openings

b. Length and structure

c. Cumulative and periodic sentences

d. Inversions, rhetorical questions, and exclamations

38. Choosing Active Verbs

a. Alternatives to be verbs

b. Active voice

39. Using Appropriate Language

a. Slang, regional expressions, and nonstandard English

b. Levels of formality

c. Jargon

d. Euphemisms and doublespeak

e. Biased or sexist language

40. Using Exact Language

a. Connotations

b. Specific and concrete words

c. Standard idioms

d. Clichés

e. Figures of speech

f. Misusing words

g. Using the dictionary

41. Glossary of Usage

Part 7. Editing for Grammar Conventions

42. Fixing Sentence Fragments

a. Dependent-clause fragments

b. Phrase fragments

c. Other types of fragments

43. Repairing Comma Splices and Run-on Sentences

a. Adding a coordinating conjunction

b. Using a semicolon

c. Separating into two sentences

d. Making one clause dependent

e. Transforming two clauses into one independent clause

44. Maintaining Subject-Verb Agreement

a. Subject separated by a word group from the verb

b. Compound subjects

c. Collective subjects

d. Indefinite subjects

e. When the subject comes after the verb

f. Subject complement

g. Relative pronouns

h. –ing phrases

i. Titles, company names, or words representing themselves

45. Recognizing Problems with Verbs

a. Regular and irregular verbs

b. Lay and lie, sit and set, rise and raise

c. –s or –es endings

d. –d or –ed endings

e. Tenses

f. Past perfect tense

g. Present tense

h. Complete verbs

i. Mood

46. Fixing Problems with Pronouns

a. Pronoun agreement

b. Pronoun reference

c. Pronoun case

d. Who and whom

47. Recognizing Problems with Adjectives and Adverbs

a. Adverbs

b. Adjectives

c. Positives, comparatives (-er), and superlatives (-est)

d. Double negatives

48. Special Editing Topics for Multilingual Writers

a. Learning in English as a Second Language

b. Articles (a, an, the)

c. Helping verbs

d. Verbs followed by gerunds or infinitives

e. Complete subjects and verbs

f. Using only one subject or object

g. Adjectives

h. Adverb placement

i. Prepositions

j. Direct objects with two-word verbs

k. Coordination and subordination

l. Word order

m. If clauses

Part 8. Editing for Correctness: Punctuation, Mechanics, and Spelling

49. Commas

a. After an introductory word group

b. Between items in a series

c. Before coordinating conjunctions

d. Between coordinate adjectives

e. To set off nonessential elements

f. With transitional and parenthetical expressions, contrasting comments, and absolute phrases

g. To set off words of direct address, yes and no, mild interjections, and tag questions

h. With direct quotations

i. With dates, addresses, titles, and numbers

j. In place of an omitted word or phrase

k. Common errors

50. Semicolons

a. To join independent clauses

b. With transitional expressions

c. In a series with commas

d. Common errors

51. Colons

a. With lists, appositives, or quotations

b. With independent clauses

c. Other conventional uses

d. Common errors

52. Apostrophes

a. To indicate possession

b. With indefinite pronouns

c. To mark contractions

d. Forming plural letters, words used as words and numbers, and abbreviations

e. Common errors

53. Quotation Marks

a. To indicate direct quotations

b. To enclose titles of short works

c. With words used in special ways

d. With other punctuation

e. To integrate quotations

f. Common errors

54. Other Punctuation Marks

a. The period

b. The question mark

c. The exclamation point

d. Dashes

e. Parentheses

f. Brackets

g. Ellipses

h. Slashes

55. Capitalization

a. Proper nouns

b. Personal titles

c. Titles of creative works

d. Names of areas or regions

e. Names of races, ethnic groups, and sacred things

f. First word of a sentence

g. First word after a colon

56. Abbreviations and Symbols

a. Titles like Dr. or MD

b. familiar abbreviations

c. Latin abbreviations

d. Inappropriate abbreviations and symbols

57. Numbers

a. Numerals versus words

b. Numbers that begin sentences

c. Conventional uses

58. Italics

a. Titles of works or separate publications

b. Names of vehicles

c. Foreign terms

d. Scientific names

e. Words, letters, and numbers as themselves

f. For emphasis

59. Hyphens

a. Compound words

b. Compound adjectives or nouns

c. Fractions and compound numbers

d. To attach some prefixes and suffixes

e. To divide words at the ends of lines

60. Spelling

a. Basic spelling rules

b. Words pronounced alike but spelled differently

Part 9. Basic Grammar

61. Parts of Speech

a. Verbs

b. Nouns

c. Pronouns

d. Adjectives

e. Adverbs

f. Prepositions

g. Conjunctions

h. Interjections

62. Parts of Sentences

a. Subjects

b. Verbs and their objects or complements

63. Phrases and Dependent Clauses

a. Noun phrases

b. Verb phrases and verbals

c. Appositive phrases

d. Absolute phrases

e. Dependent clauses

64. Types of Sentences

a. Sentence structures

b. Sentence purposes

Answers to Tutorials and Selected Exercises

RESOURCES FOR WRITERS (Foldout): Timeline of World History/World Map

Index

Index for Multilingual Writers

Abbreviations and Symbols for Editing and Proofreading

About the Author

Elaine Maimon

Elaine P. Maimon is President of Governors State University in the south suburbs of Chicago, where she is also Professor of English. Previously she was Chancellor of the University of Alaska Anchorage, Provost (Chief Campus Officer) at Arizona State University West, and Vice President of Arizona State University as a whole. In the 1970s, she initiated and then directed the Beaver College writing-across-the-curriculum program, one of the first WAC programs in the nation. A founding Executive Board member of the National Council of Writing Program Administrators (WPA), she has directed national institutes to improve the teaching of writing and to disseminate the principles of writing across the curriculum. With a PhD in English from the University of Pennsylvania, where she later helped to create the Writing Across the University (WATU) program, she has also taught and served as an academic administrator at Haverford College, Brown University, and Queens College.

Janice Peritz

Janice Haney Peritz is an Associate Professor of English who has taught college writing for more than thirty years, first at Stanford University, where she received her PhD in 1978, and then at the University of Texas at Austin; Beaver College; and Queens College, City University of New York. From 1989 to 2002, she directed the Composition Program at Queens College, where in 1996, she also initiated the college’s writing-across-the-curriculum program and the English Department’s involvement with the Epiphany Project and cyber-composition. She also worked with a group of CUNY colleagues to develop The Write Site, an online learning center, and more recently directed the CUNY Honors College at Queens College for three years. Currently, she is back in the English Department doing what she loves most: research, writing, and full-time classroom teaching of writing, literature, and culture.

Kathleen Blake Yancey

Kathleen Blake Yancey is the Kellogg W. Hunt Professor of English and Distinguished Research Professor at Florida State University. She has held several national leadership positions, including as President of the Council of Writing Program Administrators (CWPA), Chair of the Conference on College Composition and Communication (CCCC), President of the National Council of Teachers of English (NCTE), and President of the South Atlantic Modern Language Association (SAMLA). She also co-edited the journal Assessing Writing for seven years, and she is the immediate past editor of College Composition and Communication. Her scholarship ranges from reflection and ePortfolios to writing transfer and digital literacies. Previously, she taught at UNC Charlotte and at Clemson University, where she directed the Pearce Center for Professional Communication and created the Class of 1941 Studio for Student Communication, both of which are dedicated to supporting communication across the curriculum.