A Writer’s Reference Tenth Edition by Diana Hacker, ISBN-13: 978-1319169404

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A Writer’s Reference Tenth Edition by Diana Hacker, ISBN-13: 978-1319169404

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• Publisher: ‎ Bedford/St. Martin’s; Tenth edition (September 10, 2020)
• Language: ‎ English
• 560 pages
• ISBN-10: ‎ 1319169406
• ISBN-13: ‎ 978-1319169404

Engage more. Achieve more.

A Writer’s Reference helps you engage in and meet the challenges of your writing course. Clear How-to boxes help you complete common writing assignments like argument and analysis. Guidance about paraphrasing and fact-checking sources help you become a more responsible writer and reader. And Notes-to-self help you reflect on your progress and plan your revision. If your instructor has assigned Achieve, you have new ways to engage with course material and with your instructor and peers. Revision planning tools and individualized study plans help you become a better writer, and a built-in e-book puts your problem and your solution side by side.

Table of Contents:

About This Book

Cover Page

Inside Front Cover

Title Page

Copyright Page

Preface for Instructors

C Composing and Revising

C1 Planning

C1-a Assess your writing situation.

Subject

Purpose

Audience

Genre

C1-b Explore your subject.

Asking questions

Talking and listening

Reading and annotating texts

Brainstorming and freewriting

Keeping a journal

Blogging

C1-c Draft and revise a working thesis statement.

Understanding what makes an effective thesis statement

Drafting a working thesis

Revising a working thesis

How To: Solve five common problems with thesis statements

C1-d Draft a plan.

When to use an informal outline

When to use a formal outline

C2 Drafting

C2-a Draft an introduction.

C2-b Draft the body.

Asking questions as you draft

Adding visuals as you draft

C2-c Draft a conclusion.

C3 Writing paragraphs

C3-a Focus on a main point.

Stating the main point in a topic sentence

Sticking to the point

C3-b Develop the main point.

C3-c Make paragraphs coherent.

Linking ideas clearly

Repeating key words

Using parallel structures

Providing transitions

C3-d If necessary, adjust paragraph length.

C3-e Choose a suitable strategy for developing paragraphs.

Illustrations

Narration

Description

Process

Comparison and contrast

Analogy

Cause and effect

Classification

Definition

C4 Reviewing, revising, and editing

C4-a Use peer review: Give constructive comments.

How To: Write helpful peer review comments

C4-b Learn from peer review: Revise with comments.

C4-c Reflect on comments: Develop a revision plan.

C4-d One student’s peer review process

C4-e Approach global revision in cycles.

C4-f Revise globally by making a reverse outline.

C4-g Revise and edit sentences.

How To: Improve your writing with an editing log

C4-h Proofread and format your work.

C4-i Sample student revision: Literacy narrative

Writing Guide: How to write a literacy narrative

C5 Reflecting on your writing; preparing a portfolio

C5-a Reflect on your writing.

C5-b Prepare a portfolio.

C5-c Student writing: Reflective letter for a portfolio

Writing Guide: How to write a reflective letter

A Academic Reading, Writing, and Speaking

A1 Reading and writing critically

A1-a Read actively.

Previewing a text

Annotating a text

Conversing with a text

Asking the “So what?” question

How To: Read like a writer

A1-b Outline a text to identify main ideas.

A1-c Summarize to deepen your understanding.

How To: Write a summary

A1-d Analyze to demonstrate your critical thinking.

Balancing summary with analysis

Drafting an analytical thesis statement

How To: Draft an analytical thesis statement

A1-e Sample student essay: Analysis of an article

Writing Guide: How to write an analytical essay

A2 Reading and writing about multimodal texts

A2-a Read actively.

A2-b Summarize a multimodal text to deepen your understanding.

A2-c Analyze a multimodal text to demonstrate your critical reading.

Balancing summary with analysis

Drafting an analytical thesis statement about a multimodal text

A2-d Sample student writing: Analysis of an advertisement

A3 Reading arguments

A3-a Read with an open mind and a critical eye.

A3-b Evaluate ethical, logical, and emotional appeals as a reader.

A3-c Evaluate the evidence behind an argument.

A3-d Identify underlying assumptions.

A3-e Evaluate how fairly a writer handles opposing views.

A4 Writing arguments

A4-a Identify your purpose and context.

A4-b View your audience as a panel of jurors.

A4-c Build common ground with your audience.

A4-d In your introduction, establish credibility and state your position.

How To: Draft a thesis statement for an argument

Case Study: Responding to an argument

A4-e Back up your thesis with persuasive lines of argument.

A4-f Support your thesis with specific evidence.

Using facts and statistics

Using examples

Using visuals

Citing expert opinion

A4-g Anticipate objections; counter opposing arguments.

A4-h Sample student writing: Argument

Writing Guide: How to write an argument essay

A5 Speaking confidently

A5-a Identify your purpose, audience, and context.

A5-b Prepare a presentation.

Knowing your subject

Developing a clear structure

Using signposts and repetition

Writing for the ear, not the eye

Integrating sources with signal phrases

Using visuals and multimedia purposefully

A5-c Remix a written essay for an oral presentation.

A6 Writing in the disciplines

A6-a Find commonalities across disciplines.

A6-b Recognize the questions writers in a discipline ask.

A6-c Understand the kinds of evidence writers in a discipline use.

A6-d Become familiar with a discipline’s language conventions.

A6-e Use a discipline’s preferred citation style.

R Researched Writing

R1 Thinking like a researcher; gathering sources

R1-a Manage the project.

Managing time

Getting the big picture

Keeping a research log

R1-b Pose questions worth exploring.

Choosing a focused question

Choosing a debatable question

Choosing a question grounded in evidence

Testing your research question

How To: Enter a research conversation

R1-c Map out a search strategy.

R1-d Search efficiently; master a few shortcuts to finding good sources.

Using the library

Using the web

Using bibliographies and citations as shortcuts

Check URLs for clues about sponsorship

R1-e Write a research proposal.

R1-f Conduct field research, if appropriate.

Interviewing

Conducting a survey

How To: Go beyond a Google search

R2 Managing information; taking notes responsibly

R2-a Maintain a working bibliography.

R2-b Keep track of source materials.

How To: Avoid plagiarizing from the web

R2-c As you take notes, avoid unintentional plagiarism.

How To: Take notes responsibly

R3 Evaluating sources

R3-a Evaluate the reliability and usefulness of a source.

How To: Detect false and misleading sources

R3-b Read with an open mind and a critical eye.

R3-c Assess web sources with special care.

R3-d Construct an annotated bibliography.

Writing Guide: How to write an annotated bibliography

MLA MLA Style

List of MLA in-text citation models

List of MLA works cited models

MLA Style

MLA-1 Supporting a thesis

MLA-1a Form a working thesis statement.

MLA-1b Organize ideas with a rough outline.

MLA-1c Consider how sources will contribute to your essay.

Providing context or background information

Explaining terms or concepts

Supporting your claims

Lending authority to your argument

Anticipating and countering objections

MLA-2 Citing sources; avoiding plagiarism

MLA-2a Understand how the MLA system works.

MLA-2b Understand what plagiarism is.

How To: Be a responsible research writer

MLA-2c Use quotation marks around borrowed language.

MLA-2d Put summaries and paraphrases in your own words.

MLA-3 Integrating sources

MLA-3a Summarize and paraphrase effectively.

Summarizing

Paraphrasing

How To: Paraphrase effectively

MLA-3b Use quotations effectively.

Limiting your use of quotations

Using the ellipsis mark

Setting off long quotations

MLA-3c Use signal phrases to integrate sources.

Marking boundaries

Establishing authority

Introducing summaries and paraphrases

Integrating statistics and other facts

Putting source material in context

MLA-3d Synthesize sources.

Considering how sources relate to your argument

Placing sources in conversation

MLA-4 Documenting sources

MLA-4a MLA in-text citations

General guidelines for signal phrases and page numbers

Variations on the general guidelines

Literary works and sacred texts

MLA-4b MLA list of works cited

General guidelines for listing authors

How To: Answer the basic question “Who is the author?”

Articles and other short works

Books and other long works

Websites and parts of websites

Audio, visual, and multimedia sources

How To: Cite a source reposted from another source

Government and legal documents

Personal communication and social media

MLA-4c MLA information notes (optional)

MLA-5 MLA format; sample research paper

MLA-5a MLA format

Formatting the paper: The basics

Formatting the paper: Other concerns

Preparing the list of works cited

MLA-5b Sample MLA research paper

APA CMS APA Style and CMS Style

List of APA in-text citation models

List of APA reference list models

APA Style

APA-1 Supporting a thesis

APA-1a Form a working thesis.

APA-1b Organize your ideas.

APA-1c Consider how sources will contribute to your essay.

Providing background information or context

Explaining terms or concepts

Supporting your claims

Lending authority to your argument

Anticipating and countering alternative perspectives

APA-2 Citing sources; avoiding plagiarism

APA-2a Understand how the APA system works.

APA-2b Understand what plagiarism is.

APA-2c Use quotation marks around borrowed language.

APA-2d Put summaries and paraphrases in your own words.

APA-3 Integrating sources

APA-3a Summarize and paraphrase effectively.

Summarizing

Paraphrasing

APA-3b Use quotations effectively.

Limiting your use of quotations

Using the ellipsis mark

Using brackets

Setting off long quotations

APA-3c Use signal phrases to integrate sources.

Marking boundaries

Using signal phrases with summaries and paraphrases

Integrating statistics and other data

Putting source material in context

APA-3d Synthesize sources.

APA-4 Documenting sources

APA-4a APA in-text citations

APA-4b APA list of references

General guidelines for listing authors

Articles and other short works

Books and other long works

Websites and parts of websites

Audio, visual, and multimedia sources

Social media

APA-5 APA format; sample research paper

APA-5a APA format

Formatting the paper

Preparing the list of references

APA-5b Sample APA research paper

List of CMS-style notes and bibliography entries

CMS (Chicago) Style

CMS-1 Supporting a thesis statement

CMS-1a Form a working thesis statement.

CMS-1b Organize your ideas.

CMS-1c Consider how sources will contribute to your essay.

Providing background information or context

Explaining terms or concepts

Supporting your claims

Lending authority to your argument

Anticipating and countering alternative perspectives

CMS-2 Citing sources; avoiding plagiarism

CMS-2a Use the CMS (Chicago) system for citing sources.

CMS-2b Understand what plagiarism is.

CMS-2c Use quotation marks around borrowed language.

CMS-2d Put summaries and paraphrases in your own words.

CMS-3 Integrating sources

CMS-3a Use quotations effectively.

Limiting your use of quotations

Using the ellipsis mark

Using brackets

Setting off long quotations

CMS-3b Use signal phrases to integrate sources.

Marking boundaries

Using signal phrases with summaries and paraphrases

Integrating statistics and other facts

Putting source material in context

CMS-4 Documenting sources

CMS-4a First and later notes for a source

CMS-4b CMS-style bibliography

CMS-4c Model notes and bibliography entries

General guidelines for listing authors

Books and other long works

Articles and other short works

Web sources

Audio, visual, and multimedia sources

Personal communication and social media

CMS-5 CMS (Chicago) format; sample pages

CMS-5a CMS format

Formatting the paper

Preparing the endnotes

Preparing the bibliography

CMS-5b Sample pages from a CMS-style research paper

S Sentence Style

S1 Parallelism

S1-a Balance parallel ideas in a series.

Headings

Lists

S1-b Balance parallel ideas presented as pairs.

Parallel ideas linked with coordinating conjunctions

Parallel ideas linked with correlative conjunctions

Comparisons linked with than or as

S1-c Repeat function words to clarify parallels.

S2 Needed words

S2-a Add words needed to complete compound structures.

S2-b Add the word that if there is any danger of misreading without it.

S2-c Add words needed to make comparisons logical and complete.

S2-d Add the articles a, an, and the where necessary for grammatical completeness.

S3 Problems with modifiers

S3-a Put limiting modifiers in front of the words they modify.

S3-b Place phrases and clauses so that readers can see at a glance what they modify.

S3-c Move awkwardly placed modifiers.

S3-d Avoid split infinitives when they are awkward.

S3-e Repair dangling modifiers.

Recognizing dangling modifiers

Repairing dangling modifiers

S4 Shifts

S4-a Make the point of view consistent in person and number.

S4-b Maintain consistent verb tenses.

S4-c Make verbs consistent in mood and voice.

Writer’s Choice: Choosing a point of view

S4-d Avoid sudden shifts from indirect to direct questions or quotations.

S5 Mixed constructions

S5-a Untangle the grammatical structure.

S5-b Straighten out the logical connections.

S5-c Avoid is when, is where, and reason . . . is because constructions.

S6 Sentence emphasis

S6-a Coordinate equal ideas; subordinate minor ideas.

Coordination

Subordination

S6-b Combine choppy sentences.

Writer’s Choice: Positioning major and minor ideas

S6-c Avoid ineffective or excessive coordination.

S6-d Do not subordinate major ideas.

S6-e Do not subordinate excessively.

S6-f Experiment with techniques for gaining emphasis.

Using sentence endings for emphasis

Using parallel structure for emphasis

S7 Sentence variety

S7-a Vary your sentence openings.

Writer’s Choice: Strengthening with variety

S7-b Use a variety of sentence structures.

S7-c Try inverting sentences occasionally.

W Word Choice

W1 Glossary of usage

W2 Wordy sentences

W2-a Eliminate redundancies.

W2-b Avoid unnecessary repetition of words.

W2-c Cut empty or inflated phrases.

W2-d Simplify the structure.

W2-e Reduce clauses to phrases, phrases to single words.

W3 Active verbs

W3-a Choose the active voice or the passive voice depending on your writing situation.

W3-b Replace be verbs that result in dull or wordy sentences.

Writer’s Choice: Using the active or the passive voice

W3-c As a rule, choose a subject that names the person or thing doing the action.

W4 Appropriate language

W4-a Avoid jargon, except in specialized writing situations.

Writer’s Choice: Using discipline-specific terms

W4-b Avoid most euphemisms and doublespeak.

W4-c In most contexts, avoid slang.

W4-d Choose an appropriate level of formality.

W4-e Avoid sexist and noninclusive language.

Recognizing sexist and noninclusive language

Revising sexist and noninclusive language

W5 Exact language

W5-a Select words with appropriate connotations.

W5-b Prefer specific, concrete nouns.

W5-c Do not misuse words.

W5-d Use common idioms.

W5-e Do not rely heavily on clichés.

W5-f Use figures of speech with care.

G Grammatical Sentences

G1 Subject-verb agreement

G1-a Learn to recognize standard subject-verb combinations.

G1-b Make the verb agree with its subject, not with a word that comes between.

G1-c Treat most subjects joined with and as plural.

G1-d With subjects joined with or or nor (or with either . . . or or neither . . . nor), make the verb agree with the part of the subject nearer to the verb.

G1-e Treat most indefinite pronouns as singular.

G1-f Treat collective nouns as singular unless the meaning is clearly plural.

G1-g Make the verb agree with its subject even when the subject follows the verb.

G1-h Make the verb agree with its subject, not with a subject complement.

G1-i Who, which, and that take verbs that agree with their antecedents.

One of the

Only one of the

G1-j Words such as athletics, economics, mathematics, physics, politics, statistics, measles, and news are usually singular, despite their plural form.

G1-k Treat titles of works, company names, words mentioned as words, and gerund phrases as singular.

G2 Verb forms, tenses, and moods

G2-a Choose among the forms of irregular verbs.

Common irregular verbs

G2-b Distinguish among the forms of lie and lay.

G2-c Use -s (or -es) endings on present-tense verbs that have third-person singular subjects.

G2-d Do not omit -ed endings on verbs.

Past tense

Past participles

G2-e Do not omit needed verbs.

G2-f Choose the appropriate verb tense.

Survey of tenses

Special uses of the present tense

The past perfect tense

Sequence of tenses with infinitives and participles

G2-g Use the subjunctive mood in the few contexts that require it.

Forms of the subjunctive

Uses of the subjunctive

G3 Pronouns

G3-a Make pronouns and antecedents agree.

Indefinite pronouns

Generic nouns

Collective nouns

Compound antecedents

G3-b Make pronoun references clear.

Ambiguous reference

Implied reference

Broad reference of this, that, which, and it

Indefinite use of they, it, and you

G3-c Distinguish between pronouns such as I and me.

Subjective case (I, you, he, she, it, we, they)

Objective case (me, you, him, her, it, us, them)

Compound word groups

Appositives

Comparisons with than or as

We or us before a noun

Subjects and objects of infinitives

Possessive case to modify a gerund

G3-d Distinguish between who and whom.

In subordinate clauses

In questions

For subjects or objects of infinitives

G4 Adjectives and adverbs

G4-a Use adjectives to modify nouns.

Subject complements

Object complements

G4-b Use adverbs to modify verbs, adjectives, and other adverbs.

G4-c Distinguish between good and well, bad and badly.

G4-d Use comparatives and superlatives with care.

Comparative versus superlative

Forming comparatives and superlatives

Double comparatives or superlatives

Absolute concepts

G4-e Avoid double negatives.

G5 Sentence fragments

Recognizing sentence fragments

Repairing sentence fragments

G5-a Attach fragmented subordinate clauses or turn them into sentences.

G5-b Attach fragmented phrases or turn them into sentences.

G5-c Attach other fragmented word groups or turn them into sentences.

Parts of compound predicates

Lists

Examples introduced by for example, in addition, or similar expressions

G5-d Exception: A fragment may be used for effect.

G6 Run-on sentences

Recognizing run-on sentences

Writer’s Choice: Clustering ideas in meaningful ways

How To: Revise a run-on sentence

G6-a Consider separating the clauses with a comma and a coordinating conjunction.

G6-b Consider separating the clauses with a semicolon, a colon, or a dash.

G6-c Consider making the clauses into separate sentences.

G6-d Consider restructuring the sentence, perhaps by subordinating one of the clauses.

M Multilingual Writers and ESL Topics

M1 Verbs

M1-a Use the appropriate verb form and tense.

Basic verb forms

Verb tenses

M1-b To write a verb in the passive voice, use a form of be with the past participle.

M1-c Use the base form of the verb after a modal.

M1-d To make negative verb forms, add not in the appropriate place.

M1-e In a conditional sentence, choose verb tenses according to the type of condition expressed in the sentence.

Factual

Predictive

Speculative

M1-f Become familiar with verbs that may be followed by gerunds or infinitives.

Verb + gerund or infinitive (no change in meaning)

Verb + gerund or infinitive (change in meaning)

Verb + gerund

Verb + infinitive

Verb + noun or pronoun + infinitive

Verb + noun or pronoun + unmarked infinitive

M2 Articles

M2-a Be familiar with articles and other noun markers.

Using articles and other noun markers

Types of articles and types of nouns

M2-b Use the with most specific common nouns.

M2-c Use a (or an) with common singular count nouns that refer to “one” or “any.”.

M2-d Use a quantifier such as some or more, not a or an, with a noncount noun to express an approximate amount.

M2-e Do not use articles with nouns that refer to all of something or to something in general.

M2-f Do not use articles with most singular proper nouns. Use the with most plural proper nouns.

M3 Sentence structure

M3-a Use a linking verb between a subject and its complement.

M3-b Include a subject in every sentence.

M3-c Do not use both a noun and a pronoun to perform the same grammatical function in a sentence.

M3-d Do not repeat a subject, an object, or an adverb in an adjective clause.

M3-e Avoid mixed constructions beginning with although or because.

M3-f Do not place an adverb between a verb and its direct object.

M4 Using adjectives

M4-a Distinguish between present participles and past participles used as adjectives.

M4-b Place cumulative adjectives in an appropriate order.

M5 Prepositions and idiomatic expressions

M5-a Become familiar with prepositions that show time and place.

M5-b Use nouns (including -ing forms) after prepositions.

M5-c Become familiar with common adjective + preposition combinations.

M5-d Become familiar with common verb + preposition combinations.

M6 Paraphrasing sources effectively

M6-a Avoid replacing a source’s words with synonyms.

M6-b Determine the meaning of the original source.

M6-c Present the author’s meaning in your own words.

P Punctuation and Mechanics

P1 The comma

P1-a Use a comma before a coordinating conjunction joining independent clauses.

P1-b Use a comma after an introductory clause or phrase.

P1-c Use a comma between all items in a series.

P1-d Use a comma between coordinate adjectives not joined with and. Do not use a comma between cumulative adjectives.

P1-e Use commas to set off nonrestrictive (nonessential) elements. Do not use commas to set off restrictive (essential) elements.

Restrictive elements

Nonrestrictive elements

Adjective clauses

Adjective phrases

Appositives

P1-f Use commas to set off transitional and parenthetical expressions, absolute phrases, and word groups expressing contrast.

Transitional expressions

Parenthetical expressions

Absolute phrases

Word groups expressing contrast

P1-g Use commas to set off nouns of direct address, the words yes and no, interrogative tags, and mild interjections.

P1-h Use commas with expressions such as he said to set off direct quotations.

P1-i Use commas with dates, addresses, titles, and numbers.

Dates

Addresses

Titles

Numbers

P2 Unnecessary commas

P2-a Do not use a comma with a coordinating conjunction that joins only two words, phrases, or subordinate clauses.

P2-b Do not use a comma to separate a verb from its subject or object.

P2-c Do not use a comma before the first or after the last item in a series.

P2-d Do not use a comma between cumulative adjectives, between an adjective and a noun, or between an adverb and an adjective.

P2-e Do not use commas to set off restrictive elements.

P2-f Do not use a comma to set off a concluding adverb clause that is essential for meaning.

P2-g Do not use a comma after a phrase that begins an inverted sentence.

P2-h Avoid other common misuses of the comma.

P3 The semicolon and the colon

P3-a Use a semicolon between closely related independent clauses.

Between independent clauses with no coordinating conjunction

Between independent clauses linked with a transitional expression

P3-b Use a semicolon between items in a series containing internal punctuation.

P3-c Avoid common misuses of the semicolon.

P3-d Use a colon after an independent clause to direct attention to a list, an appositive, a quotation, or a summary or an explanation.

P3-e Use a colon according to convention.

P3-f Avoid common misuses of the colon.

P4 The apostrophe

P4-a Use an apostrophe to indicate that a noun is possessive.

When to add -’s

When to add only an apostrophe

Joint possession

Compound nouns

Indefinite pronouns

P4-b Use an apostrophe to mark omissions in contractions and numbers.

P4-c Do not use an apostrophe in certain situations.

Plural of numbers

Plural of letters

Plural of abbreviations

Plural of words mentioned as words

P4-d Avoid common misuses of the apostrophe.

P5 Quotation marks

P5-a Use quotation marks to enclose direct quotations.

Exception: long quotations

Exception: indirect quotations

P5-b Use single quotation marks to enclose a quotation within a quotation.

P5-c Use quotation marks around the titles of short works.

P5-d Quotation marks may be used to set off words used as words.

P5-e Use punctuation with quotation marks according to convention.

Periods and commas

Colons and semicolons

Question marks and exclamation points

Introducing quoted material

P5-f Avoid common misuses of quotation marks.

P6 Other punctuation marks

P6-a End punctuation

The period

The question mark

The exclamation point

P6-b The dash, parentheses, and brackets

The dash

Parentheses

Brackets

P6-c The ellipsis mark

P6-d The slash

P7 Spelling and hyphenation

P7-a Become familiar with the major spelling rules.

i before e except after c

Suffixes

Plurals

P7-b Discriminate between words that sound alike but have different meanings.

P7-c Be alert to commonly misspelled words.

P7-d Consult the dictionary to determine how to treat a compound word.

P7-e Hyphenate two or more words used together as an adjective before a noun.

P7-f Hyphenate fractions and certain numbers when they are spelled out.

P7-g Use a hyphen with the prefixes all-, ex- (meaning “former”), and self- and with the suffix -elect.

P7-h Use a hyphen in certain words to avoid ambiguity.

P7-i Check for correct word breaks when words must be divided at the end of a line.

P8 Capitalization

P8-a Capitalize proper nouns and words derived from them; do not capitalize common nouns.

P8-b Capitalize titles of persons when used as part of a proper name but usually not when used alone.

P8-c Capitalize titles according to convention.

P8-d Capitalize the first word of a sentence.

P8-e Capitalize the first word of a quoted sentence but not a quoted word or phrase.

P8-f Know your options when the first word after a colon begins an independent clause.

P9 Abbreviations and numbers

P9-a Use common abbreviations for titles immediately before and after proper names.

P9-b Use abbreviations only when you are sure your readers will understand them.

P9-c Use BC, AD, a.m., p.m., No., and $ only with specific dates, times, numbers, and amounts.

P9-d Units of measurement

P9-e Be sparing in your use of Latin abbreviations.

P9-f Plural of abbreviations

P9-g Avoid inappropriate abbreviations.

P9-h Follow the conventions in your discipline for spelling out or using numerals to express numbers.

P9-i Use numerals according to convention in dates, addresses, and so on.

P10 Italics

P10-a Italicize the titles of works according to convention.

P10-b Italicize other terms according to convention.

Ships, spacecraft, and aircraft

Foreign words

Words mentioned as words, letters mentioned as letters, and numbers mentioned as numbers

B Basic Grammar

B1 Parts of speech

B1-a Nouns

B1-b Pronouns

B1-c Verbs

Helping verbs

Main verbs

B1-d Adjectives

B1-e Adverbs

B1-f Prepositions

B1-g Conjunctions

B1-h Interjections

B2 Sentence patterns

B2-a Subjects

The complete subject

The simple subject

Understood subjects

Subject after the verb

B2-b Verbs, objects, and complements

Linking verbs and subject complements

Transitive verbs and direct objects

Transitive verbs, indirect objects, and direct objects

Transitive verbs, direct objects, and object complements

Intransitive verbs

B3 Subordinate word groups

B3-a Prepositional phrases

B3-b Verbal phrases

Participial phrases

Gerund phrases

Infinitive phrases

B3-c Appositive phrases

B3-d Absolute phrases

B3-e Subordinate clauses

Adjective clauses

Writer’s Choice: Building credibility with appositives

Adverb clauses

Noun clauses

B4 Sentence types

B4-a Sentence structures

Simple sentences

Compound sentences

Complex sentences

Compound-complex sentences

B4-b Sentence purposes

Acknowledgments

I Index

Index

Multilingual/ESL Menu

Revision Symbols

Detailed Menu

Back Cover

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