A Writer’s Reference 8th Edition by Diana Hacker PDF Free

BOOKSi nPDF. com

T HI SI SONL YAP RE VI E WOFT HEBOOK. DOWNL OADT HEF UL LBOOKI NP DF BYCL I CKI NGONBUT T ONBE L OW

DOWNL OAD

Writing correctly

G

Grammatical Sentences

Writing with sources

G1 Subject-verb agreement G2 Verb forms, tenses, and moods G3 Pronouns G4 Adjectives and adverbs G5 Sentence fragments G6 Run-on sentences

M

Multilingual Writers and ESL Challenges

M1 Verbs M2 Articles M3 Sentence structure M4 Using adjectives M5 Prepositions and idiomatic

expressions M6 Paraphrasing sources effectively

P

Punctuation and Mechanics

P1 The comma P2 Unnecessary commas P3 The semicolon and the colon P4 The apostrophe P5 Quotation marks P6 Other punctuation marks P7 Spelling and hyphenation P8 Capitalization P9 Abbreviations and numbers P10 Italics

B

B1 B2 B3 B4

Basic Grammar

Parts of speech Sentence patterns Subordinate word groups Sentence types

00_HAC_6676_FM_i-xviii.indd 1

R

Researching

R1 Thinking like a researcher; gathering sources

R2 Managing information;

taking notes responsibly

R3 Evaluating sources

MLA Papers

MLA-1 Supporting a thesis MLA-2 Citing sources;

avoiding plagiarism

MLA-3 Integrating sources MLA-4 Documenting sources MLA-5 Manuscript format;

sample research paper

APA and CMS Papers

(Coverage parallels MLA’s)

APA-1 APA-2 APA-3 APA-4 APA-5

I

CMS-1 CMS-2 CMS-3 CMS-4 CMS-5

Index Multilingual menu Revision symbols Detailed menu

hackerhandbooks.com/writersref How to use this book

18/07/14 5:14 pm

A Reference Eighth Edition

Diana Hacker Nancy Sommers Harvard University

Contributing ESL Specialist

Kimberli Huster Robert Morris University

bedford/st. martin’s Boston ◆ New York

00_HAC_6676_FM_i-xviii.indd 5

18/07/14 5:14 pm

C Composing and Revising

Composing and Revising

C

1 – 68

C

C C1

Composing and Revising

Planning, 3

a Assessing the writing situation, 3 b Exploring your subject, 4 c Drafting and revising a working thesis statement, 9 d Drafting a plan, 13

C2 a b c d

C3

Drafting, 15 Drafting an introduction, 15 Drafting the body, 17 Drafting a conclusion, 20 Managing your files, 21

Reviewing, revising, and editing, 22

a Developing strategies for revising with comments, 22 b Approaching global revision in cycles, 28 c Revising and editing sentences, 30 d Proofreading the final manuscript, 31 e Student writing: Literacy narrative, 32 Writing guide: Literacy narrative, 37

C4

Preparing a portfolio; reflecting on your writing, 38

a Understanding the benefits of reflection, 38 b Student writing: Reflective letter for a portfolio, 39 Writing guide: Reflective letter, 42

C5

Writing paragraphs, 43

a Focusing on a main point, 43 b Developing the main point, 45 c Choosing a suitable pattern of organization, 46 d Making paragraphs coherent, 51 e Adjusting paragraph length, 56

C6

Document design: A gallery of models, 57 MLA essay format, 59 MLA works cited page, 60 APA title page, 61 APA abstract, 62 APA essay format, 63 APA list of references, 63 Business report with a visual, 64 Business letter, 65 Résumé, 66 Professional memo, 67 E-mail message, 68

Assessing the writing situation

C 1 -a

3

Writing is a process of figuring out what you think, not a matter of recording already developed thoughts. Since it’s not possible to think about everything all at once, you will find the process more manageable if you handle a piece of writing in stages. You will generally move from planning to drafting to revising, but as your ideas develop, you will find yourself circling back and returning to earlier stages.

C1 C 1-a

Planning Assess the writing situation.

Begin by taking a look at your writing situation. Consider your subject, your purpose, your audience, available sources of information, and any assignment requirements such as genre, length, document design, and deadlines (see the checklist on p. 5). It is likely that you will make final decisions about all of these matters later in the writing process — after a first draft, for example — but you will become a more effective writer if you think about as many of them as possible in advance.

Purpose In many writing situations, part of your challenge will be determining your purpose, or your reason, for writing. The wording of an assignment may suggest its purpose. If no guidelines are given, you may need to ask yourself, “Why am I communicating with my readers?” or “What do I want to accomplish?” College writers most often write for the following purposes: to inform to explain to summarize to persuade to evaluate

to analyze to synthesize to propose to call readers to action to change attitudes

Audience Analyzing your audience can often help you determine how to accomplish your purpose — how much detail or explanation to provide, what kind of tone and language to use, and what potential objections to address. The choices you make as you write will tell readers who you think they are (novices or experts, for example) and will show respect for your readers’ values and perspectives. The checklist on page 5 includes questions that will help you analyze your audience and develop an effective strategy for reaching your readers. hackerhandbooks.com/writersref C1 Planning > Exercises: C1–3

02_HAC_6676_chC_003-068.indd 3

17/07/14 5:01 pm

4

C 1 -b

Planning

NOTE: When you write e-mail messages to instructors, classmates, or potential employers, respect your reader by using a concise, meaningful subject line; keeping paragraphs brief and focused; proofreading for careless errors; and paying attention to your tone. Don’t write something that you wouldn’t feel comfortable saying directly to your reader.

Finally, avoid forwarding another person’s message without permission.

Genre Pay close attention to the genre, or type of writing assigned. Each genre is a category of writing meant for a specific purpose and audience — an essay in a writing class, a lab report in a biology class, a policy memo in a criminal justice class, or a case study for an education class. Sometimes the genre is yours to choose, and you need to decide if a particular genre — a poster presentation, an audio essay, a Web page, or a podcast, for example — will help you communicate your purpose and reach readers.

Academic English What counts as good writing varies from culture to culture. In some situations, you will need to become familiar with the writing styles — such as direct or indirect, personal or impersonal, plain or embellished — that are valued by the culture or discipline for which you are writing.

C 1-b

Experiment with ways to explore your subject.

Instead of plunging into a first draft, experiment with one or more techniques for exploring your subject and discovering your purpose: talking and listening, reading and annotating texts, asking questions, brainstorming, clustering, freewriting, keeping a journal, blogging. Whatever technique you turn to, the goal is the same: to generate ideas that will lead you to a question, a problem, or a topic that you want to explore further.

Talking and listening Because writing is a process of figuring out what you think about a subject, it can be useful to try out your ideas on other people. Conversation can deepen and refine your ideas even before you begin to draft. By talking and listening to others, you can also discover what they find

hackerhandbooks.com/writersref C1 Planning > As you write: Thinking like a college writer C1 Planning > As you write: Exploring a subject

02_HAC_6676_chC_003-068.indd 4

17/07/14 5:01 pm

Exploring your subject

C 1 -b

5

Checklist for assessing the writing situation Subject ■■ ■■

■■

Has the subject been assigned, or are you free to choose your own?

Why is your subject worth writing about? What questions would you like to explore? How might readers benefit from reading about it?

Do you need to narrow your subject to a more specific topic (because of length restrictions, for instance)?

Purpose and audience ■■

■■ ■■

Why are you writing: To inform readers? To persuade them? To call them to action? Some combination of these?

Who are your readers? How well informed are they about the subject?

Will your readers resist any of your ideas? What possible objections will you need to anticipate and counter?

Genre ■■

■■

■■

What genre — type of writing — does your assignment require: A report? A proposal? An analysis of data? An essay?

If the genre is not assigned, what genre is appropriate for your subject, purpose, and audience?

Does the genre require a specific design format or method of organization?

Sources of information ■■

■■ ■■

Where will your information come from: Reading? Research? Direct observation? Interviews? Questionnaires?

What type of evidence suits your subject, purpose, audience, and genre?

What documentation style is required: MLA? APA? CMS (Chicago)?

Length and document design ■■

■■

■■

Do you have length specifications? If not, what length seems appropriate, given your subject, purpose, audience, and genre?

Is a particular format required? If so, do you have guidelines or examples to consult?

How might visuals — graphs, tables, images — help you convey information?

Reviewers and deadlines ■■

■■

Who will be reviewing your draft in progress: Your instructor? A writing tutor? Your classmates?

What are your deadlines? How much time will you need for the various stages of writing, including proofreading and printing or posting the final draft?

02_HAC_6676_chC_003-068.indd 5

17/07/14 5:01 pm

APA CMS APA CMS

APA and CMS Papers

APA/ CMS APA and CMS Papers Directory to APA in-text citation models, 473

Directory to CMS-style notes and bibliography entries, 535

Directory to APA reference list models, 473

CMS (Chicago) Papers

APA Papers

CMS-1 Supporting a thesis, 536

APA-1 Supporting a thesis, 475 a Forming a working thesis, 475 b Organizing your ideas, 476 c Using sources to inform and support your argument, 476

APA-2 Citing sources; avoiding

APA CMS

471 – 576

plagiarism, 478

a Understanding how the APA system works, 479 b Understanding what plagiarism is, 479 c Using quotation marks around borrowed language, 479 d Putting summaries and paraphrases in your own words, 481

APA-3 Integrating sources, 482 a Using quotations appropriately, 482 b Using signal phrases to integrate sources, 484 c Synthesizing sources, 487

APA-4 Documenting sources, 489 a APA in-text citations, 489 b APA list of references, 495 APA CITATIONS AT A GLANCE

Article in a journal or magazine, 502 Article from a database, 504 Book, 509 Section in a Web document, 516

APA-5 Manuscript format; sample research paper, 521

a APA manuscript format, 521 b Sample APA research paper, 525

a Forming a working thesis, 536 b Organizing your ideas, 537 c Using sources to inform and support your argument, 537

CMS-2 Citing sources; avoiding plagiarism, 539

a Using the CMS system for citing sources, 539 b Understanding what plagiarism is, 540 c Using quotation marks around borrowed language, 540 d Putting summaries and paraphrases in your own words, 541

CMS-3 Integrating sources, 542 a Using quotations appropriately, 542 b Using signal phrases to integrate sources, 545

CMS-4 Documenting sources, 548 a First and later notes, 548 b Bibliography, 549 c Model notes and bibliography entries, 549 CMS CITATIONS AT A GLANCE

Book, 552 Article in a journal, 556 Article from a database, 558 Letter in a published collection, 562 Primary source from a Web site, 566

CMS-5 Manuscript format; sample pages, 567

a CMS manuscript format, 567 b Sample CMS pages, 570

APA directories

APA

473

Directory to APA in-text citation models 1. Basic format for a quotation, 490 2. Basic format for a summary or a paraphrase, 490 3. Work with two authors, 490 4. Work with three to five authors, 491 5. Work with six or more authors, 491 6. Work with unknown author, 491 7. Organization as author, 491 8. Authors with the same last name, 492 9. Two or more works by the same author in the same year, 492 10. Two or more works in the same parentheses, 492

11. Multiple citations to the same work in one paragraph, 492 12. Web source, 493 a. No page numbers, 493 b. Unknown author, 493 c. Unknown date, 493 13. An entire Web site, 493 14. Multivolume work, 494 15. Personal communication, 494 16. Course materials, 494 17. Part of a source (chapter, figure), 494 18. Indirect source (source quoted in another source), 494 19. Sacred or classical text, 495

Directory to APA reference list models General guidelines for listing authors

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

Single author, 498 Two to seven authors, 498 Eight or more authors, 498 Organization as author, 498 Unknown author, 499 Author using a pseudonym (pen name) or screen name, 499 Two or more works by the same author, 499 Two or more works by the same author in the same year, 499 Editor, 499 Author and editor, 500 Translator, 500 Editor and translator, 500

Articles and other short works

13. Article in a journal, 500 a. Print, 500 b. Web, 501 c. Database, 501 14. Article in a magazine, 501

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

a. Print, 501 b. Web, 501 c. Database, 505 Article in a newspaper, 505 a. Print, 505 b. Web, 505 Abstract, 506 a. Abstract of a journal article, 506 b. Abstract of a paper, 506 Supplemental material, 506 Article with a title in its title, 506 Letter to the editor, 506 Editorial or other unsigned article, 506 Newsletter article, 507 Review, 507 Published interview, 507 Article in a reference work (encyclopedia, dictionary, wiki), 507 a. Print, 507 b. Web, 508 Comment on an online article, 508

Directory to CMS-style notes and bibliography entries is on page 535.

22_HAC_6676_ChAPA_473-534.indd 473

24/07/14 11:36 am

474

APA

APA and CMS papers

Directory to APA reference list models, continued 26. Testimony before a legislative body, 508 27. Paper presented at a meeting or symposium (unpublished), 508 28. Poster session at a conference, 508

45.

46.

47.

48.

Books and other long works

Audio, visual, and multimedia sources

29. Basic format for a book, 508 a. Print, 508 b. Web (or online library), 510 c. E-book, 510 d. Database, 510 30. Edition other than the first, 510 31. Selection in an anthology or a collection, 510 a. Entire anthology, 510 b. Selection in an anthology, 511 32. Multivolume work, 511 a. All volumes, 511 b. One volume, with title, 511 33. Introduction, preface, foreword, or afterword, 511 34. Dictionary or other reference work, 511 35. Republished book, 511 36. Book with a title in its title, 512 37. Book in a language other than English, 512 38. Dissertation, 512 a. Published, 512 b. Unpublished, 512 39. Conference proceedings, 512 40. Government document, 512 41. Report from a private organization, 512 42. Legal source, 513 43. Sacred or classical text, 513 Web sites and parts of Web sites

44. Entire Web site, 513

22_HAC_6676_ChAPA_473-534.indd 474

Document from a Web site, 513 Section in a Web document, 514 Blog post, 514 Blog comment, 514

49. Podcast, 514 50. Video or audio on the Web, 515 51. Transcript of an audio or a video file, 515 52. Film (DVD, BD, or other format), 515 53. Television or radio program, 515 a. Series, 515 b. Episode on the air, 518 c. Episode on the Web, 518 54. Music recording, 518 55. Lecture, speech, or address, 518 56. Data set or graphic representation of data (graph, chart, table), 518 57. Mobile application software (app), 519 58. Video game, 519 59. Map, 519 60. Advertisement, 519 61. Work of art or photograph, 519 62. Brochure or fact sheet, 520 63. Press release, 520 64. Presentation slides, 520 65. Lecture notes or other course materials, 520 Personal communication and social media

66.

67.

68.

69.

E-mail, 520 Online posting, 520 Twitter post (tweet), 521 Facebook post, 521

24/07/14 11:36 am

Forming a working thesis

APA- 1 a

475

This tabbed section shows how to document sources in APA style for the social sciences and fields such as nursing and business, and in CMS (Chicago) style for history and some humanities classes. It also includes discipline-specific advice on three important topics: supporting a thesis, citing sources and avoiding plagiarism, and integrating sources. note: For advice on finding and evaluating sources and on managing information in courses across the disciplines, see the tabbed section R, Researching.

APA Papers Most instructors in the social sciences and some instructors in other disciplines will ask you to document your sources with the American Psychological Association (APA) system of in-text citations and references described in APA-4. You face three main challenges when writing a social science paper that draws on sources: (1) supporting a thesis, (2) citing your sources and avoiding plagiarism, and (3) integrating quotations and other source material.

Examples in this section are drawn from one student’s research for a review of the literature on treatments for childhood obesity. Luisa Mirano’s paper appears on pages 526–34.

APA-1 Supporting a thesis Most research assignments ask you to form a thesis, or main idea, and to support that thesis with well-organized evidence. In a paper reviewing the literature on a topic, the thesis analyzes the often competing conclusions drawn by a variety of researchers.

APA-1a

Form a working thesis.

Once you have read a range of sources, considered your issue from different perspectives, and chosen an entry point in the research conversation (see R1-b), you are ready to form a working thesis: a one-sentence

hackerhandbooks.com/writersref APA-1 Supporting a thesis > Exercises: APA 1–1 and APA 1–2

22_HAC_6676_ChAPA_473-534.indd 475

24/07/14 11:36 am

BOOKSi nPDF. com

T HI SI SONL YAP RE VI E WOFT HEBOOK. DOWNL OADT HEF UL LBOOKI NP DF BYCL I CKI NGONBUT T ONBE L OW

DOWNL OAD