Main Menu
C Composing and Revising
C1 Planning
C2 Drafting
C3 Writing paragraphs
C4 Reviewing, revising, and editing
C5 Reflecting on your writing; preparing a portfolio
A Academic Reading, Writing, and Speaking
A1 Reading and writing critically
A2 Reading and writing about multimodal texts
A3 Reading arguments
A4 Writing arguments
A5 Speaking confidently
A6 Writing in the disciplines
R Researched Writing
R1 Thinking like a researcher; gathering sources
R2 Managing information; taking notes responsibly
R3 Evaluating sources
MLA MLA Style
MLA-1 Supporting a thesis
MLA-2 Citing sources; avoiding plagiarism
MLA-3 Integrating sources
MLA-4 Documenting sources
MLA-5 MLA format; sample research paper
APA CMS APA Style and CMS Style (Coverage parallels MLA’s)
APA-1
APA-2
APA-3
APA-4
APA-5
CMS-1
CMS-2
CMS-3
CMS-4
CMS-5
S Sentence Style
S1 Parallelism
S2 Needed words
S3 Problems with modifiers
S4 Shifts
S5 Mixed constructions
S6 Sentence emphasis
S7 Sentence variety
W Word Choice
W1 Glossary of usage
W2 Wordy sentences
W3 Active verbs
W4 Appropriate language
W5 Exact language
G Grammatical Sentences
G1 Subject-verb agreement
G2 Verb form, tenses, and moods
G3 Pronouns
G4 Adjectives and adverbs
G5 Sentence fragments
G6 Run-on sentences
M Multilingual Writers and ESL Topics
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 Basic Grammar
B1 Parts of speech
B2 Sentence patterns
B3 Subordinate word groups
B4 Sentence types
I Index Index
Multilingual/ESL menu
Revision symbols
Detailed menu
Welcome to the Tenth Edition
Achieve with A Writer’s Reference
Achieve is an exciting, new, and comprehensive set of interconnected teaching and assessment tools. It integrates the most effective elements from Bedford/St. Martin’s market leading digital solutions you may be familiar with — including LaunchPad and
LearningCurve — in a single powerful, easy-to-use platform.
Values we share
We are proud to present Achieve with A Writer’s Reference, which rests on three core values: Engaging students for better outcomes. Pre-built assignments include a variety of activities — from skill-building exercises to multi-draft writing assignments — to engage students both in and out of class. Supporting students of all levels. Achieve was designed for all students, whether they are high achievers or need extra support. Partnering with teachers and learners. Bedford/St. Martin’s is dedicated to unparalleled customer experience. We depended on extensive learning research and rigorous testing, and we co-
designed Achieve with instructors and students over several years and in hundreds of courses.
Superior content you trust
We know that you have long depended on Bedford/St. Martin’s to provide content from respected authors whose work is based on expert teaching, vetted scholarship, and bright-eyed innovation. The best, most effective, most thoroughly-tested course materials — developed in the Bedford tradition — live in Achieve and provide a foundation for your course.
An interactive e-book for A Writer’s Reference brings together the resources students need to prepare for your class.
Students can download the e-book to read offline or to have read aloud to them.
LearningCurve adaptive quizzing offers personalized question
sets and feedback for each student based on correct and incorrect responses. Questions are conveniently tied back to the e-book to encourage students to access help when they need it.
Videos, writing prompts, and other activities have been developed to support the Hacker/Sommers approach, designed to deliver a coherent learning experience, and will make prep, practice, and review both easy and engaging.
Innovative writing videos build students’ confidence as they write analysis and argument essays and annotated bibliographies.
Description
The screenshot shows a blackboard with text, “What is an annotated bibliography?” The bottom left corner of the screenshot shows a play button, followed by the video progress bar with play button.
“One of my teaching philosophies has always been that students get out of a class what they put into
it. Students can achieve their own writing growth and their own writing success with the right tool. Achieve is that tool.”
— Jennifer Duncan, Georgia State University, Perimeter College
Writing tools that keep writing and revision at the center of your course
Based on leading scholars’ work on writer development, Achieve for A Writer’s Reference gives teachers deeper visibility into students’ writing processes so they can target instruction and feedback to help writers grow and develop across drafts, across assignments, and across courses. Students do the work of the course in a contained and active writing space that includes a suite of powerful writing tools.
Revision The Revision Plan helps writers turn feedback into
concrete strategies and take ownership of their revision planning. For students, the Revision Plan creates accountability; for teachers, it provides insights about how well students understand the feedback they receive.
Description
The heading at the top reads, “Revision plan for final paper.” The sub heading reads, “My revision plan.” The text reads, “Use this space to create tasks you want to address as you revise your writing. Use the draft goals for this assignment to help you organize and prioritize your revision tasks and ensure you have addressed all the goals for this assignment.” The section below shows five text boxes, each preceded by an up and a down arrow, listing the action items and the draft goals. The action item and the corresponding draft goal are as follows. Action Item, Visit the writing center. No Draft Goal. Action Item, Narrow my thesis. Draft goal, Thesis.
Action Item, Find better evidence to support this claim. Draft goal, Reason and Support.
Action Item, Improve the link between this source and my main idea, with draft goal reason and support. Draft goal, Reason and Support.
Action Item, Go to office hours. No Draft Goal. Each of the draft goal entry is accompanied by a delete icon. The bottom section shows “add another note” option."
Reflection The writing tools increase students’ rhetorical awareness and promote the transfer of skills and habits from draft to draft. How? By prompting students to articulate the choices they make as writers and to communicate their confidence in the drafts they write. You can choose and customize reflection prompts to fit your course and assignment goals.
Instructor feedback tools Powerful and customizable commenting tools allow you to focus your feedback on success criteria — Draft Goals that you set — and efficiently mark patterns of error. Feedback links to e-book content to give students point-of-need support in the context of their own writing.
Description
The title bar reads, “Argument Essay.” The page is divided into two panels. The left panel displays a student essay with various sentences highlighted in orange, green, and yellow. The essay is accompanied by a feedback box titled, “Thesis.” The feedback box shows the comments. It reads as follows. Needs work: Thesis does not present a critical response to the issue (accompanied by a small orange circle.) Additional comment, Your thesis is too broad. Consider some strategies for focusing it on the most impactful claims in your argument. Resources, Making a
thesis statement, substantive, grounded, and assertive; strategies for drafting a thesis; what is a thesis statement? The bottom section of the box shows two options with radio buttons. The first option reads, Based on this comment, I’m going to... Followed by a text box with text string, “Narrow my thesis,” and a delete icon. The second option reads, “I’m not going to use this feedback because...” The bottom right corner shows the “Done” button. The callout pointing at “Needs Work,” reads, “Color coded feedback.” The callout pointing to the text string reads, “Notes to self become a revision plan.”
The right panel titled, “Writer’s help,” shows two tabs, eBook. Notebook. eBook tab is active. The text below the title bar reads, “Making a Thesis statement substantive grounded, and assertive.” The text within the eBook tab displays an article, titled, “Making a Thesis Statement Substantive.” The callout pointing toward title reads, “Handbook help.”
Peer review tools When you empower students to seek feedback from and offer feedback to one another, you invite them to become writers, not just students of writing. Achieve’s tools scaffold and support students’ development as peer reviewers — and allow you to easily facilitate and monitor the process.
“Achieve presents a new way for students not only to receive feedback but to act on it.”
— Joel Wilson, Keiser University and Community College of Allegheny County
Pre-built assignments and units that make your life easier
A flexible assignment building tool allows you to assign ready-made writing prompts — all fully customizable — or create your own. For A Writer’s Reference, Achieve includes the following assignments, all
with rubrics and Draft Goals that you can use as is or tailor to your needs:
Introductory assignment: Your strengths as a writer
Annotated bibliography
Argument essay
Narrative essay
Researched argument
Rhetorical analysis
Achieve for A Writer’s Reference also comes as a curated course option that you can adapt to fit your needs; add, hide, and rearrange resources and assignments — conveniently available in a searchable library — until the course works for you.
Source Check plagiarism prevention that teaches
The Source Check feature integrated into Achieve offers students opportunities to become more responsible and ethical researchers and writers. By enabling Source Check during assignment creation,
you can allow students to scan their papers for potential plagiarism before they submit them for review, allowing students to learn academic writing habits and citation practices in the context of their own writing. A Source Check report flags matches and then connects students to instruction that helps them determine where their writing may contain originality issues and how to edit to avoid plagiarism.
Diagnostics and study plans that give students ownership
Diagnostics help establish a baseline for student performance — a mark from which students can make progress throughout the course. You can assign diagnostics for grammar, style, and punctuation, for reading comprehension strategies, or for critical reading skills.
Promoting personalized learning, Achieve helps students create
actionable study plans to strengthen their skills and build their confidence.
“With the study plans, my students were able to get individualized instruction, based on their strengths and their weaknesses, during the first two weeks of class .”
—
Jennifer Duncan, Georgia State University,
Perimeter College Reporting and insights that inform your teaching
Achieve does the heavy lifting for you with powerful analytics that highlight student engagement, provide opportunities for intervention, and allow you to visualize trends in student progress across assignments. You can easily track what students do with instructor and peer feedback. What’s more, you can use reflection data to understand students’ thinking about their work in the course.
Description
The page is divided into two panels. The panel on the left shows the logo of “Achieve” on the top followed by the options, My course, Browse, Gradebook, Reports, Resources, E-book, and People. The panel on the right shows the reports dashboard. The title bar reads, “E N G L 101: Composition I” with a drop-down button. The top right corner shows two options, Show help and the user name, Becky Anderson, with drop-down button.
The section below is further divided into two panels. The panel on the right, titled “Reports Dashboard,” lists the options under “Course Overview.”
The panel on the left displays the course performance. Below the title, the section is divided into three. The first displays a table titled, “Average Rubric Scores, How is this calculated?” The table has five rows and three columns with headers, Name, Argument Essay Due Date: 07 slash 19 slash 2019, and Literacy Narrative
Due Date: 08 slash 05 slash 2019. The table shows data for five students,
followed by “Show Fewer Students,” button. The second section shows text, “Reflection snapshot: I understand the criteria that will be used to provide me feedback. How is this calculated?” The third section shows, “Are students reviewing my feedback? How is this calculated?” The accompanying label reads, “A reports dashboard highlights students’ progress and engagement in the course.”
What’s new in the book?
Reorganized for academic writers. To make using A Writer’s
Reference easier than ever, we’ve clustered all of the material
critical to the composition course and essential for the most common assignments up front: coverage of the writing process, critical reading, argument and analysis — and now research and documentation. The first half of the book becomes a robust how-
to guide, and the second half of the book functions as a quick reference for style, grammar, and punctuation topics designed for writers with a wide variety of experience with English.
More help for working with sources: Paraphrasing and factchecking. We responded to users’ feedback as we have done for three decades — and added stronger material on paraphrasing sources. A new how-to guide (see MLA3a) gives students a writing process for paraphrasing original material, along with a concrete example to follow. We also developed new help for students who may be lost at sea in the (mis) information age; new advice for detecting false and misleading sources encourages students to ask critical questions about the
news, data, and other information they encounter as part of an academic or everyday writing task.
Description
The heading reads, “How to paraphrase effectively.” The text below the heading reads as follows. “A paraphrase shows your readers that you understand a source and can explain it to them. When you choose to paraphrase a passage, you use the information and ideas of a source for your own purpose — to provide background information, explain a concept, or advance your argument — and yet maintain your voice. It is challenging to write a paraphrase that isn’t a word-forword translation of the original source and doesn’t imitate the source’s sentence structure. These strategies will help you paraphrase effectively. The examples in this box are in MLA style.
1 Understand the source. Identify the source’s key points and argument.
Test your understanding by asking questions: What is being said? Why and how is it being said? Look up words you don’t know to help you understand whole ideas, not just the words. Original. People’s vision of the world has broadened with the advent of global media such as television and the Internet. Those thinking about going elsewhere can see what the alternatives are and appear to have fewer inhibitions about resettling. Darrell M. West, Brain Gain:
Rethinking
U.S. Immigration Policy, Brookings Institution Press, 2011, p. 5
Student’s Notes. TV and Internet have opened our eyes, our minds. We can imagine making big moves (country to country) as we never could before; the web offers a preview. “resettling” equals moving to a new location, out of the familiar region. Lessens the anxiety about starting over in a new place
2 Use your own vocabulary and sentence structure to convey the source’s
information. Check to make sure there is no overlap in vocabulary or sentence structure with the original. Since TV and the web can offer a preview of life in other places, people feel less uncertainty and anxiety about making moves from one area of the world to another.” The page number at the bottom left corner reads, 148. A new “Note to self” feature that encourages good writers’ habits. Aligned with the pedagogy of Achieve — the pedagogy that stems from the scholarship of Nancy Sommers — the handbook helps students with reflection and revision planning. A new boxed feature models the kind of thinking and planning that successful writers do as they move from assignment to draft or from one draft to another. The digital platform includes reflection and revision planning as part of the assignment building tool. Both Achieve and the handbook foster the active and
personalized learning that research shows leads to greater success rates for a wide variety of students.
Link of the original textbook (pdf): CLICK HERE