grade 10 prentice hall - pearson...

Prentice Hall The Little Brown Handbook, 10th Edition © 2007

C O R R E L A T E D T O

West Virginia Generic Evaluation Criteria for English Language Arts (Composition, Grammar, Handwriting, Journalism and Speech) and

-Specific Evaluation Criteria for Composition and GrammarGrade 10

G r a d e 1 0

INSTRUCTIONAL MATERIALS ADOPTION PUBLISHER: Pearson Prentice Hall SUBJECT: Language Arts SPECIFIC GRADE: 10 COURSE: Composition and Grammar TITLE: Little Brown Handbook, 10th Edition COPYRIGHT DATE: 2007 SE ISBN: 0132308584 TE ISBN: 0132399407

GENERIC EVALUATION CRITERIA GROUP II – 2008-2014

English Language Arts (Composition, Grammar, Handwriting, Journalism and Speech) K-12

R-E-S-P-O-N-S-E Yes No N/A

CRITERIA

NOTES

x

I. INTER-ETHNIC The instructional material meets the requirements of inter-ethnic: concepts, content and illustrations, as set by West Virginia Board of Education Policy (Adopted December 1970).

The foundation of this objective can be found on pages: SE: Culture-Language, 19, 20, 22, 31, 41-42, 68, 74, 89, 104, 136, 186, 201, 235, 238, 240, 241, 242, 248, 250, 256, 270, 279, 281, 284, 289, 290, 292, 293, 294, 308, 312, 316, 319, 322, 327, 329, 332, 337, 346, 347, 352, 370, 371, 372, 379, 382, 419, 513, 519, 527, 531, 538, 551, 588, 603, 612, 948-Guide TE: Teaching Writing to ESL Students, 101-102; Cross-Cultural Issues, 103-106; Issues in Working with ESL Writing, 106-110; Sentence Level Errors in ESL Writing, 110-112; Conclusion, 112; Print and On-Line Resources for Teaching ESL Students, 112-114; Culture-Language, 128, 136, 186, 203,

227, 235, 239, 254, 256, 257, 265, 266, 271, 272, 282, 287, 291, 297, 316. 326, 369, 383, 390, 395, 432, 436, 490

x

II. EQUAL OPPORTUNITY The instructional material meets the requirements of equal opportunity: concept, content, illustration, heritage, roles contributions, experiences and achievements of males and females in American and other cultures, as set by West Virginia Board of Education Policy (Adopted May 1975).

The foundation of this objective can be found on pages: SE: 37h-Revising sexist and other biased language, 516-517, 519; Eliminating sexist language, 517-518; TE: 37h-Revising sexist and other biased language, 384-385

GROUP II – 2008-2014

English Language Arts (Composition, Grammar, Handwriting, Journalism and Speech) K-12

(IMR Committee) Responses (Vendor/Publisher)

SPECIFIC LOCATION OF CONTENT WITHIN PRODUCT I=In-depth

80% A=Adequate

80% M=Minimal

60% N=Nonexistent Less than 60% I A M N

In addition to alignment of Content Standards and Objectives (CSOs), materials must also clearly connect to Learning for the 21st Century which includes opportunities for students to develop A. Learning Skills SE: 1a Understanding how writing happens, 2-3; 1b Analyzing the writing situation, 4-6; 1c Discovering and limiting a subject, 7-9;1d Considering the audience, 10-11, 13-

Thinking and Problem-Solving Skills. Information and Communication Skills. Interpersonal and Self-Direction Skills and use these

21 Century Tools

14; 1e Defining a purpose, 15-17; 2a- Discovering Ideas, 18-28; Techniques for developing a subject, 19; 2b Developing a thesis, 29-34; 2c- Organizing Ideas, 35-41; Ways to start drafting, 48; Ways to keep drafting, 49; Checklist for revision, 54; Ways to find what needs editing, 60; Checklist for editing, 60-61; Techniques for proofreading, 65; 7a-Managing your time, 137-138; Tips for taking class notes, 139; 7d-Preparing for and taking exams, 143-146, 148, 150; Forming a Critical Perspective, 151-152; 8a-Thinking and reading critically, 152-156; Summarizing, 158; Developing a Critical Response, 158-159; Guidelines for analysis, interpretation and synthesis, 159; Analyzing, 159-160; Interpreting, 161-162; Synthesizing, 162-163; Evaluating, 164; Guidelines for Evaluation, 164; 8b

Viewing images critically, 166-173; Questions for previewing an image, 166; 8c Writing critically, 174-179; Reading Arguments Critically, 180; 9a-Recognizing the elements of an argument, 180-181; 9b-Testing claims, 182-184; 9c-Weighing Evidence, 184-188; 9d-Discovering assumptions, 188-190; Judging reasonableness, 190-191; 9g-Recognizing fallacies, 193-199; 10d Using reason, 203-207; Reading and Using Visual Arguments, 220-221; 11a Reading visual arguments critically, 221-226; 11b Using visual arguments effectively, 227-231; Planning a Research Project, 560; 42a Starting out, 560-561; Keeping a research journal, 561-562; 42c-Finding a reasonable subject and question, 562-563;42d-Developing a research strategy, 564-566; 42e Keeping a working,

annotated bibliography, 567-569; 43a-Searching electronically, 570-573; 43b-Finding reference works, 573-574; 43c-Finding Books, 574-575; 43d-Finding Periodicals, 575-582; 43f-Finding other online sources, 582-584; 43g-Using government publications, 584; 43h-Finding images, 584; 44a Evaluating Sources, 588-589; Questions for evaluating sources, 589; Evaluating a Web site, 590-595; Questions for evaluating Web sites, 590; 44a.3 Evaluating other online sources, 595-597; Questions for evaluating Web logs and online discussions, 595-597; 44b-Synthesizing sources, 598-599; 44c-Gathering information from sources, 600-601; TE: Teaching Writing as a Process, 2-6; Collaborating, 47-48; Developing Skills in Collaboration, 54-55; Using Computers to

Teach Writing, 66-73; Classroom Ideas-Overcoming writing blocks, 141, The meaning of critical, 186

SE: 5a-Designing academic papers and other documents, 113-114; 5b-Considering principles of design, 114-118; 5c-Using the elements of design, 118-122; 5d-Using Illustrations, 122-127; 5e-Considering readers with disabilities, 127-128; 7a-Managing your time, 137-138; 42a-Starting out, 560-561; 43a-Searching Electronically, 570-573; 43d-1 Using periodical databases, 576-578; 43e-Finding sources on the web, 579-582; 43f-Finding other online sources, 582-584; 43g-Using government publications, 584; 43h-Finding images, 584-585; 54a-Writing effective electronic mail, 780-783; Incompatible or

B. 21st Century Tools

� Problem-solving tools (such as spreadsheets, decision support, design tools) � Communication, information processing and research tools (such as word processing, e-mail, groupware, presentation, Web development, Internet search tools) � Personal development and productivity tools (such as e-learning, time management/calendar, collaboration tools)

encoded attachments, 781; 54b-Collaborating online, 783-786; 54c-Creating effective Web compositions, 786-792; TE: Using Collaborative Learning with the Handbook, 52-62; Using Computers to Teach Writing, 66-73; Computer Activity-Alternative formats, 173, Revising design, 173, Tool tutorials, 173, Fooling with the margins, 174, Brochure services, 173, Campus flyer service III, 174, Instructions for making a hot fudge sundae, 175; Excelling at tables, 175; Computer templates and outline tools, 212, Support for the research-phobic, 411, Smart scheduling, 411, Put it on the calendar, 411, Trading schedules, 411, Computer journal, 413, Scope assessment, 413, E-mail buddies, 413, Let your fingers do the walking, 415, Shuffling the deck, 416, Printing from an e-catalog,

416, Web page printouts, 416, To works cited, 420, Keyword lists, 420, Abstract reports, 422, Reviewing the search engines, 423, All roads lead to Rome, 423, Finding good search terms, 423, Web clues, 427, Disingenuous sites, 427; Collaborative Learning-Design analysis, 173, Campus flyer service II, 173, Hands-on learning 420, Citation reports, 422, Periodical jungle, 422, Web source evaluation, 422; Classroom Ideas-Packaging sells, 172, ADD and time management, 181, Writing chunks, 182

INSTRUCTIONAL MATERIALS ADOPTION: GENERAL EVALUATION CRITERIA

The general evaluation criteria apply to each grade level and are to be evaluated for each grade level unless otherwise specified. These criteria consist of information critical to the development of all grade levels. In reading the general evaluation criteria and subsequent specific grade level criteria, e.g. means “examples of” and i.e. means that “each of” those items must be addressed. Eighty percent of the combined general and specific criteria must be met with I (In-depth) or A (Adequate) in order to be recommended.

GROUP II – 2008-2014 English Language Arts (Composition, Grammar, Handwriting, Journalism and Speech) K-12

(IMR Committee) Responses

(Vendor/Publisher) SPECIFIC LOCATION OF

CONTENT WITHIN PRODUCT I=In-depth 80%

A=Adequate 80%

M=Minimal 60%

N=Nonexistent Less than 60% I A M N

For student mastery of content standards and objectives, the instructional materials will provide students with the opportunity to

A. Multimedia

SE: Preface for teachers-supplements, xiv; The Companion Website- http: //www. ablongman.com/littlebrown, 2, 18, 47, 72, 113, 130, 137, 141, 151, 180, 200, 220, 234, 269, 277, 295, 301, 304, 307, 321, 336, 344, 352, 359, 366, 376, 386, 396, 407, 414, 428,

1. offer appropriate multimedia (e.g., software, audio, visual, internet access) materials.

432, 455, 463, 470, 479, 493, 498, 502, 506, 512, 521, 537, 535, 538, 544, 560, 569, 588, 611, 620, 624, 684, 687, 716, 733, 762, 780, 809; 3b-5 Revising on a word processor, 55; TE: The Handbook’s Ancillary Publications-My CompLab with E-book, 23, Longman Writer’s Warehouse for Composition, 23, Avoiding Plagiarism Tutorial, 23, Research Navigator, 23, The Student Bookshelf, 23, PowerPoint slides, 23; Imagining the Possibilities for Teaching with Technology, 66-68; Computer Technology In

and Out of the Classroom, 68-70; The Little Brown Handbook in the Computer-Assisted Classroom, 70-73; The Companion Website, 73-96; Media Resources-www.mycomplab.com-Chapter 1, 116, Chapter 2, 127, Chapter 3, 141, Chapter 4, 154, Chapter 5, 171, Chapter 6, 178, Chapter 7, 181, Chapter 8, 185, Chapter 9, 199, Chapter 10, 209, Chapter 11, 219, Chapter 12, 227, Chapter 12, 247, Chapter 13, 252, Chapter 14, 252, Chapter 15, 263,

Chapter 16, 269, Chapter 17, 276, Chapter 18, 281, Chapter 19, 286, Chapter 20, 290, Chapter 21, 294, Chapter 22, 300, Chapter 23, 306, Chapter 24, 312, Chapter 25, 320, Chapter 26, 324, Chapter 27, 332, Chapter 28, 335, Chapter 29, 347, Chapter 30, 352, Chapter 31, 356, Chapter 32, 361, Chapter 33, 368, Chapter 34, 371, Chapter 35, 374, Chapter 36, 376, Chapter 37, 380, Chapter 38, 386, Chapter 39, 393, Chapter 40, 398, Chapter 41, 403,

Chapter 42, 410, Chapter 43, 418, Chapter 44, 426, Chapter 45, 435, Chapter 46, 439, Chapter 47, 443, Chapter 48, 447, Chapter 49, 452, Chapter 50, 455, Chapter 51, 462, Chapter 52, 465, Chapter 53, 470, Chapter 54, 476, Chapter 55, 482, Chapter 56, 488, Chapter 57, 492; Teacher Resource-Presentation Aids, 157, 167, 173, 185, 203, 211, 227, 233, 247, 252, 256, 260, 263, 266, 269, 276, 278, 281, 283-284, 297, 306, 313, 318, 320, 324, 324, 336, 339, 342, 344, 347, 353, 356, 357,

360, 361, 369, 371, 374, 375, 376, 377, 380, 384, 389, 393, 397, 404, 405, 411, 412, 416, 419, 422, 426, 431, 434, 435, 441, 444, 452, 459, 465

SE: http: //www. ablongman.com/littlebrown, 2, 18, 47, 72, 113, 130, 137, 141, 151, 180, 200, 220, 234, 269, 277, 295, 301, 304, 307, 321, 336, 344, 352, 359, 366, 376, 386, 396, 407, 414, 428, 432, 455, 463, 470, 479, 493, 498, 502, 506, 512, 521, 537, 535, 538, 544, 560, 569, 588, 611, 620, 624, 684, 687, 716, 733, 762, 780, 809; TE: The Companion Web Site, 73-96; Media Resources-

2. provide a website which provides links to relevant sites as well as lesson plans, student activities and parent resources.

www.mycomplab.com-Chapter 1, 116, Chapter 2, 127, Chapter 3, 141, Chapter 4, 154, Chapter 5, 171, Chapter 6, 178, Chapter 7, 181, Chapter 8, 185, Chapter 9, 199, Chapter 10, 209, Chapter 11, 219, Chapter 12, 227, Chapter 12, 247, Chapter 13, 252, Chapter 14, 252, Chapter 15, 263, Chapter 16, 269, Chapter 17, 276, Chapter 18, 281, Chapter 19, 286, Chapter 20, 290, Chapter 21, 294, Chapter 22, 300, Chapter 23, 306, Chapter 24, 312, Chapter

25, 320, Chapter 26, 324, Chapter 27, 332, Chapter 28, 335, Chapter 29, 347, Chapter 30, 352, Chapter 31, 356, Chapter 32, 361, Chapter 33, 368, Chapter 34, 371, Chapter 35, 374, Chapter 36, 376, Chapter 37, 380, Chapter 38, 386, Chapter 39, 393, Chapter 40, 398, Chapter 41, 403, Chapter 42, 410, Chapter 43, 418, Chapter 44, 426, Chapter 45, 435, Chapter 46, 439, Chapter 47, 443, Chapter 48, 447, Chapter 49, 452, Chapter 50, 455, Chapter 51, 462,

Chapter 52, 465, Chapter 53, 470, Chapter 54, 476, Chapter 55, 482, Chapter 56, 488, Chapter 57, 492

SE: Preface for teachers-an integrated text and web site, xiii-xiv; http: //www. ablongman.com/littlebrown, 2, 18, 47, 72, 113, 130, 137, 141, 151, 180, 200, 220, 234, 269, 277, 295, 301, 304, 307, 321, 336, 344, 352, 359, 366, 376, 386, 396, 407, 414, 428, 432, 455, 463, 470, 479, 493, 498, 502, 506, 512, 521, 537, 535, 538, 544, 560, 569, 588, 611, 620, 624, 684, 687, 716, 733, 762, 780, 809; 5-Revising on a word

3. integrate technology into the curriculum.

processor, 55-56; 2-Editing on a word processor, 62; 3-Working with spelling and grammar/style checkers, 62-64; 2-Responding to the writing of others, 69, 70; 43a-Searching electronically, 570-573; 43d-1 Using periodical databases, 576-578; 43e Finding sources on the Web, 579-582; Web search engines, 580; 43f-Finding other online sources, 582-584; 43h-Finding images, 584-586; 44a.2 Evaluating a Web site, 590-595; Questions for evaluating Web sites, 590; 44a.3 Evaluating other online sources, 595-

597; Questions for evaluating Web logs and online discussions, 595; Exercises (44.1-44-4) 597; 54a-Writing effective electronic mail, 780-783; 54b-Collaborating online, 783-786; 54c-Creating effective Web compositions, 786-792; TE: Using Computers to Teach Writing, 66-73; The Companion Web Site, 73-96; Sample Schedule for a First-Year Composition Course, 96-98; Resources for Using Computers to Teach Writing, 98-100; Computer Activity, 119, 120, 123, 125, 129, 130, 134, 136, 141-142,

148, 150, 156, 160, 164, 168, 169, 173, 174, 175, 179, 180, 183, 184, 188, 189, 190, 201, 202, 204, 206, 210, 212, 213, 215, 216, 217, 220, 222, 259, 310, 313, 315, 319, 324, 342, 344, 349-350, 352, 368, 371-372, 383, 384, 388, 390, 391, 396, 400, 407, 411, 413, 415, 416, 419, 420, 421, 422, 423, 424, 425, 427, 429, 430, 432, 434, 435-436, 437, 438, 440, 444, 445, 446, 449, 457, 464, 466, 467, 468, 469, 476, 477, 478, 479, 480, 484, 485, 486, 487, 488, 489, 490; On computers and the revision process, 146

B. Scientifically-Based Research Strategies

SE: Preface for teachers-an

1. provide explicit instructional strategies to present varied teaching models including but not limited to: webbing, mapping, Venn

integrated text and web site, xiii-xiv; http: //www. ablongman.com/littlebrown, 2, 18, 47, 72, 113, 130, 137, 141, 151, 180, 200, 220, 234, 269, 277, 295, 301, 304, 307, 321, 336, 344, 352, 359, 366, 376, 386, 396, 407, 414, 428, 432, 455, 463, 470, 479, 493, 498, 502, 506, 512, 521, 537, 535, 538, 544, 560, 569, 588, 611, 620, 624, 684, 687, 716, 733, 762, 780, 809; 5-Revising on a word processor, 55-56; 2-Editing on a word processor, 62; 3-Working with spelling and grammar/style checkers, 62-64; 2-Responding to the writing of

diagrams and inverted pyramids.

others, 69, 70; 43a-Searching electronically, 570-573; 43d-1 Using periodical databases, 576-578; 43e Finding sources on the Web, 579-582; Web search engines, 580; 43f-Finding other online sources, 582-584; 43h-Finding images, 584-586; 44a.2 Evaluating a Web site, 590-595; Questions for evaluating Web sites, 590; 44a.3 Evaluating other online sources, 595-597; Questions for evaluating Web logs and online discussions, 595; Exercises (44.1-44-4) 597; 54a-Writing effective

electronic mail, 780-783; 54b-Collaborating online, 783-786; 54c-Creating effective Web compositions, 786-792; TE: Using Computers to Teach Writing, 66-73; The Companion Web Site, 73-96; Sample Schedule for a First-Year Composition Course, 96-98; Resources for Using Computers to Teach Writing, 98-100; Computer Activity, 119, 120, 123, 125, 129, 130, 134, 136, 141-142, 148, 150, 156, 160, 164, 168, 169, 173, 174, 175, 179, 180, 183, 184, 188, 189, 190, 201, 202, 204, 206, 210, 212, 213, 215, 216, 217,

220, 222, 259, 310, 313, 315, 319, 324, 342, 344, 349-350, 352, 368, 371-372, 383, 384, 388, 390, 391, 396, 400, 407, 411, 413, 415, 416, 419, 420, 421, 422, 423, 424, 425, 427, 429, 430, 432, 434, 435-436, 437, 438, 440, 444, 445, 446, 449, 457, 464, 466, 467, 468, 469, 476, 477, 478, 479, 480, 484, 485, 486, 487, 488, 489, 490; On computers and the revision process, 146

SE: 1a Understanding how writing happens, 2-3; Exercises (1.1) 3-4, (1.2) 6, (1.3-1.5) 9-10, (1.6-1.8) 14-15, (1.9-1.11) 17, (2.1-2.5) 28-29, (2.6-2.8) 34-35, (2.9-2.12) 46-

2. promote writing skills and study techniques .

47, (3.1-3.3) 51, (3.6) 59, (3.7-3.8) 64, (3.9-3.10) 67-68, (4.2-4.5) 78-79, (4.6-4.12) 90-92, (4.13-4.16) 102-104, (4.17-4.18) 111; 1b Analyzing the writing situation, 4-6; The rhetorical triangle, 5; 1c Discovering and limiting a subject, 7-9; 1d Considering the audience, 10-11, 13-14; Questions about audience, 12; Rhetorical appeals, 13; 1e Defining a purpose, 15-17; The general purposes for writing, 16; 2a Discovering Ideas, 18-28; Techniques for developing a subject, 19; 2b Developing a thesis, 29-34;

Functions of the thesis statement, 30; Checklist for revising the thesis statement, 33; 2c Organizing Ideas, 35-41; Principles of the formal outline, 39; Schemes for organizing an essay, 42; 3a Writing the first draft, 48-51; Ways to start drafting, 48; Ways to keep drafting, 49; 3b Revising the first draft, 51-56; Ways to gain distance from your work, 52; Checklist for revision, 54; 3d Editing the revised draft, 60-64; Ways to find what needs editing, 60; Checklist for editing, 60-61; 3e Preparing and proofreading

the final draft, 64-65; Techniques for proofreading, 65; 3g Giving and receiving comments, 68-71; Commenting on others’ writing, 69; Benefiting from comments on your writing, 71; Writing and revising paragraphs, 72-74; 4a Maintaining paragraph unity, 74-77; 4b Achieving paragraph coherence, 79-90; Ways to achieve paragraph coherence, 80; 4c Developing the paragraph, 92-102; 4d Writing special kinds of paragraphs, 104-111; Some strategies for opening paragraphs, 105; Openings

to avoid, 107-108; Some strategies for closing paragraphs, 108; Closings to avoid, 110; Managing your time, 137-138; 7b Listening and taking notes in class, 138-139; Tips for taking class notes, 139; 8c Writing Critically, 174-179; Exercises (8.9-8.13) 179; Writing an Argument, 200; 10a Finding a subject, 200-201; Exercise (10.1) 201, (10-2) 202, (10-3) 203, (10.6) 209, (10.8) 213, (10.9) 214, (10.10) 215; 10b Conceiving a thesis statement, 201-202; 10c Analyzing your purpose and your audience,

202-203; 10d Using reason, 203-207; 10e Using evidence, 208; 10f Reaching your readers, 209-212; 10g Organizing your argument, 213-214; 10h Revising your argument, 214; Checklist for revising an argument, 214-215; TE: Classroom Ideas-At ease, 117, Audience inventory, 122, Identifying purpose, 124, Keeping journals, 127-128, Computer journals, 128, Implicit thesis versus explicit thesis, 133, Oral progress reports,133, Overcoming writing blocks, 141, Revision activities, 143-144, Individualized checklists, 148,

Constructive criticism, 150, What and why, 163, The subject-object boundary, 162, Using journals, magazine models, 162, Learning Strategies, 167; Collaborative Learning, 119, 120, 121, 122, 123, 125, 129, 130, 134, 135, 136, 137, 143, 145, 147, 148, 149, 155, 156, 160, 165, 168, 191, Audience appeals, 211; Computer Activity, 118-119, 120, 123, 125, 129, 130, 134, 136, 141-142, 148, 150, 156, 160, 164, 168, 215, 217 Answers to Exercises-(1.2) 119, (1.3) 121, (1.6) 123, (1.9) 125, (2.6) 135, (2.9-2.10) 137-138, (3.1) 142, (3.9) 149, (4.2)

156, (4.6-4.9, 4.11) 161, (4.13-4.16) 166, (4.17) 168-169

The foundation of this objective can be found on pages: SE: Culture-Language, 19, 20, 22, 31, 41-42, 68, 74, 89, 104, 136, 186, 201, 235, 238, 240, 241, 242, 248, 250, 256, 270, 279, 281, 284, 289, 290, 292, 293, 294, 308, 312, 316, 319, 322, 327, 329, 332, 337, 346, 347, 352, 370, 371, 372, 379, 382, 419, 513, 519, 527, 531, 538, 551, 588, 603, 612, 948-Guide TE: Readers, 20-22; Tutoring with the Handbook, 25; Teaching Writing to ESL Students, 101-

3. present varied teaching models with emphasis on differentiated instruction in content, process and product.

112; Classroom Ideas-Add & time management, 181, Differentiated instruction techniques, 182, Aural and kinesthetic memory, 183; Sentence length and variety, 326; Culture Language, 390, 399, 432, Computer Activity/Collaborative Learning-Spatial Learners, 479; Collaborative Learning-Summaries and ADD, 431



80% A=Adequate

80% M=Minimal


C. Critical Thinking

The foundation 1. emphasize questioning models to promote higher order thinking

of this objective can be found on pages: SE: 8a Developing a critical response, 152-164; Questions for previewing a text, 154; Guidelines for analysis, interpretation, and synthesis, 159; Exercises (8.3, 8.4) 165, (8.6-8.8) 173, (8.9-8.13) 179, (9.1) 191-193, (9.2-9.5) 199, (44.1-44.4) 597-598, (44.5) 599-600, (44.6) 600; 8b Viewing images critically, 166-173; Questions for previewing an image, 166; 8c Writing Critically, 174-179; 9a Recognizing the elements of argument, 180-181; Questions for critically reading an argument, 182;

skills based on Bloom’s Taxonomy.

9b Testing claims, 182-184; 9c Weighing evidence, 184-188; Evidence for argument, 185; Criteria for weighing evidence, 187; 9d Discovering assumptions, 188-189; Guidelines for analyzing assumptions, 189; 9e Watching language, hearing tone, 189-190; 9f Judging reasonableness190-191; 9g Recognizing fallacies, 193-199; Checklist of fallacies, 194; 44a Evaluating sources, 588-597; Questions for evaluating sources, 589; Questions for evaluating web sites, 590; Questions for evaluating web

log and online discussions, 595; 44b Synthesizing sources, 598-599; 44c Gathering information from sources, 600-601; 50a Using the methods and evidence of literary analysis, 687-699; Questions for a literary analysis, 694-695; Questions for analyzing fiction, 708; Questions for analyzing poetry, 709; Questions for analyzing drama, 712; TE: Classroom Ideas-The meaning of critical, 186, advertising tone, 204, Naming fallacies, 206, No “right” or “wrong”; 456; Collaborative Learning-Group

Practice, 186-187, Complex texts, 187, Comparing images, 189, “Stump the class” game show, 201, Cut and paste, 201, Analyzing issues, 201, Reassembling an argument, 202, Technology assumptions, 203, Exercise (9.1) 204, (9.2, 9.4) 206, Getting a clue, 427, Group evaluation, 427, Understanding the debates, 429, Partners for gathering, 430, Analyzing Passages, 456, Finding themes, 456; Computer Activity-Views of the web, 189, Claims and evidence, 189, Exercises (8.6, 8.8) 190, (8.9) 191, Highlighting the

elements, 200, Missing elements, 200, Web claims, 201, Defining argument, 201, Fact checking, 202, Expert opinion? 202, Surveying persuasion, 202, Fallacy hunting, 206, Keeping the fallacies straight, 206, Web clues, 427, Disingenuous sites, 427, Source accessibility, 430; Answers to Exercises (8.3) 192-193, (9.1) 204-205, (9.3, 9.4) 206-207

The foundation of this objective can be found on pages: SE: Chapter 1 Assessing the Writing Situation-Exercises (1.1) 3-4, (1.2) 6, (1.3-1.5) 9-10, (1.6-1.8) 14-15, (1.9-1.11) 17;

2. promote student-generated responses.

Chapter 2 Developing and Shaping Ideas-Exercises (2.1-2.5) 28-29, (2.6-2.8) 34-35, (2.9- 2.12)) 46-47; Chapter 3 Drafting and Revising- Exercises (3.4-3.6) 59, (3.7, 3.8) 64; Chapter 4 Writing and Revising Paragraphs- Exercises (4.1) 77, (4.2-4.5) 78-79, (4.6-4.12) 90-92, (4.13- 4.16) 102-104, (4.17-4.18) 111, (4.19, 4.20) 112; Designing Documents-Exercises (5.1) 122; Chapter 6 Writing in Academic Situations, (6.1-6.3) 136; Chapter 8 Forming a Critical Perspective-Exercises, (8.1) 156-158, (8.3-8.5) 165-166,

(8.6-8.8) 173-174, (8.9-8.13) 179; Chapter 9 Reading Arguments Critically- Exercise, (9.1) 191-193. (9.2-9.5) 199; Chapter 10 Writing an Argument- Exercise, (10.1) 201, (10.2) 202, (10.3) 203, (10.4,10.5) 208-209, (10.6) 209, (10.7, 10.8) 212-213, (10.9) 214, (10.10) 215, (10.11) 220, Chapter 11 Reading and Using Visual Arguments- Exercises, (11.1) 226, (11.2) 227, (11.3) 231, (11.4-11.7) 232; Chapter 42 Planning a Research Project- Exercises (42.1) 563-564, (42.2) 566, (42.3) 569, (43.2) 587,

(43.3) 588, (44.6) 600, (44.9) 606, (46.1, 46.2) 621 (46.3-46.5) 623; TE: Using Collaborative Learning with the Handbook, 52-62; Imagining the possibilities for teaching with technology, 66-67; Collaborative Learning, 119, 120, 121, 122, 123, 125, 129, 130, 134, 135, 136, 137, 143, 145, 147, 148, 149, 155, 156, 160, 165, 168, 173, 174, 179, 180, 183, 186, 187, 188, 189, 190, 191, 201, 202, 203, 204, 206, 210, 211, 212, 214, 215, 216, 217, 220, 222, 234, 235, 238, 250, 258, 259, 260, 261, 265, 266, 270, 272, 278, 279, 283, 288, 290, 292, 295, 296,

297, 298, 301, 302, 307, 308, 309, 310, 313, 314, 315, 319, 321, 323, 326, 327, 333, 337, 338, 340, 342, 344-345, 347, 348, 350, 352, 355, 356, 358, 363, 372, 382, 383, 384, 386, 387, 388, 390, 391, 392, 394, 395, 396, 404, 407, 411, 413, 414, 415, 416, 420, 421, 422, 423, 424, 425, 427, 428, 429, 430, 431, 432, 433, 434, 436, 437, 438, 439, 444, 445, 446, 448, 449, 453, 456-457, 458, 459, 460, 464, 467, 468, 469, 471, 473, 478, 479, 480, 483, 484, 485, 486, 487, 489, 490, 492; Computer Activity, 119, 120, 123, 125, 129, 130, 134, 136, 141-142, 148, 150, 156, 160, 164, 168,

169, 173, 174, 175, 179, 180, 183, 184, 188, 189, 190, 201, 202, 204, 206, 210, 212, 213, 215, 216, 217, 220, 222, 259, 310, 313, 315, 319, 324, 342, 344, 349-350, 352, 368, 371-372, 383, 384, 388, 390, 391, 396, 400, 407, 411, 413, 415, 416, 419, 420, 421, 422, 423, 424, 425, 427, 429, 430, 432, 434, 435-436, 437, 438, 440, 444, 445, 446, 449, 457, 464, 466, 467, 468, 469, 476, 477, 478, 479, 480, 484, 485, 486, 487, 488, 489, 490

D. Life Skills

SE: 40a-Choosing a Dictionary, 538-540; 40b-Working with dictionary’s contents, 540-

1. address life skills (e.g., reading road maps, using reference tools, researching, reading a newspaper, using want ads, completing an application, applying the interview process and goal setting).

543; Exercise (40.1) 543; 43a-Searching electronically, 570-573; 43b-Finding reference works, 573-574; 43c-Finding books, 574-575; 43d-Finding periodicals, 575-578; 43e-Finding sources on the Web, 579-584; 43g-Using government publications, 584; 43h-Finding images, 584-585; 54a-Writing effective electronic mail, 780-783; Incompatible or encoded attachments, 781; 54b-Collaborating online, 783-786; 54c-Creating effective Web compositions, 786-792; Public Writing, 793; 55a-Writing business letters

and memos, 794-799; 55b-Writing a job application, 799-802; 55c-Writing business reports and proposals, 802-805; 55d-Writing for community work, 805-808; 57c-Writing a college-application essay, 833-835; TE: 40a-Classroom Ideas-Dictionary variations, 399, Choosing a dictionary, 399, Misspeller’s dictionary, 400, Reading the whole entry, 400, Analogous forms, 400, A dictionary with plenty of synonyms, 400, Making the library accessible, 419-420; Presenting documents,

486;Computer Activity-Electronic spelling aids, 400, Get the best sources, 419, Comparing searches, 419, to works cited, 420, Keyword lists, 420, Quick access dictionaries, 421, Check publication dates, 421, Browsing nearby books, 421, Abstract reports, 422, Reviewing the search engines, 423, All roads lead to Rome, 423, Finding good search terms, 423, Online vs. print catalogs, 424, Strategies for novices, 476, Filing mail, 476-477, E-mail and courtesy, 477; Browsing for ideas, 479, Teamed Web site design, 480, Memo

templates, 484, Electronic wizards, 484, Standing out in the crowd, 485, E-resumes, 486; Collaborative Learning-Hands-on learning, 420, Reference reviews, 421, Comparing Encyclopedias, 421, Citation reports, 422, Periodical jungle, 423, Web source evaluation, 422-423, Levels of discourse, 423, From the mailbox to the classroom, 483, Complaint letters, 483, Memo sharing, 483, A strong lead, 483, Evaluating the urgency, 484, Job-application clinic, 485

SE: 1a Understanding how writing happens, 2-3;

2. address habits of mind activities (e.g., literacy skills, interpersonal communications, problem solving and self-directional skills).

Exercises (1.1) 3-4, (1.2) 6, (1.3-1.5) 9-10, (1.6-1.8) 14-15, (1.9-1.11) 17, (2.1-2.5) 28-29, (2.6-2.8) 34-35, (2.9-2.12) 46-47, (3.1-3.3) 51, (3.6) 59, (3.7-3.8) 64, (3.10) 68, (4.2-4.5) 78-79, (4.6-4.12) 90-92, (4.13-4.16) 102-104, (4.17-4.18) 111; 1b Analyzing the writing situation, 4-6; The rhetorical triangle, 5; 1c Discovering and limiting a subject, 7-9; 1d Considering the audience, 10-11, 13-14; Question about audience, 12;Rhetorical appeals, 13; 1e Defining a purpose, 15-17; The general purposes for writing, 16; 2a Discovering Ideas, 18-28; Techniques for

developing a subject, 19; 2b Developing a thesis, 29-34; Functions of the thesis statement, 30; Checklist for revising the thesis statement, 33; 2c Organizing Ideas, 35-41; Principles of the formal outline, 39; Schemes for organizing an essay, 42; 3a Writing the first draft, 48-51; Ways to start drafting, 48; Ways to keep drafting, 49; 3b Revising the first draft, 51-56; Ways to gain distance from your work, 52; Checklist for revision, 54; 3d Editing the revised draft, 60-64; Ways to find what needs editing, 60; Checklist for editing, 60-61; 3e Preparing

and proofreading the final draft, 64-65; Techniques for proofreading, 65; 3g Giving and receiving comments, 68-71; Commenting on others’ writing, 69; Benefiting from comments on your writing, 71; Writing and revising paragraphs, 72-74; 4a Maintaining paragraph unity, 74-77; 4b Achieving paragraph coherence, 79-90; Ways to achieve paragraph coherence, 80; 4c Developing the paragraph,92-102;4d Writing special kinds of paragraphs, 104-111; Some strategies for opening paragraphs,

105; Openings to avoid, 107-108; Some strategies for closing paragraphs, 108; Closings to avoid, 110; Managing your time, 137-138; 7b Listening and taking notes in class, 138-139; Tips for taking class notes, 139; 7d-Preparing for and taking exams, 143-146, 148, 150; Forming a Critical Perspective, 151-151; 8a-Thinking and reading critically, 152-156; 8a-Thinking and reading critically, 152-156; Developing a Critical Response, 158-159; Guidelines for analysis, interpretation and synthesis,

159; Analyzing, 159-160; Interpreting, 161-162; Synthesizing, 162-163; Evaluating, 164; Guidelines for Evaluation, 164; Exercises (8.3) 165; (8.4) 165; (8.5) 166, (8.6-8.8) 173-174; 8c Writing critically, 174-179; Exercises (8.9-8.13) 179; Reading Arguments Critically, 180; 9a-Recognizing the elements of an argument, 180-181; 9b-Testing claims, 182-184; 9c-Weighing Evidence, 184-188; 9d-Discovering assumptions, 188-190; Judging reasonableness190-191; Exercise (9.1) Reading arguments critically, 191-

193; 9g-Recognizing fallacies, 193-199; Exercise (9.2-9.5) 199; TE: Developing Skills in Collaboration, 55; Classroom idea-At ease, 117, Keeping journals, 127-128, Computer journals, 128, Oral progress reports, 133-134, Condensing the argument, 134, Student models, 134, Overcoming writing blocks, 141, On computers and revision, 146, On collaborative revision, 146, On independent revision, 146-147; Individualized checklists, 148, The meaning of critical, 186, Listing priorities and values, 209;Collaborati

ve Learning-Group Analysis, 119, Exercises (1.3-1.5) 120-121, Teamed freewriting, 129, Editorial response, 130, Assessing structures, 135, Exercises (2.9, 2.10) 137, (3.1) 143-145, Choosing titles, 145, Individualized proofreading lists, 149, Constructive criticism, 150, ADD and time management, 181, Writing chunks, 182, Group practice, 186-187, Complex texts, 187, Exercises (8.3-8.5) 188, Analyzing issues, 201, Reassembling an argument, 202, Editorial evidence, 202, Checking the logic, 212, Organizing together, 216;

Computer Activity- Freewriting in cyberspace, 129; Keeping track of ideas, 141-142, Editing vehicles, 148, Networked inference, 188, Claims and evidence, 189, Highlighting the elements, 200, Missing Elements, 200, Web claims, 201, Fact checking. 202, Fallacy hunting, 206, Computer templates and outline tools, 212, Anticipating opposition, 215, Electronic organizing tool, 216; Answers to Exercises (1.2) 119, (1.3) 121, (1.6) 123, (1.9) 125; Answers to Exercises (2.6) 135, (2.9-2.10) 137-138 (3.1) 142, (4.6, 4.8, 4.9, 4.11) 161,

(4.13, 4.14) 166, (4.17) 168-169; (8.3) 192, (9.1) 204-205, (9.3-9.4) 206-207

E. Classroom Management

SE: Chapter 1 Assessing the Writing Situation-Exercises (1.1) 3-4, (1.2) 6, (1.3-1.5) 9-10, (1.6-1.8) 14-15, (1.9-1.11) 17; Chapter 2 Developing and Shaping Ideas-Exercises (2.1-2.5) 28-29, (2.6-2.8) 34-35, (2.9- 2.12) 46-47; Chapter 3 Drafting and Revising- Exercises (3.4-3.6) 59, (3.7, 3.8) 64; Chapter 4 Writing and Revising Paragraphs- Exercises (4.1) 77, (4.2-4.5) 78-79, (4.6-4.12) 90-92, (4.13- 4.16) 102-104,

1. include opportunities for large group, small group and independent learning.

(4.17-4.18) 111, (4.19, 4.20) 112; Designing Documents-Exercises (5.1) 122; Chapter 6 Writing in Academic Situations, (6.1-6.3) 136; Chapter 8 Forming a Critical Perspective-Exercises, (8.1) 156-158, (8.3-8.5) 165-166, (8.6-8.8) 173-174, (8.9-8.13) 179; Chapter 9 Reading Arguments Critically- Exercise, (9.1) 191-193. (9.2-9.5) 199; Chapter 10 Writing an Argument- Exercise, (10.1) 201, (10.2) 202, (10.3) 203, (10.4,10.5) 208-209, (10.6) 209, (10.7, 10.8) 212-213, (10.9) 214, (10.10) 215, (10.11) 220, Chapter 11

Reading and Using Visual Arguments- Exercises, (11.1) 226, (11.2) 227, (11.3) 231, (11.4-11.7) 232; Chapter 12 Understanding Sentence Grammar-Exercises (12.1-12.3) 239-240, (12.4, 12.5) 243, (12.6-12.8) 245-246, (12.9, 12.10) 249, (12.11, 12.12) 252-253, (12.13) 254, (12.14, 12.15) 258, (12.16) 260, (12.17) 264, (12.18, 12.19) 266, (12.20, 12.21) 268, Chapter 13 Case of Nouns and Pronouns-Exercises (13.1) 272, (13.2) 272-273, (13.3, 13.4) 275-276, Chapter 14 Verbs-Exercises

(14.1) 282-283, (14.2) 284, (14.3) 285, (14.4, 14.5) 289-290, (14.6) 292, (14.7) 294, (14.8, 14.9) 300-301, (14.10) 303, (14.11, 14.12) 305-306, Chapter 42 Planning a Research Project- Exercises (42.1) 563-564, (42.2) 566, (42.3) 569, (43.2) 587, (43.3) 588, (44.6) 600, (44.9) 606, (46.1, 46.2) 621 (46.3-46.5) 623; 3g-Giving and receiving comments, 68-69; Commenting on others’ writing, 69; 54b-Collaborating online, 783-786 TE: Collaborating, 47-48; Using Collaborative Learning with

the Handbook, 52-62; Imagine the possibilities for teaching with technology, 67; Collaborative Learning-119, 120, 121, 122, 123, 125, 129, 130, 134, 135, 136, 137, 143, 145, 147, 148, 149, 155, 156, 160, 165, 168, 173, 174, 179, 180, 183, 186, 187, 188, 189, 190, 191, 201, 202, 203, 204, 206, 210, 211, 212, 214, 215, 216, 217, 220, 222, 234, 235, 238, 250, 258, 259, 260, 261, 265, 266, 270, 272, 278, 279, 283, 288, 290, 292, 295, 296, 297, 298, 301, 302, 307, 308, 309, 310, 313, 314, 315, 319, 321, 323, 326, 327, 333, 337, 338, 340, 342, 344-345, 347, 348, 350, 352,

355, 356, 358, 363, 372, 382, 383, 384, 386, 387, 388, 390, 391, 392, 394, 395, 396, 404, 407, 411, 413, 414, 415, 416, 420, 421, 422, 423, 424, 425, 427, 428, 429, 430, 431, 432, 433, 434, 436, 437, 438, 439, 444, 445, 446, 448, 449, 453, 456-457, 458, 459, 460, 464, 467, 468, 469, 471, 473, 478, 479, 480, 483, 484, 485, 486, 487, 489, 490, 492; On collaborative revision, 146; Computer Activity-119, 120, 123, 125, 129, 130, 134, 136, 141-142, 148, 150, 156, 160, 164, 168, 169, 173, 174, 175, 179, 180, 183, 184, 188, 189, 190, 201, 202, 204, 206, 210, 212, 213,

215, 216, 217, 220, 222, 259, 310, 313, 315, 319, 324, 342, 344, 349-350, 352, 368, 371-372, 383, 384, 388, 390, 391, 396, 400, 407, 411, 413, 415, 416, 419, 420, 421, 422, 423, 424, 425, 427, 429, 430, 432, 434, 435-436, 437, 438, 440, 444, 445, 446, 449, 457, 464, 466, 467, 468, 469, 476, 477, 478, 479, 480, 484, 485, 486, 487, 488, 489, 490; Classroom Ideas-On computers and the revision process, 146, On collaborative revision, 146, On independent revision, 146, 147

TE: Organizing a Composition Course, 13-20; Sample Syllabi, 26-27;

2. provide classroom management suggestions.

Resources for Designing a Writing Course, 27-29; Working with Student Writing, 30-33; Commenting on Papers, 34-38; Making Sure Students Understand Your Comments, 38-39; Evaluating Essays for a Grade, 39-41; Evaluating for Revision, 41-43; Coping with Paper Load, 43-48; Evaluation Cans and Can’ts, 48-49

The foundation of this objective can be found on pages: SE: Culture-Language, 19, 20, 22, 31, 41-42, 68, 74, 89, 104, 136, 186, 201, 235, 238, 240, 241, 242, 248, 250, 256, 270, 279, 281, 284, 289, 290, 292, 293, 294, 308, 312, 316,

3. provide suggestions for differentiated instruction (e.g., practice activities, learning stations, assessment, lesson plans).

319, 322, 327, 329, 332, 337, 346, 347, 352, 370, 371, 372, 379, 382, 419, 513, 519, 527, 531, 538, 551, 588, 603, 612, 948 (Guide) TE: Readers, 20-22; Tutoring with the Handbook, 25; Teaching Writing to ESL Students, 101-112; Classroom Ideas-Add & time management, 181, Differentiated instruction techniques, 182, Aural and kinesthetic memory, 183; Sentence length and variety, 326; Culture Language, 390, 399, 432, Computer Activity/Collaborative Learning-Spatial Learners, 479; Collaborative

Learning-Summaries and ADD, 431

F. Instructional Materials

The foundation of this objective can be found on pages: SE: Culture-Language, 19, 20, 22, 31, 41-42, 68, 74, 89, 104, 136, 186, 201, 235, 238, 240, 241, 242, 248, 250, 256, 270, 279, 281, 284, 289, 290, 292, 293, 294, 308, 312, 316, 319, 322, 327, 329, 332, 337, 346, 347, 352, 370, 371, 372, 379, 382, 419, 513, 519, 527, 531, 538, 551, 588, 603, 612, 948-Guide TE: Readers, 20-22; Tutoring with the Handbook, 25; Teaching Writing to ESL Students, 101-112; Classroom Ideas-Add &

1. address varied learning styles and multiple intelligences of students by including models.

time management, 181, Differentiated instruction techniques, 182, Aural and kinesthetic memory, 183; Sentence length and variety, 326; Culture Language, 390, 399, 432, Computer Activity/Collaborative Learning-Spatial Learners, 479; Collaborative Learning-Summaries and ADD, 431

SE: Chapter 1 Assessing the Writing Situation-Exercises (1.1) 3-4, (1.2) 6, (1.3-1.5) 9-10, (1.6-1.8) 14-15, (1.9-1.11) 17; Chapter 2 Developing and Shaping Ideas-Exercises (2.1-2.5) 28-29, (2.6-2.8) 34-35, (2.9-

2. provide extensive and varied opportunities to practice skills.

2.12)) 46-47; Chapter 3 Drafting and Revising- Exercises (3.4-3.6) 59, (3.7, 3.8) 64; Chapter 4 Writing and Revising Paragraphs- Exercises (4.1) 77, (4.2-4.5) 78-79, (4.6-4.12) 90-92, (4.13- 4.16) 102-104, (4.17-4.18) 111, (4.19, 4.20) 112; Designing Documents-Exercises (5.1) 122; Chapter 6 Writing in Academic Situations, (6.1-6.3) 136; Chapter 8 Forming a Critical Perspective-Exercises, (8.1) 156-158, (8.3-8.5) 165-166, (8.6-8.8) 173-174, (8.9-8.13) 179; Chapter 9 Reading Arguments Critically-

Exercise, (9.1) 191-193. (9.2-9.5) 199; Chapter 10 Writing an Argument- Exercise, (10.1) 201, (10.2) 202, (10.3) 203, (10.4,10.5) 208-209, (10.6) 209, (10.7, 10.8) 212-213, (10.9) 214, (10.10) 215, (10.11) 220, Chapter 11 Reading and Using Visual Arguments- Exercises, (11.1) 226, (11.2) 227, (11.3) 231, (11.4-11.7) 232; Chapter 12 Understanding Sentence Grammar-Exercises (12-1-12.3) 239-240, (12.4, 12.5) 243, (12.6-12.8) 245-246, (12.9, 12.10) 249, (12.11, 12.12) 252-253, (12.13) 254, (12.14, 12.15)

258, (12.16) 260, (12.17) 264, (12.18, 12.19) 266. (12.20, 12.21) 268; Chapter 13 Case of Nouns and Pronouns-Exercises, (13.1) 272, (13.2) 272-273, (13.3, 13.4) 275-276, (13.5) 276; Chapter 14 Verbs-Exercises, (14.1) 282-283, (14.2) 284, (14.3) 285, (14.4, 14.5) 290-291, (14.6) 292, (14.7) 294, (14.8, 14.9) 300-301, (14.10) 303, (14.11, 14.12) 305-306; Chapter 15 Agreement-Exercises, (15.1) 314, (15.2-15.4) 319-320, Chapter 16 Adjectives and Adverbs-Exercises, (16.1) 324, (16.2) 326, (16.3) 326-327,

(16.4) 328, (16.5-16-6)332-333, Exercise on Chapters (13-16) 333-334; Chapter 17 Sentence Fragments-Exercises, (17.1) 339-340, (17.2) 342, (17.3) 343; Chapter 18 Comma Splices and Fused Sentences-Exercises, (18.1) 349, (18.2-18.4) 350-351; Chapter 19 Pronoun Reference-Exercises, (19.1) 354-355, (19.2, 19.3) 358-359; Chapter 20 Shifts-Exercises, (20.1) 361, (20.2) 362, (20.3) 363, (20.4, 20.5) 364-365; TE: Computer Activity, 119, 120, 123, 125, 129, 130, 134, 136, 141-142,

148, 150, 156, 160, 164, 168, 169, 173, 174, 175, 179, 180, 183, 184, 188, 189, 190, 201, 202, 204, 206, 210, 212, 213, 215, 216, 217, 220, 222, 259, 310, 313, 315, 319, 324, 342, 344, 349-350, 352, 368, 371-372, 383, 384, 388, 390, 391, 396, 400, 407, 411, 413, 415, 416, 419, 420, 421, 422, 423, 424, 425, 427, 429, 430, 432, 434, 435-436, 437, 438, 440, 444, 445, 446, 449, 457, 464, 466, 467, 468, 469, 476, 477, 478, 479, 480, 484, 485, 486, 487, 488, 489, 490; Collaborative Learning, 119, 120, 121, 122, 123, 125, 129, 130, 134, 135, 136, 137, 143, 145, 147, 148,

149, 155, 156, 160, 165, 168, 173, 174, 179, 180, 183, 186, 187, 188, 189, 190, 191, 201, 202, 203, 204, 206, 210, 211, 212, 214, 215, 216, 217, 220, 222, 234, 235, 238, 250, 258, 259, 260, 261, 265, 266, 270, 272, 278, 279, 283, 288, 290, 292, 295, 296, 297, 298, 301, 302, 307, 308, 309, 310, 313, 314, 315, 319, 321, 323, 326, 327, 333, 337, 338, 340, 342, 344-345, 347, 348, 350, 352, 355, 356, 358, 363, 372, 382, 383, 384, 386, 387, 388, 390, 391, 392, 394, 395, 396, 404, 407, 411, 413, 414, 415, 416, 420, 421, 422, 423, 424, 425, 427, 428, 429, 430, 431, 432, 433, 434, 436,

437, 438, 439, 444, 445, 446, 448, 449, 453, 456-457, 458, 459, 460, 464, 467, 468, 469, 471, 473, 478, 479, 480, 483, 484, 485, 486, 487, 489, 490, 492

SE: Preface for teachers-supplements, xiv; The Companion Website- http: //www. ablongman.com/littlebrown, 2, 18, 47, 72, 113, 130, 137, 141, 151, 180, 200, 220, 234, 269, 277, 295, 301, 304, 307, 321, 336, 344, 352, 359, 366, 376, 386, 396, 407, 414, 428, 432, 455, 463, 470, 479, 493, 498, 502, 506, 512, 521, 537, 535, 538, 544, 560, 569, 588, 611, 620, 624, 684, 687, 716, 733, 762, 780, 809;

3. provide intervention, practice and enrichment materials.

Chapter 1 Assessing the Writing Situation-Exercises (1.1) 3-4, (1.2) 6, (1.3-1.5) 9-10, (1.6-1.8) 14-15, (1.9-1.11) 17; Chapter 2 Developing and Shaping Ideas-Exercises (2.1-2.5) 28-29, (2.6-2.8) 34-35, (2.9- 2.12)) 46-47; Chapter 3 Drafting and Revising- Exercises (3.4-3.6) 59, (3.7, 3.8) 64; Chapter 4 Writing and Revising Paragraphs- Exercises (4.1) 77, (4.2-4.5) 78-79, (4.6-4.12) 90-92, (4.13- 4.16) 102-104, (4.17-4.18) 111, (4.19, 4.20) 112; Designing Documents-Exercises (5.1) 122; Chapter 6 Writing in Academic

Situations, (6.1-6.3) 136; Chapter 8 Forming a Critical Perspective-Exercises, (8.1) 156-158, (8.3-8.5) 165-166, (8.6-8.8) 173-174, (8.9-8.13) 179; Chapter 9 Reading Arguments Critically- Exercise, (9.1) 191-193. (9.2-9.5) 199; Chapter 10 Writing an Argument- Exercise, (10.1) 201, (10.2) 202, (10.3) 203, (10.4,10.5) 208-209, (10.6) 209, (10.7, 10.8) 212-213, (10.9) 214, (10.10) 215, (10.11) 220, Chapter 11 Reading and Using Visual Arguments- Exercises, (11.1) 226, (11.2) 227, (11.3) 231, (11.4-11.7) 232;

Chapter 12 Understanding Sentence Grammar-Exercises (12.1-12.3) 239-240, (12.4, 12.5) 243, (12.6-12.8) 245-246, (12.9, 12.10) 249, (12.11, 12.12) 252-253, (12.13) 254, (12.14, 12.15) 258, (12.16) 260, (12.17) 264, (12.18, 12.19) 266, (12.20, 12.21) 268, Chapter 13 Case of Nouns and Pronouns-Exercises (13.1) 272, (13.2) 272-273, (13.3, 13.4) 275-276, Chapter 14 Verbs-Exercises (14.1) 282-283, (14.2) 284, (14.3) 285, (14.4, 14.5) 289-290, (14.6) 292, (14.7) 294, (14.8, 14.9) 300-301,

(14.10) 303, (14.11, 14.12) 305-306, Chapter 42 Planning a Research Project- Exercises (42.1) 563-564, (42.2) 566, (42.3) 569, (43.2) 587, (43.3) 588, (44.6) 600, (44.9) 606, (46.1, 46.2) 621 (46.3-46.5) 623; TE: Computer Activity, 119, 120, 123, 125, 129, 130, 134, 136, 141-142, 148, 150, 156, 160, 164, 168, 169, 173, 174, 175, 179, 180, 183, 184, 188, 189, 190, 201, 202, 204, 206, 210, 212, 213, 215, 216, 217, 220, 222, 259, 310, 313, 315, 319, 324, 342, 344, 349-350, 352, 368, 371-372, 383, 384, 388, 390, 391, 396, 400, 407,

411, 413, 415, 416, 419, 420, 421, 422, 423, 424, 425, 427, 429, 430, 432, 434, 435-436, 437, 438, 440, 444, 445, 446, 449, 457, 464, 466, 467, 468, 469, 476, 477, 478, 479, 480, 484, 485, 486, 487, 488, 489, 490; Collaborative Learning, 119, 120, 121, 122, 123, 125, 129, 130, 134, 135, 136, 137, 143, 145, 147, 148, 149, 155, 156, 160, 165, 168, 173, 174, 179, 180, 183, 186, 187, 188, 189, 190, 191, 201, 202, 203, 204, 206, 210, 211, 212, 214, 215, 216, 217, 220, 222, 234, 235, 238, 250, 258, 259, 260, 261, 265, 266, 270, 272, 278, 279, 283, 288, 290, 292, 295, 296,

297, 298, 301, 302, 307, 308, 309, 310, 313, 314, 315, 319, 321, 323, 326, 327, 333, 337, 338, 340, 342, 344-345, 347, 348, 350, 352, 355, 356, 358, 363, 372, 382, 383, 384, 386, 387, 388, 390, 391, 392, 394, 395, 396, 404, 407, 411, 413, 414, 415, 416, 420, 421, 422, 423, 424, 425, 427, 428, 429, 430, 431, 432, 433, 434, 436, 437, 438, 439, 444, 445, 446, 448, 449, 453, 456-457, 458, 459, 460, 464, 467, 468, 469, 471, 473, 478, 479, 480, 483, 484, 485, 486, 487, 489, 490, 492

The foundation of this objective can be found on pages: SE: 2c-4

4. provide exemplars of narrative, descriptive, informative and persuasive writing types.

Sample essay, 45-46; 3c Examining a sample revision, 56-59; 3f Examining a final draft, 65-67; Writing and revising paragraphs, 72-74; 4a Maintaining paragraph unity, 74-77; 4b Achieving paragraph coherence, 79-81; Organizing the paragraph, 81-85; 4c Developing the paragraph, 90-102; 4d Writing special kinds of paragraphs, 104-111; 7d-4 Preparing for and taking exams, 145-150; 8c Writing critically, 174-179; 10i Examining a sample argument, 215-219; Two Research Papers in MLA

Style 666-682; 50e-4 Drafting and revising a literary analysis, 706-707; 50f-2 Writing about fiction, poetry and drama, 710-712; 50f-3 Writing about drama, 712-715; 52f Examining a sample social science paper, 758-761; 53e Examining a sample science paper, 775-777; 55a Writing business letters and memos, 794-799; 55b Writing a job application, 799-802; 55c Writing business reports and proposals, 802-805; 57c Writing a college-application essay, 834-835 TE: Culture Language, 136-137; 4a Section Highlights, 154-

155; 4b Section Highlights, 157-158; Models of Student Writing, 190-191, 217-218, 447-448, 448-449 458-459, 459-460, 460-461, 468-469, 473; Chapter Highlights, 447



80% A=Adequate

80% M=Minimal


SE: Drafting and revising a thesis statement, 31-34; Examining a sample revision, 56-59; Exercise (3.4) Analyzing a revised draft, 59; 3d Editing the revised draft, 61; TE: Collaborative Learning-Exercise 3.4, 147

5. provide exemplars of editing/revision for writing.

This is the handbook for a writing and grammar course

6. include a Handbook of English Language within the text for writing support (grades 5-12) and a supplemental handbook for grades K-4.

The foundation of this objective can be found on pages: SE: Writing and Revising Paragraphs, 72-74; 4a Maintaining paragraph unity-74-79; 4b Achieving paragraph coherence, 79-92; 4c Developing paragraphs, 92-104; 4d Special kinds of paragraphs, 104-111; 4e Linking paragraphs in the essay, 111-113 TE: Sample Syllabi, 26-27; Writing and Revising Paragraphs-Chapter Highlights, 153; 4a Maintaining paragraph

7. continue skill or strategy instruction across several instructional sessions to expand the applicability and utility of the skill or strategy.

unity-Section highlights, 154-155; 4b Achieving paragraph coherence- Section highlights, 157-158; 4c Developing paragraphs- Section highlights, 162-163; 4d Special kinds of paragraphs- Section highlights, 167

The foundation of this objective can be found on pages: SE: 2c Organizing ideas, 35-44; 4b-1 Organizing the paragraph, 81-85; 10g Organizing your argument, 213-214; 46b Drafting, 621, Revising and editing, 622; 50e-Revising and Editing, 705; 52b Understanding writing

8. connect previously taught skills and strategies with new content and text.

assignments in the social sciences-Many social science…735; 53b-A Laboratory report…763-764; 56c Organizing the presentation, 811- 812 TE: 2c Organizing ideas,135-137; 4b Section highlights, 157; 10g Organizing your argument, 216-217

The foundation of this objective can be found on pages: SE: Drafting and Revising, 47-48; 3a Writing the first draft, 48-50; 3b Revising the first draft, 51-56; 3d Editing the revised draft, 60-64; 46b Drafting, revising and formatting the paper, 621-622; 50e Drafting

9. cumulatively build a repertoire of multiple strategies that are introduced, applied and integrated throughout the course of study.

and revising a literary analysis, 702-706 TE: Organizing a Composition Course, 13-20; Sample Syllabi, 26-27; Drafting and Revising, 140-143; 3b Revising the first draft, 143-145; Resources and ideas, 146-147; 3d Editing the revised draft, 147-148; 50e Drafting and revising a literary analysis, 458-459

G. Assessment

The foundation of this objective can be found on pages: SE: 57a1 Preparing for the SAT and ACT exams-Taking the SAT writing section, 819-824; 57a-2 Taking the SAT critical-reading section, 824-828; 57a-3 Taking the

1. provide assessment formats commensurate with WV assessment programs (e.g., WESTEST, NAEP, State Writing Assessment, informal assessments, PLAN, EXPLORE, ACT and SAT).

ACT, 828-830 TE: Collaborative Learning-Finding the weakness, 492, Practicing the short essay, 497-498

SE: 7d-Preparing for and taking exams, 143-150; Tips for taking timed exams, 818; 57a-Preparing for the SAT and ACT exams, 818-830; 57bPreparing for the AP English exams-830-833 TE: Collaborative Learning-Study Groups, 183, Aural and Kinesthetic memory, 183, Study group questions, 183, Essays in the disciplines, 183-184, What works and what doesn’t, 184, Achievable

2. provide preparation for standardized tests.

standards, 184; Computer activity-Online exams, 184; Finding the weakness, 492, Practicing the short essay, 492; Classroom Idea, 493; Appendix-Correlation to Advanced Placement (AP) English Language and Composition Course Objectives, 494-496

The foundation of this objective can be found on pages: SE: 3h Preparing a writing portfolio, 71-72 TE: Working with Student Writing, 30-38; Making Sure Students Understand Your Comments, 38-39; Evaluating Essays for a Grade, 39-41;

3. provide opportunities for assessment based on performance-based measures, open-ended questioning, portfolio evaluation, rubrics and multimedia simulations.

Evaluating for Revision, 41-43; Coping with the Paper Load, 43-48; Issues in Working with ESL Writing, 106-112; 3h Preparing a writing portfolio, 152

Please refer to your basal program

4. provide benchmark and ongoing progress monitoring.


5. provide rubric-based differentiated assessment.

TENTH GRADE ENGLISH LANGUAGE ARTS K-12 (COMPOSITION, GRAMMAR, HANDWRITING, JOURNALISM AND SPEECH)

SPECIFIC CRITERIA FOR CONTENT AND SKILLS

Reading and English Language Arts tenth grade students will use written language for educational, occupational and self-direction endeavors. Preparation will include critiquing and evaluating oral presentations and using listening, speaking and media literacy. Instructional delivery will be enhanced by a wide variety of media. Frequent interaction with a broadened array of literature will encourage an increased appreciation and understanding for the power of the spoken and written word across the curriculum. Tenth graders will become more adept at making connections and transferring knowledge to new situations through research and writing. The West Virginia Standards for 21st Century Learning include the following components: 21st Century Content Standards and Objectives and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology tools and content standards and objectives. Standard 2: Writing

Students will apply writing skills and strategies to communicate effectively for different purposes. They will use the writing process by appropriately applying the organization of ideas, development of main ideas and supporting details, varied sentence structure, word choice and mechanics. Using a variety of print and media sources, students will select, organize and evaluate for research purposes. Standard 3: Listening, Speaking, Media Literacy In the twenty-first century, students will be required to communicate ideas clearly and efficiently. They will need to be able to use information technology proficiently to explore, research and express themselves for a variety of purposes. Applying listening, speaking and media literacy skills and strategies, they will connect with different audiences using media appropriate to the situation.



80% A=Adequate

80% M=Minimal


For student mastery of content standards and objectives, the instructional materials will provide students with the opportunity to

Composition/Grammar

The foundation of this objective can be found on pages: SE: 1a Understanding how writing happens, 2-3; Exercises (1.2) 6, Exercises (1.2) 6, (1.3) 9-10, (1.6) 14-15, 1b Analyzing the writing situation, 4-6; The rhetorical triangle, 5; 1c Discovering and limiting a subject, 7-9; 1d

1. define topic from assigned subject/prompt and compose narrative, informative, descriptive and persuasive writing using the five-step writing process (pre-writing, drafting, revising, editing, publishing) for specific audiences by employing writing strategies that are modeled in various types of literature.

Considering the audience, 10-11, 13-14; Questions about audience, 12; Rhetorical appeals, 13; 1e Defining a purpose, 15-17; The general purposes for writing, 16; 2a-3 Freewriting, 22-23; 2a-5 Clustering, 24-25; 2a-6 Using the journalist’s questions 25-26; 2a-7 Using rhetorical strategies, 26-27; 2a-8 Reading, 27-28; 2b Developing a thesis, 29-34; Functions of the thesis statement, 30; Checklist for revising the thesis statement, 33; 2c-1 Distinguishing the general and the specific, 35-36; 2c-2 Choosing an organizing tool-

A scratch or informal outline, 36-37; 2c-3 Choosing a structure, 41-44; Schemes for organizing an essay, 42; 2c-4 Checking for unity and coherence, 44, 46; 3a Writing the first draft, 48-51; Ways to start drafting, 48; Ways to keep drafting, 49; 3b-3 Titling your essay, 53; 3b-4 Using a revision checklist, 53-54; Checklist for revision, 54; Checklist for editing, 60-61; 3e Preparing and proofreading the final draft, 64-65; Techniques for proofreading, 65; Writing and revising paragraphs, 72-74; Checklist for revising paragraphs, 74;

4a Maintaining paragraph unity, 74-77; 4b Achieving paragraph coherence, 79-90; Ways to achieve paragraph coherence, 80; Transitional expressions, 88-89; 4c Developing the paragraph, 92-102; Exercises (4.14) 102-103, (4.17) 111; 4d Writing special kinds of paragraphs, 104-111; Some strategies for opening paragraphs, 105; Openings to avoid, 107-108; Some strategies for closing paragraphs, 108; Closings to avoid, 110; 4e Linking paragraphs in the essay, 111; 7d-4 Taking essay exams,

145—146, 148-150; Sample instruction for essay examinations, 147; 10b Conceiving a thesis statement, 201-202; 10d Using reason, 203-207; Tests for inductive and deductive reasoning, 206; 10e Using evidence, 208; Responsible use of evidence, 208-209; 10f Reaching your readers, 209-212; 10g Organizing your argument, 213-214; Opposing an argument’s body and response to opposing views, 214; 10h Revising your argument, 214; Checklist for revising an argument, 214-215; TE:

Collaborative Learning-Agreement on thesis, 134, Thesis checklist, 134, Assessing structure, 135, Using student writing, 155, Topic sentence omission, 155-156, Comparing closings, 168, Checking the logic, 212; Classroom ideas-Overcoming writing blocks, 141, Paragraph patterns I, 158, Paragraph scrambles, 159, Imitating paragraphs, 165, Imitating openings and closings, 168, Anticipating opposition, 215, Organizing together, 216




A=Adequate 80%

M=Minimal 60%


The foundation of this objective can be found on pages: SE: 2b Developing a thesis, 29-34; Function of the thesis statement, 30; Checklist for revising the thesis statement, 33; Exercise (2.6-2.8) 34-35; 2c-3-Choosing a structure-the introduction, 41; 4a Maintaining paragraph unity, 74; 4d-1 Opening an Essay, 104; 6d-Choosing Structure and Content, 133; 7d-4 Taking essay exams-write a thesis statement, 146; 9b-1 Recognizing

2. construct a clearly worded and effectively placed thesis statement to develop a composition that addresses the assigned topic.

opinions, 182-183; 9b-2 Recognizing Facts, 183; 10b Conceiving a thesis statement, 201-202; Exercise (10.2) 202; 46a-1 Focusing and organizing the paper, 620; 50e-1 Conceiving a thesis, 702-703; TE: Classroom Ideas-Implicit thesis versus explicit thesis, 133, Oral progress report, 133-134, Condensing the argument, 134, Student models, 134, Supplying an omitted thesis statement, 134; Collaborative Learning-Agreement on thesis, 134, Thesis checklist, 134, Culture Language-Using visual clues, 137;

Thesis archive, 134, Collaborative Documents, 134, Thesis statement, 439, The evolving thesis, 440, Developing a thesis, 458; Answers to Exercise (2.6) 135; Classroom ideas-Stated intentions, 439

SE: Forming a Critical Perspective, 151-152; 8b Viewing images critically, 166-174; Questions for previewing an image, 166; Elements of images, 169; Exercises (8.6-8.8) 173-174, (8.11-8.13) 179, (9.2, 9.5) 199, (11.1) 226, (11.2) 227; 8c-2 Writing Critically about an image, 176-179; Reading Arguments Critically, 180;

3. evaluate, analyze and synthesize into one’s writing a variety of informational media using primary and secondary sources.

9a Recognizing the elements of argument, 180-181; Questions for critically reading an argument, 182; 9b Testing claims, 182-184; 9c Weighing Evidence 184-188; Evidence for argument, 185; Criteria for weighing evidence, 187-188; 9d Discovering assumptions, 188-189; Guidelines for analyzing assumptions, 189; 9e Watching language, hearing tone, 189-190; 9f Judging reasonableness 190-191; 9g Recognizing fallacies, 193-199; Checklist of fallacies, 194; Reading and Using Visual

Arguments, 220-221; 11a Reading Visual arguments critically, 221-226; 42d-Primary and secondary sources, 565; 43d Finding periodicals, 575; 43d-2 Locating periodicals, 579; 43e Finding sources on the Web, 579-582; 43f Finding other online sources, 582-584; 43g Using government publications, 584; 43h Finding images, 584-586; 49a Using methods and evidence-primary sources, 685, secondary sources, 685; TE: Classroom Ideas-The meaning of critical, 186, Naming Fallacies, 206,

Image Captioning, 219, Get more milk, 219-220, Fashion design examples, 220, Pseudo-experts, 220, Keeping the fallacies straight, 206; Culture Language-Challenging Texts, 186, Attitudes toward sources, 203; Collaborative Learning-Magazine collection, 188, The onion, 188, Change the caption, 189, Comparing images, 189, Poster images, 189, Group ads, 189, Image auction, 189-190, Exercise (8.6, 8.8) 190, Polling Students, 190, Cut and Paste, 201, Editorial evidence, 202,

Euphemism hunting, 204, Riis’s images, 220, Riis’s images II, 220,Web source evaluation, 422-423; Computer Activity- Fact checking, 202, Expert Opinion? 202, Surveying persuasion, 203, Flames on the Web, 204, Fallacy hunting, 206, Gallery of appeals, 220, The Dinner Party, 220, Economic trends, 220, Contemporary propaganda, 220-221; Answers to Exercise (11.1) 221

The foundation of this objective can be found on pages: SE: 1c Discovering and limiting a subject, 7-9;

4. formulate a working research question and identify, organize and consider the relevance of known information to guide further research.

Techniques for developing a subject, 19; 6d Choosing structure and content, 133; 42c Finding a researchable subject and question, 562-563; Exercise (42.1) 563-564, (42.2) 566, (43.1) 587, (43.2) 587, (43.3) 588; 42d Developing a research strategy, 564-566; 42e Keeping a working, annotated bibliography, 567-569; 43a Searching electronically, 570-573; 43b Finding reference works, 573-574; 43 Finding books, 574-575; 43d Finding periodicals, 575-578; 43e Finding sources on the Web,

579-582; Web search engines, 580; 43f Finding other online sources, 582-584; 43g Using government publications, 584; 43h Finding images, 584-586; 43i Generating your own sources, 586-587; TE: Computer Activity-Getting the best sources, 419, Making the library accessible, 419-420, To works cited, 420, Keyword lists, 420, Abstract reports, 422, Finding good search terms, 423, Online vs. print catalogs, 424, Finding new research pathways, 424; Collaborative Learning-Keyword

brainstorming, 420, Hands-on learning, 420, Reference reviews, 421, Comparing encyclopedias, 421, Check publication dates, 421, Browsing nearby books, 421, Periodical jungles, 422, Web source evaluation, 422-423

The foundation of this objective can be found on pages: SE: 2c-2 Choosing an organizing tool, 36-41; Principles of the formal outline, 39; Exercise (2.9-2.10) 47; Summarizing, 141-142; Writing a summary, 142-143; 44b Synthesizing sources, 598-599; 44c Gathering information

5. plan and incorporate varied note-taking skills to organize and synthesize information from print and electronic sources (e.g., Internet research, electronic databases for periodicals and newspapers, print reference materials) into an outline for a composition or research project (introduction, thesis/hypothesis, main points, supporting details/examples, conclusion).

from sources, 600-601; 44d Using summary, paraphrase and quotation, 601-603; Paraphrasing a source, 603-605, Exercise (44.7) Summarizing and paraphrasing, 605; 44e Integrating sources into your text, 606-611 TE: Collaborative Learning- Skills drill, 433, Summaries and ADD, 431, Quotation evaluation, 432, Link highlights, 434, Signal phrases, 434; Classroom idea-A Mnemonic for paraphrasing, 432, Answers to Exercise (44.7) 433

The foundation of this objective can be found on pages: SE: 2c-2 Choosing an organizing tool, 36-41; Principles of the formal outline, 39; 2c-3 Choosing a structure, 41-45; Schemes for organizing ideas in an essay, 42; 3a Writing the first draft, 48-50; Ways to start drafting, 48; Ways to keep drafting, 49; 7c-4 Summarizing, 141-142; Writing a summary, 142-143; 10b Conceiving a thesis statement, 201-202; 10c Analyzing your purpose and your audience, 202-203; 10d Using reason, 203-207; Tests for inductive

6. classify and prioritize different drafting strategies for specific writing tasks to frame a clear, logical progression of ideas in argumentative writing, research writing, literary analysis, and creative and reflective writing.

and deductive reasoning, 206; 10e Using evidence, 208; Responsible use of evidence, 208-209; 10f Reaching your readers, 209-212; 10g Organizing your argument, 213-214; Organizing an argument’s body and response to opposing views, 214; 44e Integrating sources into your text, 606-611; 46a Focusing and organizing the paper, 620-621; 46b-1 Drafting, 621; 50b Understanding writing assignments in literature, 699-700; 50e Drafting and revising a literary analysis, 702-704; Questions for analyzing

fiction, 708; Questions for analyzing poetry, 709; Questions for analyzing drama, 712 TE: Computer Activity-Bold highlights, 136, Keeping track of ideas, 141-142, Computer templates and outline tools, 212, Electronic organizing tools, 217, Outlining, 440; Classroom ideas-Overcoming writing blocks, 141; Stated intentions, 439, Evolving theses, 440, Incorporating evidence, 457; Collaborative Learning-Checking the logic, 212, Devil’s advocate, 215, Organizing together, 216, Link highlights, 434, Signal

phrases, 434, Rough drafts, 441, Tenses, 458

The foundation of this objective can be found on pages: SE: 6d-Interact with sources, 133, Acknowledge sources fully, 133; 7c-4 Summarizing, 141-143; 8a-4 Summarizing, 158; Exercise (8.2), 158; 44c Gathering Information from sources, 600-601; 44d Using summary, paraphrase, and quotation, 601-605; Paraphrasing a source, 603; Tests for direct quotations from secondary sources, 604; Exercise (44.7, 44.8) 605; 44e Integrating sources in to your text, 606-

7. summarize, paraphrase and use direct quotations correctly and effectively in writing/research project in order to avoid plagiarism; recognize media copyright laws and public/private domain. Provide examples of each.

610; Exercise (44.10) 610-611; Avoiding Plagiarism and Documenting Sources, 611-612; Culture Language, 612; 45a Committing and detecting plagiarism on the Internet, 612-614; Checklist for avoiding plagiarism, 613; 45c Knowing what you must acknowledge, 615-616; Exercise (45.1) Recognizing plagiarism, 616-617; 45d Acknowledging online sources, 617-618; 45e Documenting sources, 618-619; Acknowledge your sources, 788 TE: Teaching Writing to ESL Students-Attitudes toward

plagiarism, 105; Computer Activity- Summary contest, 183, Responsible use, 432, Irresponsible use, 432, Highlighting nonoriginal material, 437, Thwarting plagiarism, 435, Permission letters, 438; Collaborative Learning-Comparing summaries, 187, Summary strategies, 187-188, Exercise (8.2) 188, Skills drill, 431, Summaries and ADD, 431, Quotation evaluation, 432, Exercise (44.7, 44.8) 433, Link highlights, 434, Signal phrases, 434, Exercise (45.1) 437, Cited material and originality, 437, Fair-use jury, 438;

Classroom idea- Summary assignment, 182, A mnemonic for paraphrasing, 432, Key quotations, 432; Answers to Exercise (8.2) 191-192, (44.7, 44.8) 433, (44.10) 434, (45.1) 437-438; Culture Language-Paraphrase and sentence structure, 432, Intellectual property and culture, 436

The foundation of this objective can be found on pages: SE: 4b-6 Using transitional expressions, 87-90; Transitional expressions, 88-89; Exercise (4.10) 91; 4e Linking paragraphs in the essay, 111-112; 18b

8. incorporate different transitional sentences to signal progression of ideas within and between paragraphs as well as appropriate phrases to signal organizational patterns. Include variety of commonly used transitional devices.

Separate main clause related by however, for example, and so on, 348-349; Ways to achieve variety among sentences-Vary the beginnings, 26b-Coordinating conjunction and transitional expressions, 419; TE: Classroom ideas- Reading aloud, 160; Collaborative Learning-Transitional expressions, 160, Transitional expressions, 160




A=Adequate 80%

M=Minimal 60%


The foundation of this objective can be found on pages: SE: 12c-2 Using verbals and verbal phrases, 249-252; Exercise (12.12) 253, (12.15) 258-259, (12.17) 264, (18.3, 18.4) 351, (21.6-21.8) 374-375, (24.2) 399-400, (24.4, 24.5) 405, (24.6) 407; 12c-4 Using subordinate clauses, 254-259; Common subordinating conjunctions, 255; 12d Compounding words, phrases, and clauses, 260-265; Coordinating conjunctions, 261; Common

9. revise sentences to create specific effects, variety and more precise and concise language: • gerund • participle phrase • infinitive phrase • clauses

correlative conjunctions, 263; Common conjunctive adverbs, 263; 14h-1 Use the appropriate tense sequence with infinitives, 298; 17a-Test: Make sure the clause is not subordinate, 338; 17c A subordinate clause is not a complete sentence, 340; 17c A verbal phrase or a prepositional phrase is not a complete sentence, 340; 18a Comma splices, 346-348; 18b Separate main clause related by however, for example, and so on, 348-349; 18c Fused sentences, 350; 21e Keep parts of infinitives or verb phrases together, 370; 21h Relate

dangling modifiers to their sentences-participial phrases, Infinitive phrase, 373, Revising dangling modifiers, 374; Using Coordination and Subordination, 397-407; Distinguishing the comma, the semicolon and the colon, 456; TE: Answers to Exercise, (12.12) 236, (12.15) 237, (12.17) 239, (18.3, 18.4) 284-285, (21.6-21.8) 298-299, (24.2) 314, (24.4, 24.5) 317, (24.6) 319; Classroom ideas-Grammar terms, 234, Knowing your errors, 281-282, Sentence combining, 298, Getting a fresh look, 315;

Collaborative Learning- Exercises (12.12) 234, (12.15) 234-235, (12.17) 238, (18.3, 18.4) 283, (21.6, 21.7) 298, (24.2) 314, (24.4) 316, (24.6) 319; Culture language-Clause connectors, 234, Computer Activity- I’ve got a list, 313, Macro punctuation, 313, Using style checkers, 324, Style checkers, 349-350

The foundation of this objective can be found on pages: SE: 2b-2 Drafting and revising the thesis statement, 33-34; Checklist for revising the thesis

10. select revision and editing strategies to correct errors in and improve organization, content, usage, mechanics and spelling. In the proofreading process, integrate the use of • dictionary • spell check • thesaurus • style sheet or guide

statement, 33; 3b Revising the first draft, 51-56; Ways to gain distance from your work, 52; 3d Editing the revised draft, 60-64; Ways to find what needs editing, 60; Checklist for editing, 60-61; Techniques for proofreading, 65; Checklist for revising paragraphs, 74; 4a-1 While revising…75; 4a-2 Placing the topic sentence, 75-76; 4c-1 If your readers…93; 4c-3 Checking length, 102; 10h Revising your argument, 214; Checklist for revising an argument, 214-215; Understanding Sentence Grammar-Note, 234; Ways to correct

agreement with indefinite words, 318; Sentence Fragments-Note, 336; 17a Test your sentences for completeness, and revise any fragments, 336-339; Tests for complete sentences, 337; Revision of comma splices and fused sentences, 347; Pronoun Reference-Note, 352; Shifts, 359-360; Misplaced and dangling modifiers-Note, 366; Identifying and revising dangling modifiers, 374; Mixed and Incomplete Sentences- Note, 376; Emphasizing Ideas-Note, 386; Ways to emphasize ideas, 388; Ways to

achieve conciseness, 395; Using Coordination and Subordination- Note, 397; Ways to coordinate information in sentences, 397; Ways to subordinate information in sentences, 401; Using Parallelism-Note, 407; 26a-2 Rewriting strings of brief and simple sentences, 416-417; 26b-3 Rewriting strings of compound sentences, 417; End Punctuation-Note, 428;The Comma, 432; A test for essential and nonessential elements, 438; Principle misuses of the comma, 451; The semicolon,

454-455;The Apostrophe, 463; Uses and misuses of the apostrophe, 465; Quotation Marks-Note, 470; Other Punctuation Marks-Note, 479; Capitals- Note, 492; Underlining or Italics-Note, 498; Abbreviations-Note, 502; Numbers-Note, 506; Using Appropriate Language-Note, 512; 37a Revising nonstandard dialect, 513-514; 37g Revising indirect or pretentious writing, 515-516; 37h Revising sexist and other biased language, 516-519; Eliminating sexist language, 517-518; Using

Exact Language, 520-521; Several resources...522; 38b-Note, 524; Culture Language-A dictionary..527; 38e Using fresh, not trite, expressions- Cliches…530; Writing Concisely-note, 531; Ways to achieve conciseness, 532; Culture Language, 539; 40b Many electronic...540; Spelling and the Hyphen, 544; Words commonly confused, 545-546; 41c Developing spelling skills 551-556; 46b Revising and editing, 622; Checklist for revising a research paper, 622; Glossary of Usage, 836-852; TE: Classroom

ideas-Oral progress reports, 133-134, Revision activities, 143-145, On revision generally, 146-147, Individualized checklists, 148, Reading aloud, 160, Highlighting transitions, 160, Subordinating-word clues, 277, Knowing your errors, 281-282, Using student writing, 300-301, Adding parallelism, 321, When to abbreviate, 375, Revising student paragraphs, 396, Misspeller’s dictionary, 400, Careful proofreading, 407, The evolving thesis, 440; Collaborative Learning-

Thesis checklist, 134, Check your own 290, Using student writing, 315, Cutting words, 394, Thesis statement, 439, Revision outlines, 441; Computer Activity-Revision checklist, 217, Highlighting agreement, 290-291, Clear the confusion, 310, Getting a fresh look, 315, Using style checkers, 324, Grammar checkers, 344-345, Style checkers, 349-350, The lard factor, 394, Electronic spelling aids, 400, Spelling logs, 407; Culture Language-Idiomatic usage, 399

The foundation of this objective

11. develop a research topic, select approaches, write and publish a well-developed research project with documented and cited sources and

can be found on pages: SE: Chapters (1-4), 2-112; 5a-1Designing academic papers, 113-114; 5b Considering principles of design, 114-118; 5c Using the elements of design, 118-122; 5d Using illustrations, 122-127; 5e Considering readers with disabilities, 127-128; Planning a Research Project, 560; 42a Starting out, 560-561; 42b Keeping a research journal, 561-562; 42c Finding a researchable subject and question, 562-563; Exercises (42.1) 563-564, (42.2) 566, (42.3) 569, (43.2) 587,

computer-generated graphics, following a specified format: • APA • MLA • Chicago

(43.3) 588, (44.6) 600, (44.9) 606, (46.1, 46.2) 621 (46.3-46.5) 623 42d Developing a research strategy, 564-566; 42e Keeping a working, annotated bibliography, 567-569; Information for a working bibliography, 567; Finding Sources, 569-570; A tip for researchers, 570; 43a Searching electronically, 570-573; 43b Finding reference works, 573-574; 43 Finding books, 574-575; 43d Finding periodicals, 575-578; 43e Finding sources on the Web, 579-582; Web search engines, 580; 43f

Finding other online sources, 582-584; 43g Using government publications, 584; 43h Finding images, 584-586; 43i Generating your own sources, 586-587; Working with Sources, 588; Culture Language, 588; 44a Evaluating sources, 588-597; Questions for evaluating sources, 589; Questions for evaluating web sites, 590; Questions for evaluating web log and online discussions, 595; 44b Synthesizing sources, 598-599; 44c Gathering information from sources, 600-601; 44d Using summary,

paraphrase and quotation, 601-605; Paraphrasing a source, 603; Tests for direct quotations from secondary sources, 604; 44e Integrating sources into your text, 606-610; 46a Focusing and organizing the paper, 620-621; 46b Drafting, revising, and formatting the paper, 621-623; Checklist for revising a research paper, 622; 47a Using MLA in-text citations, 624-633; MLA parenthetical text citations, 625; 47b Preparing the MLA list of works cited, 633-663; MLA works-cited models, 634-635; 47c Using MLA document

format, 664-666; 51d Citing sources in Chicago style, 721-732; Chicago note and works-cited models, 725; 52d Citing sources in the APA style, 739-755; APA Parenthetical text citations, 740; APA reference-list models, 745; Formatting documents in APA style, 755-758; TE: Classroom Ideas-Packaging sells, 172, Librarians as allies, 412-413, How many sources? 416, Keep an eye on your materials, 416, Making the library accessible, 419, The library as office, 419, A mnemonic for paraphrasing, 432, Key

Quotations, 432, Stated intention, 439, A dozen hats unused, 440, The five-minute overview, 441, A handy list, 444-445, The importance of dates, 468; Chapter Highlights, 410; Computer Activity-Alternative formats, 173, Tool tutorials, 173, Fooling with the margins, 174, Excelling at tables, 175, Put it on the calendar, 411, Notekeeping, 411, Trading schedules, 411, Computer journal, 413, Scope assessment, 413, E-mail buddies, 413, Let your fingers do the walking, 415, Shuffling the deck, 416, Printing from an

e-catalog, 416, Getting the best sources, 419, Comparing searches, 419, To Works Cited, 420, Keyword Lists, 420, Check publication dates, 421, Browsing nearby books, 421, Abstract reports, 422, Finding good search terms, 423, Online lurking, 424, Finding new research paths, 424, Unusual images, 424, Web clues, 427, Trying out sites, 427, Source accessibility, 430, Reading and thinking while gathering, 430, Responsible use, 432, Irresponsible use, 432, Outlining, 440, Highlight the citations, 444,

The importance of dates, 445, Citation as evaluation, 445, MLA templates, 446, Online documentation clinic, 468; Collaborative Learning-Overkill, 174, Proofreading for format, 174, Support for the research-phobic, 411, Smart scheduling, 411, Create question lists, 413-414, Exercise 42.1, 414, Reviewing Sources, 415, Bibliography contest, 416, Exercise 42.3, 416-417, Keyword brainstorming, 420, Hands-on learning, 420, Getting a clue, 427, Group evaluation, 427, Annotation assignment, 427, Partners for gathering,

430, Summaries and ADD, 431, Quotation evaluation, 432, Thesis statement, 439, The evolving thesis, 440, Rough drafts, 441, Revision outlines, 441-442, Eleventh-hour thesis, 442, Exercises (46.4, 46.5) 442, Preparing citations, 445, Document check, 446, Preparing Citations, 468; Culture Language-Paraphrase and sentence structure, 432


12. use a writing rubric which incorporates and evaluates organization, development, sentence structure, word choice and mechanics.




A=Adequate 80%

M=Minimal 60%


The foundation of this objective can be found on pages: SE: 1c Discovering and limiting a subject, 7-9; 1d Discovering the audience, 10-11, 13-14; Questions about audience, 12; Rhetorical appeals, 13; 2a Discovering ideas, 18-28; 1e Defining a purpose, 15-17; The general purposes for writing, 16; Techniques for developing a subject, 19; 2b Developing a thesis, 29-34; Functions of the thesis statement, 30; Checklist for revising the thesis

13. plan, research background of topic and communicate in different settings (e.g., interpersonal, small group, whole group, panel, round table, debate) and for different purposes: • inform • persuade • relate • entertain

statement, 33; 2c Organizing ideas, 35-45, 46; 9a Recognizing the elements of argument, 180-181; Questions for critically reading an argument, 181; 9b Testing claims, 182-183; 9c Weighing evidence, 184-188; Evidence for argument, 185; Criteria for weighing evidence, 187; 9e Watching language, hearing tone, 189-190; 9f Judging reasonableness, 190-191; 9g Recognizing fallacies, 193-199; Checklist of fallacies, 194; 10a Finding a subject, 200-201; 10b Conceiving a thesis statement, 201-

202; Exercise (10.2) 202, (10.3) 203, (10.9)214, 10c Analyzing your purpose and your audience, 202-203; Using reason, 203-207; 10e Using evidence, 208-209; 10f Reaching your readers, 209-212; 10g Organizing your argument, 213-214; 42c Finding a researchable subject and question, 562-563; 42d Developing a research strategy, 564-566; Exercises (42.2) 566; 42e Keeping a working, annotated bibliography, 567-569; Information for a working bibliography, 567; Finding Sources, 569-570; A tip for

researchers, 570; 43a Searching electronically, 570-573; 43b Finding reference works, 573-574; 43 Finding books, 574-575; 43d Finding periodicals, 575-578; 43e Finding sources on the Web, 579-582; Web search engines, 580; 43f Finding other online sources, 582-584; 43g Using government publications, 584; 43h Finding images, 584-586; 43i Generating your own sources, 586-587; Exercise (43.2) 587, (43.3) 588; Working with Sources, 588; Culture Language, 588; 44a Evaluating

sources, 588-597; Questions for evaluating sources, 589; Questions for evaluating web sites, 590; Questions for evaluating web log and online discussions, 595; 44b Synthesizing sources, 598-599; 44c Gathering information from sources, 600-601; Exercises (44.6) 600, (44.9) 606; 44d Using summary, paraphrase and quotation, 601-605; Paraphrasing a source, 603; Tests for direct quotations from secondary sources, 604; 46a Focusing and organizing the paper, 620-621; Exercises ((46.1, 46.2) 621; 56a

Writing and speaking, 809; 56b Considering purpose and audience, 809-88; Checklist for an oral presentation, 810; 56c Organizing the presentation, 811-812; 56d Delivering the presentation, 812-817 TE: Computer Activity-Subject search, 120, Computer journals, 128, Activities that suggest topics and ideas, 128-129, Freewriting in cyberspace, 129, Bold highlights, 136, Tree, branch, web, 136, Computer templates and outline tools, 212, Electronic organizing tools, 216, Scope assessment,

413, Let your fingers do the walking, 415, Shuffling the deck, 416, Printing from an e-catalog, 416, Web page printouts, 416, Getting the best sources, 419, Comparing searches, 419, To Works Cited, 420, Keyword Lists, 420, Check publication dates, 421, Browsing nearby books, 421, Finding good search terms, 423, Finding new research pathways, 424, Source accessibility, 430; Classroom Ideas-Narrowing subjects to topics, 120, Audience inventory, 122, Keeping journals, 127-128, Using

questions and patterns, 129-130, Role playing, 130, Oral progress report, 133,134, Condensing the argument, 134, Student models, 134, Purpose outlines, 136-137, Using visual clues, 137, Listing priorities and values, 209-210, Restricted lists, 210, Anticipating opposition, 215, Librarians as allies, 412-413, How many sources? 416, Making the library accessible, 419, The library as office, 419; Collaborative Learning-Audience inventory, 122, Teamed freewriting, 129, Topic clusters, 129, Thesis checklist, 134,

Audience appeals, 211, Checking the logic, 212, Devil’s advocate, 215, Organizing together, 216, Creating question lists, 413-414, Reviewing Sources, 415, Keyword brainstorming, 420, Hands-on learning, 420, Group evaluation, 427, Annotation assignment, 427, Partners for gathering, 430; Culture-Language-Writing process as cultural value, 128, Writing patterns, 136, Accent, grammar, and credibility, 490

The foundation of this objective can be found on pages: SE: 10a

14. formulate and deliver grammatically correct messages, as well as evaluate and adapt strategies for developing credibility, such as speaking truthfully and creating clear and logical messages (e.g., supporting ideas with evidence and emotional appeals in light of purpose, audience and context).

Finding a subject, 200-201; 10b Conceiving a thesis statement, 201-202; 10c Analyzing your purpose and your audience, 202-203; 10d Using reason, 203-207; 10e Using evidence, 208; 10f Reaching your readers, 209-212; 10g Organizing your argument, 213-214; 10h Revising your argument, 214; Checklist for revising an argument, 214-215; 56a Writing and speaking, 809; 56b Considering purpose and audience, 809-811; Checklist for an oral presentation, 810; 56c Organizing the presentation,

811-812; 56d Delivering the presentation, 812-817 TE: Classroom ideas- Audience appeals, 211, Anticipating opposition, 215, Peer Outlining, 217, Culture-Language, Accent, Correct language? 385, grammar, and credibility, 490; Collaborative Learning- Checking the logic, 212, Devil’s advocate, 215, Organizing together, 216, Checklist interviews, 489, Global warming presentation II, 489, Global warming presentation IV, 489-490; Computer Activity- Computer templates and outline tools, 212, Electronic

organizing tools, 216, Revision checklist, 217, Global Warming Presentation l, 488-489, Global warming presentation III, 489; Culture- Language- Accent, grammar, and credibility, 490

The foundation of this objective can be found on pages: SE: Ways to gain distance from your work-Ask someone to read and react to your work, 52; 3g Giving and receiving comments, 68-71; Commenting on others’ writing, 69; 8a-Evaluating, 164; Guidelines for evaluation, 164; 56d-1 Speaking

15. model a variety of roles in various settings to listen actively, understand the intended message, evaluate, enjoy and/or respond to an oral message: • critique oral/visual information • relate experiences in third person • collaborate to achieve a goal • mediate to reach a consensus • deliver an extended extemporaneous speech • participate in a panel/round table discussion.

extemporane- ously, 813 TE: Collaborating, 47-48; Using Collaborative Learning with the Handbook, 52-62; Imagine the possibilities for teaching with technology, 67; Collaborative Learning-119, 120, 121, 122, 123, 125, 129, 130, 134, 135, 136, 137, 143, 145, 147, 148, 149, 155, 156, 160, 165, 168, 173, 174, 179, 180, 183, 186, 187, 188, 189, 190, 191, 201, 202, 203, 204, 206, 210, 211, 212, 214, 215, 216, 217, 220, 222, 234, 235, 238, 250, 258, 259, 260, 261, 265, 266, 270, 272, 278, 279, 283, 288, 290, 292, 295, 296, 297, 298, 301, 302, 307, 308,

309, 310, 313, 314, 315, 319, 321, 323, 326, 327, 333, 337, 338, 340, 342, 344-345, 347, 348, 350, 352, 355, 356, 358, 363, 372, 382, 383, 384, 386, 387, 388, 390, 391, 392, 394, 395, 396, 404, 407, 411, 413, 414, 415, 416, 420, 421, 422, 423, 424, 425, 427, 428, 429, 430, 431, 432, 433, 434, 436, 437, 438, 439, 444, 445, 446, 448, 449, 453, 456-457, 458, 459, 460, 464, 467, 468, 469, 471, 473, 478, 479, 480, 483, 484, 485, 486, 487, 489, 490, 492; On collaborative revision, 146; Classroom ideas- Using questions and patterns, 129, Oral progress reports, 133-

134, Student models, 134, Supplying an omitted thesis statement, 134, Constructive criticism, 150, Magazine models, 167, Openings and closings, 168, Classroom audience, 179, Surveying persuasion, 203, Advertising tone, 204, Listing priorities and values, 209, Peer outlining 217, Craig Holbrook’s essay, 217-218, Image captioning, 219, Get more milk, 219, Fashion design examples, 220, Pseudo-experts, 220, “Dear Mr. Chipault,” 485, Presenting documents, 486; Computer Activity-

Collaborative postings, 123, Editing vehicles, 148, Electronic feedback, 150, Tool tutorials, 172, Gallery of appeals, 220, The Dinner Party, 220, Contemporary propaganda, 220

The foundation of this objective can be found on pages: SE: Ways to gain distance from your work-Listen to your draft, 52; 3g Giving and receiving comments, 68-69; Commenting on others’ writing, 69; Guidelines for analysis, interpretation, and synthesis, 159; Guidelines for evaluation, 164; Reading Arguments Critically, 180;

16. adapt and use active listening strategies to evaluate the message, formulate a strategy and respond to • intended purpose • make predictions • construct meaning from discussion, speech or media • critique presentation

9a Recognizing the elements of argument, 180-181; Questions for critically reading an argument, 182; 9b Testing claims, 182-184; 9c Weighing Evidence 184-188; Evidence for argument, 185; Criteria for weighing evidence, 187-188; 9d Discovering assumptions, 188-189; Guidelines for analyzing assumptions, 189; 9e Watching language, hearing tone, 189-190; 9f Judging reasonableness190-191; 9g Recognizing fallacies, 193-199; Checklist of fallacies, 194; TE: Developing

skills in collaboration, 54-55; Classroom Ideas-Oral progress reports, 133-134, Constructive criticism, 150, Using student writing, 155, Reading aloud, 160, The meaning of critical, 186, Naming fallacies, 206; Computer Activity-Defining argument, 201, Surveying persuasion, 203, The Dinner Party, 220; Collaborative Learning-Editorial Responses, 130, Assessing structures, 135, Portfolio presentation, 152, Using Student writing, 155, Design analysis, 173,

Comparing summaries, 187, Group ads, 189, Analyzing issues, 201, Technological assumptions, 203, Televised arguments, 210, Collecting appeals, 214-215, Devil’s advocate, 215, Craig Holbrook’s essay, 217, Testing appeal, 222, Group evaluation, 427, Analyzing the papers, 449




A=Adequate 80%

M=Minimal 60%


The foundation of this objective can be found on pages: SE: Forming a Critical Perspective, 151-152; 8b Viewing images critically, 166-174; Questions for previewing an image, 166; Elements of images, 169; Exercises (8.6-8.8) 173-174, (8.11-8.13) 179, (9.2, 9.5) 199, (11.1) 226, (11.2) 227; 8c-2 Writing Critically about an image, 176-179; Reading Arguments Critically, 180; 9a Recognizing the elements of argument, 180-181; Questions for critically

17. understand, evaluate and create media communications.

reading an argument, 182; 9b Testing claims, 182-184; 9c Weighing Evidence 184-188; Evidence for argument, 185; Criteria for weighing evidence, 187-188; 9d Discovering assumptions, 188-189; Guidelines for analyzing assumptions, 189; 9e Watching language, hearing tone, 189-190; 9f Judging reasonableness190-191; 9g Recognizing fallacies, 193-199; Checklist of fallacies, 194; Reading and Using Visual Arguments, 220-221; 11a Reading Visual arguments critically, 221-

226; 54a Writing effective electronic mail, 780-783; Incompatible or encoded attachments, 781; 54b Collaborating online, 783-786; 54c creating effective web compositions, 787, 788-792; 55b-4 Communicating electronically, 799; 55b-2 Writing and formatting the resume, 801, 803; 55d Writing for community work, 805-808 TE: Classroom Ideas-The meaning of critical, 186, Advertising tone, 204, Naming Fallacies, 206, Image Captioning, 219, Get more milk, 219-220,

Fashion design examples, 220, Pseudo-experts, 220, Over-reliance upon the visual, 221; Culture Language-Challenging Texts, 186, Attitudes toward sources, 203, Hard copy hypertext, 479, Spatial learners, 479, Cite the site, 479, Captioning photos, 480, Presenting documents, 486-487, Surveying the literature, 487, Real-world assignments, 487; Collaborative Learning-Magazine collection, 188, The onion, 188, Change the caption, 189, Comparing images, 189, Poster images, 189, Group ads, 189,

Image auction, 189-190, Exercise (8.6, 8.8) 190, Polling Students, 190, Cut and Paste, 201, Editorial evidence, 202, Euphemism hunting, 204, Testing appeal, 222; Computer Activity-Views of the web, 189, Personal web pages, 189, Web claims, 201, Fact checking, 202, Expert Opinion? 202, Flames on the Web, 204, Fallacy hunting, 206, Gallery of appeals, 220, The Dinner party, 220, Economic trends, 220, Contemporary propaganda, 220-221; Strategies for novices, 476, Composed messages, 477, Discretion and

the group address, 477, E- mail and courtesy, 477, Saving all the versions, 479, Recommended HTML editors, 479, Checking the translation, 479, Browsing for help, 479, Teamed Web site design, 480, Virtual gallery, 480, Virtual cinema, 480, Virtual concert hall, 480, Memo templates, 484, Electronic wizards, 484, Standing out in a crowd, 485, E-resumes, 486; Computer Activity/Collaborative Learning- Online community I, 478, Online community II, 478, Naming conventions, 478, Comment requests, 478, Online

community III, 479, Teamed web site design, 480, Troubleshooting, 480, Reflecting on the progress, 480, Class Newsletter, 487

The foundation of this objective can be found on pages: SE: 42d Developing a research strategy, 564-566; 43e Finding sources on the Web, 579; 43f Finding other online sources, 582-584; 44a Evaluating sources, 588-597; Exercise (44.2) 597 TE: Computer Activity-Scholarly versus popular sources, 415; Collaborative Learning-Web source evaluation,

18. distinguish between private and public information for use in research and writing.

422-423, Levels of discourse, 423, Getting a clue, 427, Web clues, 427, Disingenuous sites, 427, Trying out sites, 427 The foundation of this objective can be found on pages: SE: 1b Analyzing the writing situation, 4-6; The rhetorical triangle, 5; 1c Discovering and limiting a subject, 7-9; 1d Considering the audience, 10-11, 13-14; Questions about audience, 12; Rhetorical appeals, 13; 1e Defining a purpose, 15-17; The general purposes for writing, 16; 2a Discovering Ideas, 18-28;

19. plan, create, organize and present an age-appropriate media product that demonstrates an understanding of format, purpose, audience and choice of medium.

Techniques for developing a subject, 19; 2c Organizing Ideas, 35-41; Principles of the formal outline, 39; Schemes for organizing an essay, 42; 3a Writing the first draft, 48-51; Ways to start drafting, 48; Ways to keep drafting, 49; 3b Revising the first draft, 51-56; Ways to gain distance from your work, 52; Checklist for revision, 54; 3d Editing the revised draft, 60-64; Ways to find what needs editing, 60; Checklist for editing, 60-61; 3e Preparing and proofreading the final draft, 64-65; Techniques for proofreading, 65; Writing and

revising paragraphs, 72-74; 4a Maintaining paragraph unity, 74-77; 4b Achieving paragraph coherence, 79-90; Ways to achieve paragraph coherence, 80; 4c Developing the paragraph, 92-102; 4d Writing special kinds of paragraphs, 104-111; Some strategies for opening paragraphs, 105; Openings to avoid, 107-108; Some strategies for closing paragraphs, 108; Closings to avoid, 110; Chapter 37 Using appropriate language, 512-519, Language in academic and public writing, 513;

54c Creating effective Web compositions, 786-792 TE: Classroom ideas, Audience inventory, 122, Overcoming writing blocks, 141, Revision activities, 143-144, On computers and revision, 146, On collaborative revision, 146, On independent revision, 146-147; Individualized checklists, 148, What and why, 163, Hard copy hypertext, 479, Spatial learners, 479, Cite the site, 479, Captioning photos, 480; Collaborative Learning, Group analysis, 119, Subject search, 120, Audience assessment,

123, Teamed freewriting, 129, Using student writing, 155, Comparing closings, 168, Audience appeals, 211, Computer Activity, Subject search, 120, Bold highlights, 136, Keeping track of ideas, 141-142, Reorganizing paragraphs, 156, Paragraph revision, 164, Saving all the versions, 479, Recommended HTML editors, 479, Checking the translation, 479, Browsing for help, 479, Teamed Web site design, 480, Virtual gallery, 480, Virtual cinema, 480, Virtual concert hall, 480; Computer Activity/Collaborative Learning- Online

community I, 478, Online community II, 478, Naming conventions, 478, Comment requests, 478, Online community III, 479, Teamed web site design, 480, Trouble-shooting, 480, Reflecting on the progress, 480, Class Newsletter, 487