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This paperback version of the comprehensive McGraw-Hill Handbook includes foldouts on documentation/sourcing, and new sections including "Start Smart" to help students know where to begin and how to navigate the writing situation for all their common assignments. The Maimon handbooks support student and instructor success by consistently presenting and using the writing situation as a framework for beginning, analyzing and navigating any type of writing. Start Smart offers an easy, step-by-step process map to navigate three common types of writing assignments. Other new features support critical thinking and deeper understandings of common assignments. Its digital program addresses critical instructor and administrator needs -- with adaptive diagnostic tools, individualized learning plans, peer review, and outcomes based assessment. Connect Composition will also fully integrate into the Blackboard CMS for single sign on and autosync for all assignment and grade book utilities.
| ISBN | 0077397304 | | Pages | 1024 | | ISBN13 | 9780077397302
(What's this?) | | Weight (grammes) | 1084 | | Publisher | McGraw-Hill Education - Europe | | Published in | London | | Imprint | McGraw Hill Higher Education | | Height (mm) | 218 | | Format | Paperback | | Width (mm) | 139 | | Publication date | 01 Dec 2011 | | Spine width (mm) | 35 | | DEWEY | 808.042 | | Academic level | Further/Higher education | | DEWEY edition | DC23 | |
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The McGraw-Hill Handbook, Third Edition *Indicates new content or a chapter/section with major revisions. Part One: Writing and Designing Texts Chapter 1: Writing Today *(Foldout) RESOURCES FOR WRITERS Start Smart: Addressing the Writing Situation a. Use writing to learn across the curriculum and beyond college *b. Explore the situation as a means of approaching any writing task *c. Recognize audience and academic English in a multilingual world Chapter 2: Understanding Assignments a. Recognize that writing is a process. b. Understand the writing situation. c. Find an appropriate topic. d. Be clear about the purpose of your assignment. e. Ask questions about your audience. f. Determine the appropriate stance and tone. g. Use the appropriate genre and medium. h. Meet early to discuss coauthored projects. Chapter 3: Planning and Shaping the Whole Essay a. Explore your ideas. b. Decide on a thesis. c. Plan a structure that suits your assignment. *d. Consider using visuals and multimedia for multimodal texts. Chapter 4: Drafting Paragraphs and Visuals a. Use electronic tools for drafting. b. Write focused paragraphs. c. Write paragraphs that have a clear organization. d. Develop ideas and use visuals strategically. *e. Integrate visuals and multimedia effectively. f. Craft an introduction that establishes your purpose. g. Conclude by answering "So what?" Chapter 5: Revising and Editing a. Get comments from readers. b. Use resources available on your campus, on the Internet, and in your community. c. Use electronic tools for revising. d. Focus on the writing situation (topic, purpose, audience, medium, genre). e. Make sure you have a strong thesis. f. Review the structure of your project as a whole. g. Revise your composition for paragraph development, paragraph unity, and coherence. *h. Revise visuals and multimedia. i. Edit sentences. j. Proofread carefully before you turn in your composition. k. Learn from one student's revisions (with three sample drafts). Chapter 6: Designing Academic Texts and Preparing Portfolios a. Consider audience and purpose when making design decisions. b. Use the tools available in your word-processing program. c. Think intentionally about design. d. Compile a print or an electronic portfolio that presents your work to your advantage. Part Two: Common Assignments across the Curriculum Chapter 7: Reading, Thinking, and Writing: the Critical Connection a. Recognize that critical reading is a process. b. Preview the text or visual (with professional sample). c. Read and record your initial impressions. d. Reread using annotation and summary to analyze and interpret. e. Synthesize your observations in a critical response paper (with student sample). Chapter 8: Informative Reports a. Understand the assignment. b. Approach writing an informative report as a process. *c. Write informative reports on social science research (with new student sample). d. Write reviews of the literature to summarize current knowledge in a specific area. e. Write informative papers in the sciences to share discoveries. f. Write lab reports to demonstrate understanding (with student sample). g. Write informative reports on events or findings in the humanities (with professional sample). Chapter 9: Interpretive Analyses and Writing about Literature a. Understand the assignment. b. Approach writing an interpretive analysis as a process. c. Learn to write interpretive papers in the humanities. d. Write a literary interpretation of a poem (with student sample). e. Write a literary interpretation of a work of fiction (with student sample). f. Write a literary interpretation of a play (with student sample). g. Write case studies and other interpretive analyses in the social sciences (with professional sample). *h. Write interpretive papers in the sciences (with new student sample). Chapter 10: Arguments a. Understand the assignment. *b. Learn how to e
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