Free ebooks ==> www.ebook777.com www.ebook777.com Free ebooks ==> www.ebook777.com Study, practice, and explore bedfordstmartins.com/steppingstones You need value, and you want practical help with improving your writing The Student Site for Stepping Stones gives you both, with lots of free and open resources that you can use anywhere, anytime • Access hundreds of additional exercises tailored to your needs • Create a study plan • Try more grammar tutorials • View additional models of student paragraphs and essays • Find useful forms for brainstorming, clustering, and outlining • Discover a glossary of grammar terms . . and much more Free ebooks ==> www.ebook777.com Brief Contents PART ONE PART two PART three 10 11 12 13 14 15 16 PART four 17 18 19 20 21 22 23 The Academic Paragraph Seeing the Big Picture: Paragraphs, Purpose, and Audience Developing a Topic 20 Organizing Your Ideas 39 Outlining Your Paragraph 66 Composing the Paragraph 88 Revising 113 Expanding Your Writing 137 Developing Details 139 Patterns of Development 171 Moving from Paragraphs to Essays 203 Grammar for Academic Writing 223 The Simple Sentence 225 The Compound Sentence 255 The Complex Sentence 302 More Complex Sentences 328 Sentences with Modifiers 356 Using Verbs Correctly 381 Using Pronouns Correctly 416 A Writer’s Reader 439 School and Learning 441 Prejudice and Forgiveness 449 Parents and Parenting 454 Work and Career 461 People and Pets 467 Deprivation and Privilege 473 Addiction and Risks 480 APpeNDICES Appendix A: Punctuation and Capitalization 487 Appendix B: Guidelines for ESL Writers 500 Index 517 Reference Material R-1 i www.ebook777.com 01_JUZ_7913_FM_i-xxxvi.indd 17/11/11 3:05 PM Free ebooks ==> www.ebook777.com this page left intentionally blank 01_JUZ_7913_FM_i-xxxvi.indd 17/11/11 3:05 PM Free ebooks ==> www.ebook777.com Instructor’s Annotated Edition Stepping Stones A Guided Approach to Writing Sentences and Paragraphs www.ebook777.com 01_JUZ_7913_FM_i-xxxvi.indd 17/11/11 3:05 PM Free ebooks ==> www.ebook777.com 01_JUZ_7913_FM_i-xxxvi.indd 17/11/11 3:05 PM Free ebooks ==> www.ebook777.com Stepping Stones SECOND EDITION A Guided Approach to Writing Sentences and Paragraphs Chris Juzwiak Glendale Community College Bedford/St Martin’s Boston ◆ New York Instructor’s Annotated Edition www.ebook777.com 01_JUZ_7913_FM_i-xxxvi.indd 17/11/11 3:05 PM Free ebooks ==> www.ebook777.com For Bedford/St Martin’s Executive Editor for Developmental Studies: Alexis Walker Senior Developmental Editor: Joelle Hann Senior Production Editor: Ryan Sullivan Senior Production Supervisor: Nancy Myers Senior Marketing Manager: Christina Shea Editorial Assistant: Emily Wunderlich Copy Editor: Steven Patterson Indexer: Melanie Belkin Photo Researcher: Connie Gardner Permissions Manager: Kalina K Ingham Art Director: Lucy Krikorian Text Design: Claire Seng-Niemoeller Cover Design: Marine Bouvier Miller Cover Art: Sara Hillman Composition: Cenveo Publisher Services Printing and Binding: RR Donnelley and Sons President: Joan E Feinberg Editorial Director: Denise B Wydra Editor in Chief: Karen S Henry Director of Development: Erica T Appel Director of Marketing: Karen R Soeltz Director of Production: Susan W Brown Associate Director, Editorial Production: Elise S Kaiser Managing Editor: Shuli Traub Library of Congress Control Number: 2011943130 Copyright © 2012, 2009 by Bedford/St Martin’s All rights reserved No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, except as may be expressly permitted by the applicable copyright statutes or in writing by the Publisher Manufactured in the United States of America f e d c b a For information, write: Bedford/St Martin’s, 75 Arlington Street, Boston, MA 02116 (617-399-4000) ISBN: 978-0-312-67599-8 (Student edition) ISBN: 978-0-312-57652-3 (Instructor’s annotated edition) Acknowledgments Acknowledgments and copyrights appear at the back of the book on page 515, which constitutes an extension of the copyright page It is a violation of the law to reproduce these selections by any means whatsoever without the written permission of the copyright holder 01_JUZ_7913_FM_i-xxxvi.indd 17/11/11 3:05 PM Free ebooks ==> www.ebook777.com Preface for Instructors If your teaching experiences are like mine, many of the students entering your classroom have encountered repeated difficulty in the past As children or young adults, they may have had negative experiences learning writing and grammar, considering these pursuits boring or confusing They may even enter your course expecting to fail Their prospects for success are not improved by textbooks that assume that students can make great strides in their writing skills based on minimal examples and activities For example, how many students can truly learn to generate good ideas based on a few examples of clustering, listing, and freewriting and a few activities? And will they really be able to organize their ideas effectively based on only one or two examples of outlining? Often, when students are asked to make big leaps from their current skill levels to the skill levels required for college success, they become frustrated—and many of them give up Stepping Stones addresses these challenges head-on The book is based on the premise that if students are taken through a thorough and seamless sequence of engaging instruction and activities, they will master writing and grammar skills with enthusiasm More advanced students will proceed quickly through the activities, gaining confidence, while less skilled students will get all the “stepping stones” they need to reach mastery All along, students learn by doing practices that grow incrementally more challenging as they move through each chapter Building skills and confidence gradually means that no student gets left behind on the first edition Over my years of teaching, I became dissatisfied with the available textbooks, finding that they either presented material in a manner that did not interest students or oversimplified instruction, making it difficult for students to truly learn writing and grammar concepts and transfer them to their own writing Therefore, I spent nights and weekends writing my own writing and grammar materials, developing carefully sequenced instruction and exercises The response from my students was immediate and enthusiastic When I sought to avoid boredom and confusion with clear, inventive, and fun vii www.ebook777.com 01_JUZ_7913_FM_i-xxxvi.indd 17/11/11 3:05 PM Free ebooks ==> www.ebook777.com viii Preface for Instructors materials, I saw a transformation in students’ attitude and behavior: They became readily self-motivated, demanding more high-quality, high-interest learning activities and tools Starting in 2004, I directed a three-year Carnegie Foundation SPECC grant (Strengthening Pre-Collegiate Education in Community Colleges) in which my colleagues and I were able to test more thoroughly the materials that I developed and to study students’ writing and learning processes We spent hundreds of hours observing students as they wrote and completed exercises, and even more time watching videotape of students working at computers, noting how they started and stopped compositions; cut, added, and moved text; and generally worked through their individual composing processes We also interviewed students about their writing processes and responses to various learning materials The students in the study responded enthusiastically, and their skills improved markedly Through this research, my colleagues and I became convinced that developmental learners flourish when their critical thinking and imagination are challenged with fresh, precisely honed sequences of instruction and activities The positive responses to the materials that I developed prompted me to write the first edition of Stepping Stones On the Second Edition The second edition of Stepping Stones has also benefited enormously from my ongoing pedagogical research, conversations with colleagues from across the nation, and—most important—from three years of using the first edition in my classroom I used the text in several classes each semester with a vigilant eye to refining the content, looking for cues from my students on how well the instructional sequences in the book were working The pedagogical premise and promise of Stepping Stones—that students won’t have to make unreasonable “cognitive leaps” within the instructional sequences—guided my revision I am confident that both you and your students will benefit from the more finely honed content of this new edition Beyond the classroom, my revision strategies were informed by new pedagogical research, funded by grants from the California Basic Skills Initiative (CBSI) and the Hewlett Foundation At my campus, twelve developmental composition instructors and a host of student co-inquirers participated in IMPACT (Incremental, Motivational Pedagogy & Assessment Cycles Training), a program developed with funds from CBSI We confirmed that developmental students thrive on clear, carefully structured learning sequences that move smoothly from basic to advanced levels, providing ample activities (We like to call it “drill and thrill” to correct the misconception that sustained practice must be boring.) Our instructional innovations have realized a solid 15 percent increase in student success in our college’s basic writing program The second edition of Stepping Stones incorporates many of the best features of this progressive pedagogy, such as training in “organizational cognition” (critical thinking about outlines) and a “build it / fix it” approach to sentence construction and grammaticality Finally, during a year’s sabbatical, I was able to attend conferences and visit campuses in seven states, discussing basic skills pedagogy with scores of talented, dedicated faculty, some of whom had worked with Stepping Stones and others of whom were simply eager to hear about new instructional approaches Countless refinements in the book resulted from these dialogues In fact, of all 01_JUZ_7913_FM_i-xxxvi.indd 17/11/11 3:05 PM Free ebooks ==> www.ebook777.com Index and revising, 121 support points in, 69–70, 208–9 thesis statement in, 208–9 transitional expressions in, 76, 208 ownership, apostrophes to show, 494 P paragraphs academic versus popular, 4–5 concluding sentence, 108–9 developing See patterns of development essays compared to, 204 to essay transition main idea, expanding, 209–12 parts of paragraph, expanding, 204–9 features of, 204 outline, 67–87, 89, 208 related examples in, 102–7 revising, 114–35 support points in, 96–102 topic sentences, 89–96 transitional expressions in, 98 unified, 114 parenting, essays about, 454–60 passed/past, 126 “Passing Through” (Yiyun Li), 476–78 passive voice shifts, avoiding, 411 uses of, 411 past participles -ed ending, 363 irregular forms, 363 past tense, 388–95 -ed ending, 388 irregular verbs, 393–95 uses of, 385 patterns of development, 172–202 argumentation, 196–97 cause-and-effect, 186–88 combining patterns, 198–99 comparison-and-contrast, 189–92 defined, 172 definition, 184 description, 172–73 exemplification, 176 narration, 177–78 primary with supporting patterns, 198–99 process, 181–82 peace/piece, 126 peer review, 121–22 criticism, sensitivity to, 121–22 revising based on, 121–22 people capitalizing names of, 497 imprecise words for, 140 indefinite pronouns for, 428 nouns to describe, 228 object pronouns, 419 subject pronouns, 419 who clauses, 334 periods, misplaced, and fragments, 320–21, 323, 347–48 person first/second/third, 385 shifts in, 425 personal audience, 15 personal definition, 184 personal pronouns comma splices/run-ons caused by, 286 list of, 228, 285 person, 385 personal statement, in conclusion, 219 persuade in concluding sentence, avoiding, 109 purpose for writing, 11 pets, essays about, 467–72 phrases clustering, 43–44, 49 eliminating, 55–56 functions of, 42, 358 grouping, 48–50 modifying See modifying phrases noun, 417 ordering, 42–44 prepositional See prepositional phrases related examples as, 71 places capitalizing name of, 497 nouns to describe, 228 propositions indicating, 508 when clauses, 337 where clauses, 334 plot, structure of, 179 plurals meaning, indefinite pronouns, 400, 430 of numbers/letters, 495 possessive, apostrophe for, 494 -s ending, 386 point-by-point comparison, developing, 190–91 popular paragraphs, 4–5 possession apostrophes to show, 494 possessive pronouns, 421 possibility can/could to express, 408–9 will/would to express, 408–9 prediction, in conclusion, 218 prejudice, essays about, 449–53 523 prepositional phrases as adjectives, 240, 509 as adverbs, 240 commas following, 279, 488 in complex sentences, 340 compound, 261 in compound sentences, 269 defined, 240 as introductory words, 488 in noun phrases, 417 object pronoun with, 419 in simple sentences, 240, 279 between subject and verb, 243 prepositions, 508–12 ESL guidelines, 508–11 functions of, 240, 508 and language development, 226 list of, 240, 508 to show location, 508 to show time, 508 in simple sentences, 240 in titles of works, lowercase, 498 verb-preposition combinations, 510–11 present tense, 385–87 for historical events, 403 irregular verbs, 386 -s ending, 385–86, 396 spelling rule for, 385 uses of, 385 primary pattern of development, 199 principal/principle, 126 priority lists, to memorize verbs, 394 process, 181–82 developing, 181–83 “how it happens” approach, 181–83 “how to” approach, 181–82 by professional writers, 183, 444, 457 purpose of, 172, 181 step-by-step approach in, 181–83 you, use in, 425 professional audience, 15 pronouns adjectives to describe, 235 antecedents of, 417 demonstrative, 288 and efficient writing, 421–22 functions of, 228, 417 gender, 419 general versus specific, list of, 418 indefinite, 399–400 number, 430 object, 419, 432 personal, 228 possessive, 421 problems collective nouns, 434–35 comparisons, 433 compound subject/object, 432 www.ebook777.com 28_JUZ_7913_Index_517-532.indd 523 11/21/11 11:34 AM Free ebooks ==> www.ebook777.com 524 Index pronouns (continued) problems (continued) ESL guidelines, 514 with indefinite pronouns, 428–31 it, overuse of, 427 to repeat subject, 514 unclear reference, 422–24 who/whom, 434 you, overuse of, 424–25 relative, 333 subject, 419 as subject of sentence, 228 pronunciation errors, with verbs, 400–401 and proofreading, 131 proofreading backwards, 130–31 on computer/on page, 130 essays, 219 for grammar, 123–24 grammar guide, using, 131 for missing words, 128–29 personal style for, 129 spelling/grammar checkers, problems, 130 for word choice, 124–27 proper nouns capitalizing, 149, 497 functions of, 149, 228 punctuation, 487–96 apostrophes, 494–95 colons, 492 commas, 487–90 in complex sentences, 313–14 in compound sentences, 260–61, 265–67 quotation marks, 495–96 semicolons, 492–93 purpose for writing, 9–11 Q qualities, imprecise words for, 141 quantity, imprecise words for, 140 question marks, quotation marks with, 496 questions in conclusion, 218 five Ws See W questions forming, ESL guidelines, 506–7 in introduction, 213 in topic sentence, avoiding, 93–94 quiet/quite/quit, 126 quotation marks with direct quotations, 155–56, 495–96 with other punctuation, 496 single quotation marks, 496 for titles of short works, 499 28_JUZ_7913_Index_517-532.indd 524 quotations See also direct quotations indirect, 495 quoted details, purpose of, 148 R racial groups, capitalizing name of, 497 readers See audience recommendations, in concluding sentence, 110 related examples See examples relative clauses, 333 relative pronouns, 333 religions, capitalizing name of, 498 repetition in concluding sentence, avoiding, 109 items in outline, identifying, 81–82 in writing, pronouns to avoid, 421–22 restrictive clauses, 331 results coordinating conjunctions for, 256–57, 294, 305 subordinating conjunctions for, 305, 307 transitional expressions for, 294 revision, 114–35 See also proofreading best time for, 121 defined, 114 essays, 219 outline, using for, 121 and peer review, 121–22 for unity, common problems/ solutions, 114–18 rhetorical modes, 172 See also patterns of development rhymes, to memorize verbs, 394–95 right/write, 127 Rowley, Laura, “As They Say, Drugs Kill,” 480–82 run-ons, 283–97 causes additive expressions, 290 demonstrative pronouns, 288–89 personal pronouns, 286 transitional expressions, 292–93 correcting, 286, 289–90, 292 defined, 284 S -s apostrophe, 494 count nouns, 500–501 irregular verbs, 386 plural subjects, 386 present tense verbs, 385–86, 396 “Sanctuary of School, The” (Barry), 445–47 Sanders, Scott Russell, “Under the Influence,” 483–85 seasons, lowercase for, 498 second person, 385 semicolons, 492–93 with additive expressions, 290 in compound sentences, 265–68, 276, 279, 283, 292, 492–93 items in series, 493 misplaced, and fragments, 323–24 none, in complex sentences, 323–24 as period versus comma, 266, 279 in place of coordinating conjunctions, 265–67 rule for use, 266–67 transitional expressions following, 487 sensory details, 158–59 adjectives for, 158–59 purpose of, 148 senses, words related to, 161 using, guidelines for, 159 sentences complete, 44–45 complex, 303–55 compound, 256–301 concluding , 108–9 eliminating, 56–58 grouping, 51–53 ordering, 44–47 simple, 227, 227–54 subject of, 227–28 support points as, 70 topic sentences, 89–96 sentence variety and complex sentences, 316–17 conjunctions used for, 316 modifying phrases for, 358 short sentences, 234 transitional expressions for, 316 set/sit, 127 shifts, 401–11 in person, 425 in verb tense, 401–8 can/could, 406–9 current information, inserting into story, 405 in historical events, 403 in narratives, 404 past/present related actions, 401–2 will/would, 406–9 in voice, 410–11 should of, 400 11/21/11 11:34 AM Free ebooks ==> www.ebook777.com Index sight, sensory details for, 161 similes, as comparative details, 166–67 simple sentences, 227–54 adjective and adverbs in, 226, 234–35 combining/building See compound sentences compound subjects/verbs in, 237, 260–61, 272 conjunctions in, 226, 237 fragments in, 246–49 nouns and pronouns in, 228–29 prepositional phrases in, 240, 279 prepositions in, 240 two-word sentences, 227, 256 verbs in, 227, 231–32 since, as subordinating conjunction, 307, 329 slang defined, 16, 141 imprecise words in, 141 in informal writing, 16, 141 smell, sensory details for, 161 so in compound sentences, 256–57 as coordinating word, 256–57, 329 relationships expressed by, 256–57 semicolon, avoiding with, 267 simple sentences combined with, 256–57 Soto, Gary, “Jacket, The,” 473–75 south, capitalizing, 497 specific details See details specific nouns, the with, 501–2 specific pronouns, list of, 418 spelling improving, log for, 131–32 spell checker, problem, 130 verb endings, rules, 388 Standard English for academic writing, 383 nonstandard compared to, 382–83 pronunciation, verb errors based on, 400–401 statements, negative, 505–6 state-of-being verbs, versus action verbs, 152 sticky notes, to memorize verbs, 394 story in conclusion, 219 in introduction, 213 tense shifts, avoiding, 404 subject of sentence compound See compound subjects in compound sentences, 261, 263 ESL guidelines, 513 identifying, 243 missing or incomplete See fragments nouns and pronouns as, 228 prepositional phrases in, 243 pronouns as, 419 in simple sentences, 227–28 subject-verb agreement, 395–400 subject pronouns in comparisons, 433 in compound subject, 432 list of, 419 possessive forms, 421 subject-verb agreement, 395–400 with compound subjects, 398–99 defined, 395–96 with indefinite pronouns, 399–400, 430–31 subject separated from verb, 396 there is/there are, 397–98 verb before subject, 397–98 subordinate clauses See dependent clauses subordinating conjunctions, 304–12 See also specific conjunctions beginning sentence with, 305, 313–14, 320–21 in dependent clauses, 305 and fragments, 303, 320 functions of, 303–4 introductory words beginning with, 488 list of, 304 in middle of sentence, 313, 316, 320 relationships expressed by, 304–10 for sentence variety, 316 supporting pattern of development, 199 support points, 96–102 because with, 70 in cause-and-effect, 186 in comparison-and-contrast, 190 in complete sentence, 70 defined, 67 first, writing guidelines, 96–97 missing/inappropriate, identifying from outline, 77–82 in outlines, 69–70, 208–9 problems first example with support point, 100–101 fragments, 99–100 and paragraph unity, 116–17 unstated/unclear, 116–17 second/third, writing guidelines, 108 transitional expressions with, 76, 96, 98, 108 T Tan, Amy, “Four Directions,” 457–59 taste, sensory details for, 161 teams, capitalizing names of, 498 technical definition, 184 525 technical language, use, and audience, 16 tense See verb tense than/then, 125 that clauses, 331–34 as essential information, 331–32 placement in sentence, 334–35 as relative clause, 333 comma splices/run-ons caused by, 288–89 in compound sentences, 288–89 in fragments, 343–44 simple sentences joined with, 329 things referenced by, 334 versus which, 331–32 the as definite article, 502 ESL guidelines, 501–2 with specific nouns, 501–2 in titles, capitals and lowercase, 498 their with collective nouns, 434–35 versus there, they’re, 125 then/than, 125 there, versus their, they’re, 125 therefore, as transitional expression, 294 there is/there are ESL guidelines, 514 subject-verb agreement, 397–98 thesaurus, for precise words, 152, 159 these, comma splices/run-ons caused by, 288 thesis statements defined, 204 in outlines, 208–9 purpose of, 214 versus topic sentences, 215 they’re, versus their, there, 125 things indefinite pronouns for, 428 nouns to describe, 228 object pronouns, 419 subject pronouns, 419 that clauses, 334 which clauses, 334 third person, 385 this, comma splices/run-ons caused by, 288 Thomas, Abigail, “Comfort,” 469–71 those, comma splices/run-ons caused by, 288 threw/through, 127 www.ebook777.com 28_JUZ_7913_Index_517-532.indd 525 11/21/11 11:34 AM Free ebooks ==> www.ebook777.com 526 Index time expressions, apostrophe in, 494 propositions indicating, 508 when clauses, 334, 337 titles capitals and lowercase in, 498 colon in, 492 italics for, 499 quotation marks around, 499 topics See also ideas for writing broad, limited, narrow, 21–23 from main idea, 89–90 narrowing, 22–23 selecting, criteria for, 22–23 topic sentences, 89–96 announcement in, 94–95 defined, 89 as fragments, 95 main idea as basis of, 89–90 in outline for essay, 208–9 paragraphs versus essays, 215 problems announcements, 94–95 fragments, 95 main idea, misrepresentation, 116 main idea, unclear, 91–92 and paragraph unity, 116 question in, 93–94 purpose of, 214 question in, 93–94 versus thesis statements, 215 to plus verb phrases at beginning of sentence, 360–61, 372 at end of sentence, 367, 489 infinitives, 241, 360, 504 versus preposition to, 360 to/too/two, 127 touch, sensory details for, 161 transitional expressions, 292–93 additive expressions as, 285 at beginning of sentence, 100 commas with, 96, 100, 292, 487–88 in compound sentences, 292–95 list of, 98, 285, 292 minor, list of, 105 in outlines, 76, 208 problems comma splices/run-ons caused by, 292–93 in fragments, avoiding, 99–100 missing expression, 117 and paragraph unity, 117 with related examples, 105–6 relationships expressed by, 294–95 after semicolons, 487 for sentence variety, 316 with support points, 76, 96, 98, 108 types of, 76 28_JUZ_7913_Index_517-532.indd 526 U unclear reference, pronouns, 422–24 “Under the Influence” (Sanders), 483–85 unified paragraphs, 114–18 defined, 114 problems, 114–18 with specific details, 117 with support points, 116–17 with topic sentence, 116 with transitional expressions, 117 revised, example of, 118 unless in fragments, 323–24 as subordinating conjunction, 304, 310 use/used, 127 V verbs, 231–32, 382–415 action, 152, 231 complete, 227 compound See compound verbs in compound sentences, 261, 263 ESL guidelines, 503–7 functions of, 152, 382 helping, 231–32 with infinitives, 504 -ing verbs gerunds, 503–4 helping verbs with, 247 and language development, 226 learning, strategies for, 384, 394–95 linking, 231–32 nonstandard, list of, 400 prepositional phrases to complete, 240 preposition-verb combinations, 510–11 problems endings, 385, 388 missing or incomplete See fragments pronunciation errors, 400–401 shifts, 401–11 with subject-verb agreement, 395–400 in simple sentences, 227, 231–32 state-of-being, 152 tense See verb tense verb tense, 385–95 irregular verbs, 393-395 past, 388–95 present, 385–87 shifts, 401–8 visual tools clustering as, 26 irregular verbs, memorizing, 394 photos, writing about, 174–75, 179–80, 193–95 voice, 410–11 active, 410–11 passive, 411 shifts in, 410–11 vowel sounds, an before, 502 W wanna, 400 was/were, as past tense, 393 weather/whether, 127 west, capitalizing, 497 what to explore topic, 32 ideas for topics, generating, 34 when clauses, 337–39 commas with, 339 optional versus necessary information, 338–39 to explore topic, 32 ideas for topics, generating, 34 time referenced by, 334, 337 where clauses, 337–39 commas with, 339 optional versus necessary information, 338–39 places referenced by, 337 to explore topic, 32–34 places referenced by, 334 which clauses, 330–35 commas with, 330–31, 332 as optional information, 331–32 placement in sentence, 335 as relative clause, 333 simple sentences joined with, 329 versus that, 331–32 things referenced by, 334 while, before -ing phrases, 358 who clauses, 335–36 commas with, 336 optional versus necessary information, 336 to explore topic, 32–33 people referenced by, 334, 335 versus whom, 337, 434 whom, versus who, 337, 434 whose/who’s, 127 why to explore topic, 32 ideas for topics, generating, 34 11/21/11 11:34 AM Free ebooks ==> www.ebook777.com Index “Why Couldn’t My Father Read?” (Lopez), 454–56 will base form following, 407 tense shifts, avoiding, 406–9 wishes, can/could, will/would to express, 408–9 word choice commonly confused words, list of, 125–27 expanding, log for, 131–32 imprecise words to avoid, 140–41 proofreading for, 124–27 words eliminating, 53–54 grouping, 47–48 ordering, 40–42 related examples as, 71–72 work, essays about, 461–66 would base form following, 407 tense shifts, avoiding, 406–9 would of, 400 W questions, 32–35 for examples and details, 33–34 ideas for narrowed topic, 32–35 tips for use, 34 write/right, 127 527 Y y, changing to i, before -ed ending, 388 yet, 257, 258 you in academic writing, 425 overuse in writing, 424–25 your/you’re, 125 www.ebook777.com 28_JUZ_7913_Index_517-532.indd 527 11/21/11 11:34 AM Free ebooks ==> www.ebook777.com 28_JUZ_7913_Index_517-532.indd 530 11/21/11 11:34 AM Free ebooks ==> www.ebook777.com Reference Material The material in this section gives you a quick review of common issues in the writing classroom Refer to it when you need help remembering major grammatical errors, or when you need to look up a correction symbol that your instructor has marked on your assignment This section also lists where to find helpful lists, charts, and visuals of important subjects in the book Finally, the last page provides a handy reference to the major parts of speech Quick Guide: Comma Usage R-2 Quick Guide: Fragments R-3 Quick Guide: Run-Ons and Comma Splices R-4 Quick Guide: Sentence Combining R-5 Quick Guide: Correct Verb Usage R-6 Correction Symbols R-7 Helpful Lists, Charts, and Visuals R-8 Sentence Parts and Patterns (inside back cover) R-1 www.ebook777.com 29_JUZ_7913_QuickGuide_R-1-R-6.indd 17/11/11 12:23 PM Free ebooks ==> www.ebook777.com Quick Guide to Comma Usage Follow Four Comma Rules: Comma Rule 1: Use a comma after any introductory expressions that begin a sentence (pages 487–88) Comma Rule 2: Use a comma in a compound sentence (pages 256–57) Comma Rule 3: Use a comma in a complex sentence (pages 303–12) Comma Rule 4: Use a comma after all but the last item in a list of three or more items (pages 489–90) { { { { In June, the team won the championship However, the team won the championship Luckily, the team won the championship Scoring 32 points, the team won the championship The team won the championship, and the captain won most valuable player Since they practiced hard, the team won the championship The team won the game, the championship, and the division title For more on comma usage, see Chapter 11, pages 256–57; Chapter 12, pages 303–12; and Appendix A, pages 487–91 R-2 29_JUZ_7913_QuickGuide_R-1-R-6.indd 17/11/11 12:23 PM Free ebooks ==> www.ebook777.com Quick Guide to Fragments There Are Three Types of Fragments: Missing subject, missing verb, incomplete verb (pages 246–49) Incomplete thought, subordinate clause (pages 320–24) Incomplete thought, relative clause (pages 343–50) { { { Looking for a new apartment The runner The kids lost in the mall Since his car broke down Although I studied for three hours Before the store opened at nine The door that slammed An old friend who contacted me The park where we played Fix It! Add the missing information OR connect the fragment to another sentence: Fragment ➔ Fix It Looking for a new apartment Lizzy looks for a new apartment Since his car broke down Sal was late Since his car broke down, Sal was late The door that slammed It woke me The door that slammed woke me For more on fragments, see Chapter 10, pages 246–53; Chapter 12, pages 320–24; and Chapter 13, pages 343–50 R-3 www.ebook777.com 29_JUZ_7913_QuickGuide_R-1-R-6.indd 17/11/11 12:23 PM Free ebooks ==> www.ebook777.com Quick Guide to Run-Ons and Comma Splices Four Groups of Words Cause Run-Ons (RO) and Comma Splices (CS): I, you, she/he, it, they, we (page 286) this, that, these, those (page 288) then, next, also, plus, for example, for instance (page 290) therefore, as a result, consequently, however, furthermore, in addition, instead, nevertheless (page 292) { { { { Class was cancelled we left. (RO) Class was cancelled, we left. (CS) My friend lied that upset me. (RO) My friend lied, that upset me. (CS) We ordered then we ate. (RO) We ordered, then we ate. (CS) Jim studied therefore, he passed. (RO) Jim studied, therefore, he passed. (CS) Fix It! Add a period OR a semicolon OR a comma with a joining word (and, or, but, so, nor, for, yet) Run-On or Comma Splice ➔ Fix It Class was cancelled we left Class was cancelled We left Class was cancelled, we left Class was cancelled; we left Class was cancelled, so we left For more on run-ons and comma splices, see Chapter 11, pages 283–300 R-4 29_JUZ_7913_QuickGuide_R-1-R-6.indd 17/11/11 12:23 PM Free ebooks ==> www.ebook777.com Quick Guide to Sentence Combining Use Glue to Join Two Simple Sentences: SIMPLE SENTENCE glue SIMPLE SENTENCE The light turned red A joining word and/or punctuation ( , ; ) The car stopped Form Correct Compound Sentences: The light turned red, so the car stopped Add a comma and a coordinating conjunction: , and , or ( , nor) ( , yet) , but , so ( , for) The light turned red; the car stopped Add a semicolon: ; The light turned red; therefore, the car stopped Add a semicolon and a transitional expression: ; as a result, ; in addition, ; consequently, ; instead, ; furthermore, ; nevertheless, ; however, ; therefore, Form Correct Complex Sentences: When the light turned red, the car stopped Add a comma and a subordinating conjunction: After Because Even though Unless Although Before If Until As Even if Since When While The light turned red when the car stopped Add just a subordinating conjunction: after before although even if as even though because if since unless until when while For more on sentence combining, see Chapter 11, pages 255–301, and Chapter 12, pages 302–27 R-5 www.ebook777.com 29_JUZ_7913_QuickGuide_R-1-R-6.indd 11/22/11 10:07 AM Free ebooks ==> www.ebook777.com Quick Guide to Correct Verb Usage Make sure the subject and verb agree: INCORRECT correct Jenny play in the school band Jenny plays in the school band If you add an unnecessary -s or forget to add an -s, your subject and verb may not agree So, watch out for the “slippery -s” (see page 385) Make sure your verbs have consistent TENSE: INCORRECT CORRECT Joe tripped on the rug and falls Joe tripped on the rug and fell If you add an unnecessary -ed ending, or forget to add an -ed ending, your verbs may not have consistent tense Here are the rules for regular past tense verbs: Past Tense Base Form look laugh } + ed looked laughed love refuse } +d loved refused cry marry } – y + ied cried married Avoid errors based on incorrect PRONUNCIATION: Incorrect Correct Incorrect Correct You is We is They is You does We does They does People is People does People has You are We are They are You We They People are People People have We gonna study I wanna eat They gotta go Jan would of called Our team should of won Ben could of helped We are going to study I want to eat They have to go Jan would have called Our team should have won Ben could have helped For more on correct verb usage, see Chapter 15, pages 381–415 R-6 29_JUZ_7913_QuickGuide_R-1-R-6.indd 17/11/11 12:23 PM Free ebooks ==> www.ebook777.com Correction Symbols Your instructor may use certain symbols to mark writing and grammar problems in your papers Following are some common symbols and their meanings (If your instructor uses different symbols than those shown here, write those in the spaces provided.) On the right, we’ve shown (in bold) chapters or sections of S tepping Stones that you can refer to for more help YOUR INSTRUCTOR’S SYMBOL STANDARD SYMBOL MEANING CHAPTER OR SECTION IN THIS BOOK adj Problem with adjective use 10, Appendix B adv Problem with adverb use 10 Agreement problem between subject and verb 15 Agreement problem between pronoun and what it refers back to (antecedent) 16 Awkward wording Awkward sentence structure 10–14 cap Capitalization error Appendix A case Pronoun case error 16 cliché Clichéd language coh Lack of coherence/unity in writing combine Combine sentences 11–14 coord Coordinate sentences/coordination problem 11 cs Comma splice 11 dev Strengthen development of writing 2, 5, dm Dangling modifier 14 frag Fragment 10, 12–13 mm Misplaced modifier 13–14 prep Problem with prepositions/prepositional phrases 10, Appendix B ref Unclear pronoun reference 16 ro Run-on 11 shift Shift in tense or voice 15 sp Spelling error sub Subordinate sentences/subordination problem 12 tense Verb tense problem 15 trans Transition needed 4–5 unity Lack of unity/coherence in writing vb/verb Verb problem 15, Appendix B wc Problem with word choice ¶ , ; ’ “” Start a new paragraph Problem with punctuation Appendix A agr awk — – ( ) ! Insert Delete Close space Reverse order of letters/words R-7 www.ebook777.com 30_JUZ_7913_Chart_R-7-R-8.indd 11/23/11 8:17 AM Free ebooks ==> www.ebook777.com Helpful Lists, Charts, and Visuals Writing and Revising Grammar Different Audience Expectations for Writing 16 Four Types of Nouns 228 Key Parts of an Outline 67 Common Linking Verbs 232 Major Transitional Expressions for Outlines 76 Common Helping Verbs 232 Moving from an Outline to a Paragraph 89 Common Prepositions 240 Major Transitional Expressions 98 Words That Can Cause Run-Ons and Comma Splices 285 Minor Transitional Expressions 105 Peer Review Form 122 Definitions and Examples of Common Grammar Problems (for Proofreading) 124 Commonly Confused Words 125–27 Sample Spelling Log 132 Imprecise Expressions 140–41 Basic Guidelines for Using Concrete Details 149 Basic Guidelines for Using Action Details 152 Basic Guidelines for Using Direct Quotations 155–56 Basic Guidelines for Using Sensory Details 159 Basic Guidelines for Using Emotive Details 163 Basic Guidelines for Using Creative Comparisons (Comparative Details) 166 Some Overused Comparisons (Clichés) 167 A Paragraph versus an Essay 209–11 Relationships Shown by Conjunctions and Transitional Expressions 294 Relationships Shown by Conjunctions (Coordinating and Subordinating) 304 Words Used for Sentence Variety 316 “Glue Words” and Their Common Uses 334 Irregular Past Tense Verbs 393 Specific versus General Pronouns 418 Subject and Object Pronouns 419 Possessive Forms of Specific Pronouns 421 Indefinite Pronouns 428 Count Nouns and Noncount Nouns (ESL) 500–501 Verbs Used with Gerunds and/or Infinitives (ESL) 504 Prepositions Used to Show Time and Location (ESL) 508 Common Adjective + Preposition Combinations (ESL) 509 Verb + Preposition Combinations That Can Be Separated (ESL) 511 Verb + Preposition Combinations That Cannot Be Separated (ESL) 511 R-8 30_JUZ_7913_Chart_R-7-R-8.indd 11/23/11 8:17 AM Free ebooks ==> www.ebook777.com Sentence Parts and Patterns The Building Blocks of Language nouns Verbs adjectives adverbs prepositional phrases conjunctions The Simple Sentence noun + Verb = I study The Compound Sentence noun + Verb , conjunction + noun + Verb = I study, and I learn , noun + Verb = Because I study, I learn The Complex Sentence conjunction + noun + Verb More Complex Sentences noun + relative clause + Verb = The students who study succeed. Verb = Prepared for the exam, I succeeded Sentences with Modifiers modifying phrase , noun + Verbs present past progressive perfect Pronoun Use noun + pronoun renaming noun = I read the book, and it was interesting www.ebook777.com ... xxxi PART ONE The Academic Paragraph Seeing the Big Picture: Paragraphs, Purpose, and Audience What Do You Know? 3 Understanding Paragraphs Academic and Popular Paragraphs Understanding... willingness to share their work These students include Angela Adkins, Jennifer Baffa, Samantha Castaneda, Francisco Fragoso, Arlene Galvez, Leanna R Gonzales, May Hampton, Susan Janoubi, Sarah Littmann,... Learners The conjunction connects dog and cat 226 Stepping Stones uses color and visuals to make information clearer and more appealing to visual learners and to students who in the past may have