A Writer’s Workshop: Crafting Sentences, Building Paragraphs
About the Author
Preface: About This Book
UNIT ONE: PREPARING FOR SUCCESS
Chapter 1: The Writing Process
How Do We Begin to Write?
What to Ask at the Start of a Writing Project
STEPS IN THE WRITING PROCESS
Discovering Ideas: Prewriting
Conservation in Context: Keep a Paperless Journal or Blog
Organizing Ideas
Drafting
Conservation in Context: Try Paperless Drafting
Revising
Revision Priority Checklist
Collaborative Revising
Editing
Proofreading
STUDENT MODEL: “The Trail of Blood” by Kyle Burnett
Diagnostic Writing Assignments
Chapter Summary
Chapter 2: The Reading Process
Is There a More Effective Way to Read?
Prereading: Preparing to Understand
Connections: Linking New to Previous Knowledge
Reading: Processing Ideas
Linking New to Previous Knowledge
Reading: Focusing and Recording Main Ideas
Conservation in Context: Take Green Notes
Postreading: Retaining Ideas
Chapter Summary
UNIT TWO: CRAFTING SENTENCES: UNDERSTANDING HOW THEY WORK
Chapter 3: Subjects, Verbs, and Other Sentence Parts
What Are We Trying to Achieve and Why?
Identifying the Parts of Speech
Recognizing Verbs and Subjects in Simple Sentences
Identifying Verbs
Recognizing Subjects
Conservation in Context: Identifying Subjects and Verbs in Context
Chapter Summary
Chapter 4: Verbs: Forms and Tenses
What Are We Trying to Achieve and Why?
Present Tense
Past Tense
Future Tense
Helping Verbs
Common Helping Verbs
Modals
Perfect Tenses
Progressive Tenses
Irregular Verbs
Verb Tense Sequences and Unneeded Tense Shifts
Chapter Summary
Chapter 5: Subject-Verb Agreement
What Are We Trying to Achieve and Why?
Intervening Words
Verbals: Incomplete Verbs
Compound Subjects
Indefinite Pronouns
Or, Either/Or, Neither/Nor
Relative Pronouns as Subjects
Linking Verbs
Changing the Order of Subjects and Verbs
Collective, Plural, and “False Plural” Nouns with Verbs
Chapter Summary
Chapter 6: Nouns
What Are We Trying to Achieve and Why?
What a Noun Looks Like
Kinds of Nouns
How Nouns Function
Problem Nouns
Chapter Summary
Chapter 7: Pronouns
What Are We Trying to Achieve and Why?
Referring to the Antecedent
Agreeing in Number with the Antecedent
Choosing Proper Pronoun Case
Solving Common Problems with Pronoun Case
Remaining Consistent in Person
Chapter Summary
Chapter 8: Adjectives and Adverbs
What Are We Trying to Achieve and Why?
Adjectives
Comparative and Superlative Forms
Adverbs
Irregular Adjective and Adverb Forms
Overuse of Modifiers
Dangling and Misplaced Modifiers
Chapter Summary
Chapter 9: Conjunctions and Prepositions
What Are We Trying to Achieve and Why?
Conjunctions
Prepositions
Chapter Summary
Chapter 10: Phrases
What Are We Trying to Achieve and Why?
Prepositional Phrases
Infinitive Phrases
Participial Phrases
Gerund Phrases
Absolute Phrases
Appositive Phrases
Chapter Summary
Chapter 11: Clauses and Sentence Types
Clauses
Main Clauses
Subordinate Clauses
Sentence Types
Simple
Compound
Complex
Compound-complex
Summary: A Writer’s Basic Sentence Grammar
Chapter 12: Coordination and Subordination
What Are We Trying to Achieve and Why?
Coordination
Coordinating Words
Coordinating Phrases
Coordinating Clauses
Avoiding Excessive Coordination
Subordination
Subordinating Words
Subordinating Phrases
Using Adverb Clauses
Using Adjective Clauses
Avoiding Excessive Subordination
Chapter Summary
Chapter 13: Parallelism
Making Series Parallel
Making Lists and Outlines Parallel
Making Pairs Parallel
Chapter Summary
UNIT THREE: DEALING WITH COMMON SENTENCE PROBLEMS
Chapter 14: Run-ons, Comma Splices, and Sentence Fragments
What Are We Trying to Achieve and Why?
Run-on Sentences and Comma Splices
Conservation in Context: Use Workbook Lines
Sentence Fragments
Chapter Summary
Chapter 15: Commas
What Are We Trying to Achieve and Why?
The Big Three Comma Categories
Introducing Main Clauses
Setting Off Nonessential Word Groups
Dividing Main Clauses
Secondary Comma Categories
Avoiding Unneeded Commas
Chapter Summary
Chapter 16: Other Punctuation and Mechanics
Semicolon
Colon
Dash
Parentheses
Quotation Marks
Apostrophe
Capitalization
Hyphen
Underlining and Italicizing
Chapter Summary
Chapter 17: Spelling and Sound-alike Words
What Are We Trying to Achieve and Why?
Some Suggestions for Help with Spelling
A Review of Vowels and Consonants
Some Useful Spelling Patterns
Sound-alike Words
Chapter Summary
Chapter 18: ELL Concerns
What Are We Trying to Achieve and Why?
Count and Noncount Nouns
Articles
Verbs
Prepositions
Adjective Order
Chapter Summary
UNIT FOUR: BUILDING PARAGRAPHS
Chapter 19: Introducing the Paragraph
What Is a Paragraph?
Writing a Topic Sentence
Developing Body Paragraphs
STUDENT MODEL: “My Hyperactive Dog” by Phonepraseut Mounivong
Writing a Concluding Sentence
STUDENT MODEL: “Staying Fit” by Hyuk Sun
Organizing Body Paragraphs
Conservation in Context: Organize Paragraphs On-screen
Choosing a Title
Chapter Summary
Chapter 20: Revising Paragraphs
The Revision Process
First Draft
Second Draft
Final Draft
Proofreading
STUDENT MODEL: “Ouch” by Crystal Lockner
Conservation in Context: “Track” Your Edits
Chapter Summary
Chapter 21: Describing a Place (Description)
What Are We Trying to Achieve and Why?
Linking to Previous Experience: What You Already Know about Description
Developing Skills in Describing
Learning from a Student Model: A Descriptive Paragraph
STUDENT MODEL: “A World Full of Fun” by Kamiasha Moses
Writing a Descriptive Paragraph Conservation in Context: Describe a local public outdoor space . . .
Alternate Assignments
Linking to Future ExperienceChapter Summary
Chapter 22: Telling a Story (Narration)
What Are We Trying to Achieve and Why?
Linking to Previous Experience: What You Already Know about Telling Stories
Developing Skills in Narrating
STUDENT MODEL: “Close Call” by Andrew Lucht
Learning from a Student Model: A Narrative Paragraph
STUDENT MODEL: “The Chase” by Brian Rodriguez
Writing a Narrative Paragraph
Conservation in Context: Tell a story about a moment you felt connected to the natural world (or separated from it).
Alternate Assignments
Linking to Future Experience
Chapter Summary
Chapter 23: Writing with Examples (Illustration)
What Are We Trying to Achieve and Why?
Linking to Previous Experience: What You Already Know about Using Examples
Developing Skills in Using Examples
STUDENT MODEL: “The Sharks of Steel” by Mikel King
Learning from a Student Model: An Illustration Paragraph
STUDENT MODEL: “Another Way to Ruin My Day” by Nalin Weerasekara
Writing an Illustration Paragraph
Conservation in Context: Illustrate the ways in which you show environmental awareness (or wish you did).
Conservation in Context: What are ways in which your campus shows a commitment to conservation?
Alternate Assignments
Linking to Future Experience
Chapter Summary
Chapter 24: Discovering Causes and Effects
What Are We Trying to Achieve and Why?
Linking to Previous Experience: What You Already Know about Causes and Effects
Developing Skills in Working with Causes and Effects
STUDENT MODEL: “Missing the Target” by Daniel Hedge
Learning from a Student Model: An Effects Paragraph
STUDENT MODEL: “Hurray for America!” by Takako Kurokami
Writing a Causes or Effects Paragraph
Alternate Assignments
Conservation in Context: Build a chain of causes or effects of global climate change . . .
Linking to Future Experience
Chapter Summary
Chapter 25: Explaining How to Do and Understand Processes
What Are We Trying to Achieve and Why?
Linking to Previous Experience: What You Already Know about Process
Explanations
Developing Skills in Working with Process Explanations
STUDENT MODEL: “Tsunamis, the Killer Waves” by Aasim Alhussani
Learning from a Student Model: A Process Paragraph
STUDENT MODEL: “Sharing with Family” by YanZheng Bai
Writing a Process Explanation Paragraph Conservation in Context: Write a paragraph explaining how to calculate or reduce your carbon footprint . . . Alternate Assignments
Linking to Future Experience
Chapter Summary
Chapter 26: Exploring Similarities and Differences (Comparison and Contrast)
What Are We Trying to Achieve and Why?
Linking to Previous Experience: What You Already Know about Comparing and Contrasting
Developing Skills in Comparing and Contrasting
STUDENT MODEL: “A Way of Life” by Shane Smith
Learning from a Student Model: A Contrast Paragraph
STUDENT MODEL: “Worlds Apart” by Katherine Priest
Writing a Comparison or Contrast Paragraph Conservation in Context: Compare or contrast two outdoor activities, two natural spaces, or an outdoor space and an indoor space.
Conservation in Context: Compare or contrast your attitude toward conservation with that of a classmate, friend, parent, teacher, or celebrity.
Alternate Assignments
Linking to Future Experience
Chapter Summary
Chapter 27: Creating and Explaining Groups (Classification)
What Are We Trying to Achieve and Why?
Linking to Previous Experience: What You Already Know about Classifying
Developing Skills in Classifying
STUDENT MODEL: “Ukrainian Holiday” by Sergey Kobzar
Learning from a Student Model: A Classification Paragraph
STUDENT MODEL: “Cowboys” by Billy Higgins Writing a Classification Paragraph Alternate Assignments
Conservation in Context: Write a paragraph that addresses and classifies aspects of (or solutions to) an environmental issue. For example . . . Linking to Future Experience
Chapter Summary
Chapter 28: Defining Terms (Definition)
What are We Trying to Achieve and Why?
Linking to Previous Experience: What You Already Know about Defining
Developing Skills in Defining
STUDENT MODEL: “Explorers: Searching for a Better Life” by Jhonnatan Percca
Learning from a Student Model: An Extended Definition Paragraph
STUDENT MODEL: “Escaping the Darkness” by Cynthia UrlockerWriting an Extended Definition Paragraph
Alternate Assignments
Conservation in Context: Write an extended definition of an environmental topic. Consider the following terms: endangered species, global warming, reef bleaching, acid rain, mountain-top mining . . .
Linking to Future Experience
Chapter Summary
Chapter 29: Writing Persuasively (Argument)
What Are We Trying to Achieve and Why?
inking to Previous Experience: What You Already Know about Persuasion
Developing Skills in Persuasive Writing
STUDENT MODEL: “Wanted: Housewives and Other Career Professionals” by Amy Myers
Learning from a Student Model: A Persuasive Paragraph
STUDENT MODEL: “The Right to Die with Dignity” by Erin Berg
Writing a Persuasive Paragraph
Alternate Assignments
Conservation in Context: Write an argument that deals with a larger environmental issue like global climate change, air or water pollution, species extinction, habitat destruction . . .
Conservation in Context: Decide on a simple energy-saving measure and promote it to a friend or family member . . .
Linking to Future Experience
Chapter Summary
UNIT FIVE: INTRODUCING THE ESSAY
Chapter 30: Developing Essays from Paragraphs
Defining the Essay
Linking to Previous Experience: Transitioning from Paragraph to Essay
STUDENT MODEL (PARAGRAPH): “The Sharks of Steel” by Mikel King
STUDENT MODEL (ESSAY): “The Sharks of Steel” by Mikel King
Writing Introductory Paragraphs
Writing Body Paragraphs
Writing Concluding Paragraphs
Conservation in Context: Choose Recycled Paper
Creating Coherence
Selecting a Title
Linking to Future Experience
Chapter Summary
Chapter 31: Model Student Essays
What Are We Trying to Achieve and Why?
Description
STUDENT MODEL: “Back to the Garden” by Michael Wolfe
Narration
STUDENT MODEL: “I Thought I Could” by Hannah Barnes
Illustration (Using Examples)
STUDENT MODEL: “Fear in My Early Years” by Yunkyung Clare Bae
Cause-and-Effect
STUDENT MODEL: “Driven to Drive in Midlife” by Nahid Talebizadeh
Process Description
STUDENT MODEL: “Learn to Clean” by Nalin Weerasekara
Comparison-Contrast
STUDENT MODEL: “Under Attack” by Erin Stanley
Classification
STUDENT MODEL: “Making the Most of Reading” by Esther Cho
Definition
STUDENT MODEL: “Arowana” by Phonepraseut Mounivong
Persuasion
STUDENT MODEL: “He Was My Friend” by Katie Sturgeon
Working Online
Conservation in Context: Expand Your Conservation- Themed Paragraph into an Essay
UNIT SIX: POLISHING STYLE
Chapter 32: Varying Sentences
What Are We Trying to Achieve and Why?
Varying the Length of Sentences
Varying the Type of Sentences
Working with Functional Sentence Types
Varying the Beginnings of Sentences
Inverting Sentences
Conservation in Context: Sentence Variety
Chapter Summary
Chapter 33: Choosing Effective Words
What Are We Trying to Achieve and Why?
Using Specific and Concrete Language
Writing Concisely
Choosing Language for Tone
Conservation in Context: Word Choice
Chapter Summary
UNIT SEVEN: LEARNING FROM PROFESSIONAL READINGS
Linking to Previous and Future Experience: Why Reading Professional Models Is Useful
Description
“Guavas” by Esmeralda Santiago
“Heaven and Earth in Jest” by Annie Dillard
Narration
“Salvation” by Langston Hughes
“The Struggle to Be an All-American Girl” by Elizabeth Wong
“The Heroes the Healing: Military Medicine from the Front Lines to the Home Front” by Neil Shea
Illustration
“English Is a Crazy Language” by Richard Lederer
“What Really Scares Us?” by David Ropeik
Cause and Effect
“Insight: Overfishing Is Creating a Jellyfish Plague” by Debora Mackenzie
“Gilded Age, Gilded Cage” by Leslie T. Chang
Process Description
“How to Surf” by Santa Barbara Surfing
“Earth in the Beginning” (with photo essay)
Comparison and Contrast
“Patriotism or Nationalism” by Joseph Sobran
“Spider-Man 2 Movie Review: Rami Snares Us in His Web Once More” by Rebecca Murray
Classification
“Doublespeak” by William Lutz
“A Healthy Drink? Try Plain Water” by Temma Ehrenfeld
Definition
“Ambition” by Perri Klass
“Instant Expert: Climate Change” by Fred Pearce
Persuasion
“Nobel Lecture 2007” by Al Gore
“The Semantics of Murder” by Amir Taheri
Credits
Index
Abbreviations and Symbols for Revising and Editing Your Writing
Improvement Chart
Conservation Checklist
A Writer's Workshop
