A Writer's Reference with Exercises
Námskeið UGR202G Skapandi og gagnrýn skrif - Höfundar: Diana Hacker, Nancy Sommers
5.990 kr.
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- UGR202G Skapandi og gagnrýn skrif
Lýsing:
A Writer’s Reference has offered clear and quick answers to tough questions for millions of college writers. With a groundbreaking tabbed, lay-flat format and a first-of-its-kind directness, it has helped a generation of students engage in their own writing and meet the challenges of the composition course. Now in its 10th edition, this bestselling handbook allows students to build confidence and take ownership of their college writing experience.
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- Höfundar: Diana Hacker, Nancy Sommers
- Útgáfa:10
- Útgáfudagur: 26-04-2021
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- Format:ePub
- ISBN 13: 9781319402983
- Print ISBN: 9781319191887
- ISBN 10: 1319402984
Efnisyfirlit
- About This Book
- Cover Page
- Inside Front Cover
- Title Page
- Copyright Page
- Preface for Instructors
- C Composing and Revising
- C1 Planning
- C1-a Assess your writing situation.
- Subject
- Purpose
- Audience
- Genre
- C1-b Explore your subject.
- Asking questions
- Talking and listening
- Reading and annotating texts
- Brainstorming and freewriting
- Keeping a journal
- Blogging
- C1-c Draft and revise a working thesis statement.
- Understanding what makes an effective thesis statement
- Drafting a working thesis
- Revising a working thesis
- How To: Solve five common problems with thesis statements
- C1-d Draft a plan.
- When to use an informal outline
- When to use a formal outline
- C1-a Assess your writing situation.
- C1 Planning
- C2 Drafting
- C2-a Draft an introduction.
- C2-b Draft the body.
- Asking questions as you draft
- Adding visuals as you draft
- C2-c Draft a conclusion.
- C3 Writing paragraphs
- C3-a Focus on a main point.
- Stating the main point in a topic sentence
- Sticking to the point
- C3-b Develop the main point.
- C3-c Make paragraphs coherent.
- Linking ideas clearly
- Repeating key words
- Using parallel structures
- Providing transitions
- C3-d If necessary, adjust paragraph length.
- C3-e Choose a suitable strategy for developing paragraphs.
- Illustrations
- Narration
- Description
- Process
- Comparison and contrast
- Analogy
- Cause and effect
- Classification
- Definition
- C3-a Focus on a main point.
- How To: Write helpful peer review comments
- C4-a Use peer review: Give constructive comments.
- C4-b Learn from peer review: Revise with comments.
- C4-c Reflect on comments: Develop a revision plan.
- C4-d One student’s peer review process
- C4-e Approach global revision in cycles.
- C4-f Revise globally by making a reverse outline.
- C4-g Revise and edit sentences.
- How To: Improve your writing with an editing log
- C4-h Proofread and format your work.
- C4-i Sample student revision: Literacy narrative
- Writing Guide: How to write a literacy narrative
- C5-a Reflect on your writing.
- C5-b Prepare a portfolio.
- C5-c Student writing: Reflective letter for a portfolio
- Writing Guide: How to write a reflective letter
- A1 Reading and writing critically
- A1-a Read actively.
- Previewing a text
- Annotating a text
- Conversing with a text
- Asking the “So what?” question
- How To: Read like a writer
- A1-b Outline a text to identify main ideas.
- A1-c Summarize to deepen your understanding.
- How To: Write a summary
- A1-d Analyze to demonstrate your critical thinking.
- Balancing summary with analysis
- Drafting an analytical thesis statement
- How To: Draft an analytical thesis statement
- A1-e Sample student essay: Analysis of an article
- Writing Guide: How to write an analytical essay
- A1-a Read actively.
- A2-a Read actively.
- A2-b Summarize a multimodal text to deepen your understanding.
- A2-c Analyze a multimodal text to demonstrate your critical reading.
- Balancing summary with analysis
- Drafting an analytical thesis statement about a multimodal text
- A2-d Sample student writing: Analysis of an advertisement
- A3-a Read with an open mind and a critical eye.
- A3-b Evaluate ethical, logical, and emotional appeals as a reader.
- A3-c Evaluate the evidence behind an argument.
- A3-d Identify underlying assumptions.
- A3-e Evaluate how fairly a writer handles opposing views.
- A4-a Identify your purpose and context.
- A4-b View your audience as a panel of jurors.
- A4-c Build common ground with your audience.
- A4-d In your introduction, establish credibility and state your position.
- How To: Draft a thesis statement for an argument
- Case Study: Responding to an argument
- A4-e Back up your thesis with persuasive lines of argument.
- A4-f Support your thesis with specific evidence.
- Using facts and statistics
- Using examples
- Using visuals
- Citing expert opinion
- A4-g Anticipate objections; counter opposing arguments.
- A4-h Sample student writing: Argument
- Writing Guide: How to write an argument essay
- A5-a Identify your purpose, audience, and context.
- A5-b Prepare a presentation.
- Knowing your subject
- Developing a clear structure
- Using signposts and repetition
- Writing for the ear, not the eye
- Integrating sources with signal phrases
- Using visuals and multimedia purposefully
- A5-c Remix a written essay for an oral presentation.
- A6-a Find commonalities across disciplines.
- A6-b Recognize the questions writers in a discipline ask.
- A6-c Understand the kinds of evidence writers in a discipline use.
- A6-d Become familiar with a discipline’s language conventions.
- A6-e Use a discipline’s preferred citation style.
- R1 Thinking like a researcher; gathering sources
- R1-a Manage the project.
- Managing time
- Getting the big picture
- Keeping a research log
- R1-b Pose questions worth exploring.
- Choosing a focused question
- Choosing a debatable question
- Choosing a question grounded in evidence
- Testing your research question
- How To: Enter a research conversation
- R1-c Map out a search strategy.
- R1-d Search efficiently; master a few shortcuts to finding good sources.
- Using the library
- Using the web
- Using bibliographies and citations as shortcuts
- Check URLs for clues about sponsorship
- R1-e Write a research proposal.
- R1-f Conduct field research, if appropriate.
- Interviewing
- Conducting a survey
- How To: Go beyond a Google search
- R1-a Manage the project.
- R2-a Maintain a working bibliography.
- R2-b Keep track of source materials.
- How To: Avoid plagiarizing from the web
- R2-c As you take notes, avoid unintentional plagiarism.
- How To: Take notes responsibly
- R3-a Evaluate the reliability and usefulness of a source.
- How To: Detect false and misleading sources
- R3-b Read with an open mind and a critical eye.
- R3-c Assess web sources with special care.
- R3-d Construct an annotated bibliography.
- Writing Guide: How to write an annotated bibliography
- List of MLA in-text citation models
- List of MLA works cited models
- MLA Style
- MLA-1 Supporting a thesis
- MLA-1a Form a working thesis statement.
- MLA-1b Organize ideas with a rough outline.
- MLA-1c Consider how sources will contribute to your essay.
- Providing context or background information
- Explaining terms or concepts
- Supporting your claims
- Lending authority to your argument
- Anticipating and countering objections
- MLA-1 Supporting a thesis
- MLA-2 Citing sources; avoiding plagiarism
- MLA-2a Understand how the MLA system works.
- MLA-2b Understand what plagiarism is.
- How To: Be a responsible research writer
- MLA-2c Use quotation marks around borrowed language.
- MLA-2d Put summaries and paraphrases in your own words.
- MLA-3 Integrating sources
- MLA-3a Summarize and paraphrase effectively.
- Summarizing
- Paraphrasing
- How To: Paraphrase effectively
- MLA-3b Use quotations effectively.
- Limiting your use of quotations
- Using the ellipsis mark
- Setting off long quotations
- MLA-3c Use signal phrases to integrate sources.
- Marking boundaries
- Establishing authority
- Introducing summaries and paraphrases
- Integrating statistics and other facts
- Putting source material in context
- MLA-3d Synthesize sources.
- Considering how sources relate to your argument
- Placing sources in conversation
- MLA-3a Summarize and paraphrase effectively.
- MLA-4a MLA in-text citations
- General guidelines for signal phrases and page numbers
- Variations on the general guidelines
- Literary works and sacred texts
- MLA-4b MLA list of works cited
- General guidelines for listing authors
- How To: Answer the basic question “Who is the author?”
- Articles and other short works
- Books and other long works
- Websites and parts of websites
- Audio, visual, and multimedia sources
- How To: Cite a source reposted from another source
- Government and legal documents
- Personal communication and social media
- MLA-4c MLA information notes (optional)
- MLA-5a MLA format
- Formatting the paper: The basics
- Formatting the paper: Other concerns
- Preparing the list of works cited
- MLA-5b Sample MLA research paper
- List of APA in-text citation models
- List of APA reference list models
- APA Style
- APA-1 Supporting a thesis
- APA-1a Form a working thesis.
- APA-1b Organize your ideas.
- APA-1c Consider how sources will contribute to your essay.
- Providing background information or context
- Explaining terms or concepts
- Supporting your claims
- Lending authority to your argument
- Anticipating and countering alternative perspectives
- APA-1 Supporting a thesis
- APA-2 Citing sources; avoiding plagiarism
- APA-2a Understand how the APA system works.
- APA-2b Understand what plagiarism is.
- APA-2c Use quotation marks around borrowed language.
- APA-2d Put summaries and paraphrases in your own words.
- APA-3 Integrating sources
- APA-3a Summarize and paraphrase effectively.
- Summarizing
- Paraphrasing
- APA-3b Use quotations effectively.
- Limiting your use of quotations
- Using the ellipsis mark
- Using brackets
- Setting off long quotations
- APA-3c Use signal phrases to integrate sources.
- Marking boundaries
- Using signal phrases with summaries and paraphrases
- Integrating statistics and other data
- Putting source material in context
- APA-3d Synthesize sources.
- APA-3a Summarize and paraphrase effectively.
- APA-4 Documenting sources
- APA-4a APA in-text citations
- APA-4b APA list of references
- General guidelines for listing authors
- Articles and other short works
- Books and other long works
- Websites and parts of websites
- Audio, visual, and multimedia sources
- Social media
- APA-5a APA format
- Formatting the paper
- Preparing the list of references
- APA-5b Sample APA research paper
- CMS-1 Supporting a thesis statement
- CMS-1a Form a working thesis statement.
- CMS-1b Organize your ideas.
- CMS-1c Consider how sources will contribute to your essay.
- Providing background information or context
- Explaining terms or concepts
- Supporting your claims
- Lending authority to your argument
- Anticipating and countering alternative perspectives
- CMS-2a Use the CMS (Chicago) system for citing sources.
- CMS-2b Understand what plagiarism is.
- CMS-2c Use quotation marks around borrowed language.
- CMS-2d Put summaries and paraphrases in your own words.
- CMS-3a Use quotations effectively.
- Limiting your use of quotations
- Using the ellipsis mark
- Using brackets
- Setting off long quotations
- CMS-3b Use signal phrases to integrate sources.
- Marking boundaries
- Using signal phrases with summaries and paraphrases
- Integrating statistics and other facts
- Putting source material in context
- CMS-4a First and later notes for a source
- CMS-4b CMS-style bibliography
- CMS-4c Model notes and bibliography entries
- General guidelines for listing authors
- Books and other long works
- Articles and other short works
- Web sources
- Audio, visual, and multimedia sources
- Personal communication and social media
- CMS-5a CMS format
- Formatting the paper
- Preparing the endnotes
- Preparing the bibliography
- CMS-5b Sample pages from a CMS-style research paper
- S1 Parallelism
- S1-a Balance parallel ideas in a series.
- Headings
- Lists
- S1-b Balance parallel ideas presented as pairs.
- Parallel ideas linked with coordinating conjunctions
- Parallel ideas linked with correlative conjunctions
- Comparisons linked with than or as
- S1-c Repeat function words to clarify parallels.
- S1-a Balance parallel ideas in a series.
- S2 Needed words
- S2-a Add words needed to complete compound structures.
- S2-b Add the word that if there is any danger of misreading without it.
- S2-c Add words needed to make comparisons logical and complete.
- S2-d Add the articles a, an, and the where necessary for grammatical completeness.
- S3 Problems with modifiers
- S3-a Put limiting modifiers in front of the words they modify.
- S3-b Place phrases and clauses so that readers can see at a glance what they modify.
- S3-c Move awkwardly placed modifiers.
- S3-d Avoid split infinitives when they are awkward.
- S3-e Repair dangling modifiers.
- Recognizing dangling modifiers
- Repairing dangling modifiers
- S4-a Make the point of view consistent in person and number.
- S4-b Maintain consistent verb tenses.
- S4-c Make verbs consistent in mood and voice.
- Writer’s Choice: Choosing a point of view
- S4-d Avoid sudden shifts from indirect to direct questions or quotations.
- S5-a Untangle the grammatical structure.
- S5-b Straighten out the logical connections.
- S5-c Avoid is when, is where, and reason . . . is because constructions.
- S6-a Coordinate equal ideas; subordinate minor ideas.
- Coordination
- Subordination
- S6-b Combine choppy sentences.
- Writer’s Choice: Positioning major and minor ideas
- S6-c Avoid ineffective or excessive coordination.
- S6-d Do not subordinate major ideas.
- S6-e Do not subordinate excessively.
- S6-f Experiment with techniques for gaining emphasis.
- Using sentence endings for emphasis
- Using parallel structure for emphasis
- S7-a Vary your sentence openings.
- Writer’s Choice: Strengthening with variety
- S7-b Use a variety of sentence structures.
- S7-c Try inverting sentences occasionally.
- W1 Glossary of usage
- W2 Wordy sentences
- W2-a Eliminate redundancies.
- W2-b Avoid unnecessary repetition of words.
- W2-c Cut empty or inflated phrases.
- W2-d Simplify the structure.
- W2-e Reduce clauses to phrases, phrases to single words.
- W3 Active verbs
- W3-a Choose the active voice or the passive voice depending on your writing situation.
- W3-b Replace be verbs that result in dull or wordy sentences.
- Writer’s Choice: Using the active or the passive voice
- W3-c As a rule, choose a subject that names the person or thing doing the action.
- W4 Appropriate language
- W4-a Avoid jargon, except in specialized writing situations.
- Writer’s Choice: Using discipline-specific terms
- W4-b Avoid most euphemisms and doublespeak.
- W4-c In most contexts, avoid slang.
- W4-d Choose an appropriate level of formality.
- W4-e Avoid sexist and noninclusive language.
- Recognizing sexist and noninclusive language
- Revising sexist and noninclusive language
- W4-a Avoid jargon, except in specialized writing situations.
- W5-a Select words with appropriate connotations.
- W5-b Prefer specific, concrete nouns.
- W5-c Do not misuse words.
- W5-d Use standard idioms.
- W5-e Do not rely heavily on clichés.
- W5-f Use figures of speech with care.
- G1 Subject-verb agreement
- G1-a Learn to recognize standard subject-verb combinations.
- G1-b Make the verb agree with its subject, not with a word that comes between.
- G1-c Treat most subjects joined with and as plural.
- G1-d With subjects joined with or or nor (or with either . . . or or neither . . . nor), make the verb agree with the part of the subject nearer to the verb.
- G1-e Treat most indefinite pronouns as singular.
- G1-f Treat collective nouns as singular unless the meaning is clearly plural.
- G1-g Make the verb agree with its subject even when the subject follows the verb.
- G1-h Make the verb agree with its subject, not with a subject complement.
- G1-i Who, which, and that take verbs that agree with their antecedents.
- One of the
- Only one of the
- G1-j Words such as athletics, economics, mathematics, physics, politics, statistics, measles, and news are usually singular, despite their plural form.
- G1-k Treat titles of works, company names, words mentioned as words, and gerund phrases as singular.
- G2 Verb forms, tenses, and moods
- G2-a Choose Standard English forms of irregular verbs.
- Common irregular verbs
- G2-b Distinguish among the forms of lie and lay.
- G2-c Use -s (or -es) endings on present-tense verbs that have third-person singular subjects.
- G2-d Do not omit -ed endings on verbs.
- Past tense
- Past participles
- G2-e Do not omit needed verbs.
- G2-f Choose the appropriate verb tense.
- Survey of tenses
- Special uses of the present tense
- The past perfect tense
- Sequence of tenses with infinitives and participles
- G2-g Use the subjunctive mood in the few contexts that require it.
- Forms of the subjunctive
- Uses of the subjunctive
- G2-a Choose Standard English forms of irregular verbs.
- G3-a Make pronouns and antecedents agree.
- Indefinite pronouns
- Generic nouns
- Collective nouns
- Compound antecedents
- G3-b Make pronoun references clear.
- Ambiguous reference
- Implied reference
- Broad reference of this, that, which, and it
- Indefinite use of they, it, and you
- G3-c Distinguish between pronouns such as I and me.
- Subjective case (I, you, he, she, it, we, they)
- Objective case (me, you, him, her, it, us, them)
- Compound word groups
- Appositives
- Comparisons with than or as
- We or us before a noun
- Subjects and objects of infinitives
- Possessive case to modify a gerund
- G3-d Distinguish between who and whom.
- In subordinate clauses
- In questions
- For subjects or objects of infinitives
- G4-a Use adjectives to modify nouns.
- Subject complements
- Object complements
- G4-b Use adverbs to modify verbs, adjectives, and other adverbs.
- G4-c Distinguish between good and well, bad and badly.
- G4-d Use comparatives and superlatives with care.
- Comparative versus superlative
- Forming comparatives and superlatives
- Double comparatives or superlatives
- Absolute concepts
- G4-e Avoid double negatives.
- Recognizing sentence fragments
- Repairing sentence fragments
- G5-a Attach fragmented subordinate clauses or turn them into sentences.
- G5-b Attach fragmented phrases or turn them into sentences.
- G5-c Attach other fragmented word groups or turn them into sentences.
- Parts of compound predicates
- Lists
- Examples introduced by for example, in addition, or similar expressions
- G5-d Exception: A fragment may be used for effect.
- Recognizing run-on sentences
- Writer’s Choice: Clustering ideas in meaningful ways
- How To: Revise a run-on sentence
- G6-a Consider separating the clauses with a comma and a coordinating conjunction.
- G6-b Consider separating the clauses with a semicolon, a colon, or a dash.
- G6-c Consider making the clauses into separate sentences.
- G6-d Consider restructuring the sentence, perhaps by subordinating one of the clauses.
- M1 Verbs
- M1-a Use the appropriate verb form and tense.
- Basic verb forms
- Verb tenses
- M1-b To write a verb in the passive voice, use a form of be with the past participle.
- M1-c Use the base form of the verb after a modal.
- M1-d To make negative verb forms, add not in the appropriate place.
- M1-e In a conditional sentence, choose verb tenses according to the type of condition expressed in the sentence.
- Factual
- Predictive
- Speculative
- M1-f Become familiar with verbs that may be followed by gerunds or infinitives.
- Verb + gerund or infinitive (no change in meaning)
- Verb + gerund or infinitive (change in meaning)
- Verb + gerund
- Verb + infinitive
- Verb + noun or pronoun + infinitive
- Verb + noun or pronoun + unmarked infinitive
- M1-a Use the appropriate verb form and tense.
- M2-a Be familiar with articles and other noun markers.
- Using articles and other noun markers
- Types of articles and types of nouns
- M2-b Use the with most specific common nouns.
- M2-c Use a (or an) with common singular count nouns that refer to “one” or “any.”.
- M2-d Use a quantifier such as some or more, not a or an, with a noncount noun to express an approximate amount.
- M2-e Do not use articles with nouns that refer to all of something or to something in general.
- M2-f Do not use articles with most singular proper nouns. Use the with most plural proper nouns.
- M3-a Use a linking verb between a subject and its complement.
- M3-b Include a subject in every sentence.
- M3-c Do not use both a noun and a pronoun to perform the same grammatical function in a sentence.
- M3-d Do not repeat a subject, an object, or an adverb in an adjective clause.
- M3-e Avoid mixed constructions beginning with although or because.
- M3-f Do not place an adverb between a verb and its direct object.
- M4-a Distinguish between present participles and past participles used as adjectives.
- M4-b Place cumulative adjectives in an appropriate order.
- M5-a Become familiar with prepositions that show time and place.
- M5-b Use nouns (including -ing forms) after prepositions.
- M5-c Become familiar with common adjective + preposition combinations.
- M5-d Become familiar with common verb + preposition combinations.
- M6-a Avoid replacing a source’s words with synonyms.
- M6-b Determine the meaning of the original source.
- M6-c Present the author’s meaning in your own words.
- P1 The comma
- P1-a Use a comma before a coordinating conjunction joining independent clauses.
- P1-b Use a comma after an introductory clause or phrase.
- P1-c Use a comma between all items in a series.
- P1-d Use a comma between coordinate adjectives not joined with and. Do not use a comma between cumulative adjectives.
- P1-e Use commas to set off nonrestrictive (nonessential) elements. Do not use commas to set off restrictive (essential) elements.
- Restrictive elements
- Nonrestrictive elements
- Adjective clauses
- Adjective phrases
- Appositives
- P1-f Use commas to set off transitional and parenthetical expressions, absolute phrases, and word groups expressing contrast.
- Transitional expressions
- Parenthetical expressions
- Absolute phrases
- Word groups expressing contrast
- P1-g Use commas to set off nouns of direct address, the words yes and no, interrogative tags, and mild interjections.
- P1-h Use commas with expressions such as he said to set off direct quotations.
- P1-i Use commas with dates, addresses, titles, and numbers.
- Dates
- Addresses
- Titles
- Numbers
- P2-a Do not use a comma with a coordinating conjunction that joins only two words, phrases, or subordinate clauses.
- P2-b Do not use a comma to separate a verb from its subject or object.
- P2-c Do not use a comma before the first or after the last item in a series.
- P2-d Do not use a comma between cumulative adjectives, between an adjective and a noun, or between an adverb and an adjective.
- P2-e Do not use commas to set off restrictive elements.
- P2-f Do not use a comma to set off a concluding adverb clause that is essential for meaning.
- P2-g Do not use a comma after a phrase that begins an inverted sentence.
- P2-h Avoid other common misuses of the comma.
- P3-a Use a semicolon between closely related independent clauses.
- Between independent clauses with no coordinating conjunction
- Between independent clauses linked with a transitional expression
- P3-b Use a semicolon between items in a series containing internal punctuation.
- P3-c Avoid common misuses of the semicolon.
- P3-d Use a colon after an independent clause to direct attention to a list, an appositive, a quotation, or a summary or an explanation.
- P3-e Use a colon according to convention.
- P3-f Avoid common misuses of the colon.
- P4-a Use an apostrophe to indicate that a noun is possessive.
- When to add -’s
- When to add only an apostrophe
- Joint possession
- Compound nouns
- Indefinite pronouns
- P4-b Use an apostrophe to mark omissions in contractions and numbers.
- P4-c Do not use an apostrophe in certain situations.
- Plural of numbers
- Plural of letters
- Plural of abbreviations
- Plural of words mentioned as words
- P4-d Avoid common misuses of the apostrophe.
- P5-a Use quotation marks to enclose direct quotations.
- Exception: long quotations
- Exception: indirect quotations
- P5-b Use single quotation marks to enclose a quotation within a quotation.
- P5-c Use quotation marks around the titles of short works.
- P5-d Quotation marks may be used to set off words used as words.
- P5-e Use punctuation with quotation marks according to convention.
- Periods and commas
- Colons and semicolons
- Question marks and exclamation points
- Introducing quoted material
- P5-f Avoid common misuses of quotation marks.
- P6-a End punctuation
- The period
- The question mark
- The exclamation point
- P6-b The dash, parentheses, and brackets
- The dash
- Parentheses
- Brackets
- P6-c The ellipsis mark
- P6-d The slash
- P7-a Become familiar with the major spelling rules.
- i before e except after c
- Suffixes
- Plurals
- P7-b Discriminate between words that sound alike but have different meanings.
- P7-c Be alert to commonly misspelled words.
- P7-d Consult the dictionary to determine how to treat a compound word.
- P7-e Hyphenate two or more words used together as an adjective before a noun.
- P7-f Hyphenate fractions and certain numbers when they are spelled out.
- P7-g Use a hyphen with the prefixes all-, ex- (meaning “former”), and self- and with the suffix -elect.
- P7-h Use a hyphen in certain words to avoid ambiguity.
- P7-i Check for correct word breaks when words must be divided at the end of a line.
- P8-a Capitalize proper nouns and words derived from them; do not capitalize common nouns.
- P8-b Capitalize titles of persons when used as part of a proper name but usually not when used alone.
- P8-c Capitalize titles according to convention.
- P8-d Capitalize the first word of a sentence.
- P8-e Capitalize the first word of a quoted sentence but not a quoted word or phrase.
- P8-f Know your options when the first word after a colon begins an independent clause.
- P9-a Use standard abbreviations for titles immediately before and after proper names.
- P9-b Use abbreviations only when you are sure your readers will understand them.
- P9-c Use BC, AD, a.m., p.m., No., and $ only with specific dates, times, numbers, and amounts.
- P9-d Units of measurement
- P9-e Be sparing in your use of Latin abbreviations.
- P9-f Plural of abbreviations
- P9-g Avoid inappropriate abbreviations.
- P9-h Follow the conventions in your discipline for spelling out or using numerals to express numbers.
- P9-i Use numerals according to convention in dates, addresses, and so on.
- P10-a Italicize the titles of works according to convention.
- P10-b Italicize other terms according to convention.
- Ships, spacecraft, and aircraft
- Foreign words
- Words mentioned as words, letters mentioned as letters, and numbers mentioned as numbers
- B1 Parts of speech
- B1-a Nouns
- B1-b Pronouns
- B1-c Verbs
- Helping verbs
- Main verbs
- B1-d Adjectives
- B1-e Adverbs
- B1-f Prepositions
- B1-g Conjunctions
- B1-h Interjections
- B2 Sentence patterns
- B2-a Subjects
- The complete subject
- The simple subject
- Understood subjects
- Subject after the verb
- B2-b Verbs, objects, and complements
- Linking verbs and subject complements
- Transitive verbs and direct objects
- Transitive verbs, indirect objects, and direct objects
- Transitive verbs, direct objects, and object complements
- Intransitive verbs
- B2-a Subjects
- B3-a Prepositional phrases
- B3-b Verbal phrases
- Participial phrases
- Gerund phrases
- Infinitive phrases
- B3-c Appositive phrases
- B3-d Absolute phrases
- B3-e Subordinate clauses
- Adjective clauses
- Writer’s Choice: Building credibility with appositives
- Adverb clauses
- Noun clauses
- B4-a Sentence structures
- Simple sentences
- Compound sentences
- Complex sentences
- Compound-complex sentences
- B4-b Sentence purposes
- Index
- Multilingual/ESL Menu
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UM RAFBÆKUR Á HEIMKAUP.IS
Bókahillan þín er þitt svæði og þar eru bækurnar þínar geymdar. Þú kemst í bókahilluna þína hvar og hvenær sem er í tölvu eða snjalltæki. Einfalt og þægilegt!Rafbók til eignar
Rafbók til eignar þarf að hlaða niður á þau tæki sem þú vilt nota innan eins árs frá því bókin er keypt.
Þú kemst í bækurnar hvar sem er
Þú getur nálgast allar raf(skóla)bækurnar þínar á einu augabragði, hvar og hvenær sem er í bókahillunni þinni. Engin taska, enginn kyndill og ekkert vesen (hvað þá yfirvigt).
Auðvelt að fletta og leita
Þú getur flakkað milli síðna og kafla eins og þér hentar best og farið beint í ákveðna kafla úr efnisyfirlitinu. Í leitinni finnur þú orð, kafla eða síður í einum smelli.
Glósur og yfirstrikanir
Þú getur auðkennt textabrot með mismunandi litum og skrifað glósur að vild í rafbókina. Þú getur jafnvel séð glósur og yfirstrikanir hjá bekkjarsystkinum og kennara ef þeir leyfa það. Allt á einum stað.
Hvað viltu sjá? / Þú ræður hvernig síðan lítur út
Þú lagar síðuna að þínum þörfum. Stækkaðu eða minnkaðu myndir og texta með multi-level zoom til að sjá síðuna eins og þér hentar best í þínu námi.
Fleiri góðir kostir
- Þú getur prentað síður úr bókinni (innan þeirra marka sem útgefandinn setur)
- Möguleiki á tengingu við annað stafrænt og gagnvirkt efni, svo sem myndbönd eða spurningar úr efninu
- Auðvelt að afrita og líma efni/texta fyrir t.d. heimaverkefni eða ritgerðir
- Styður tækni sem hjálpar nemendum með sjón- eða heyrnarskerðingu
- Gerð : 208
- Höfundur : 16399
- Útgáfuár : 2020
