This hardcover 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.
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 evaluate verbal and visual arguments.
c. Approach writing your own argument as a process.
*d. Construct arguments to address issues in the social sciences (with new student sample).
*e. Construct arguments to address issues in the humanities (with new student sample).
f. Construct arguments to address issues in the sciences (with professional sample).
Chapter 11: Personal Essays
a. Understand the assignment.
b. Approach writing a personal essay as a process.
Chapter 12: Essay Exams
a. Prepare to take an essay exam.
b. Approach essay exams strategically (with student sample).
Chapter 13: Oral Presentations
a. Plan and shape your oral presentation.
b. Draft your presentation with the rhetorical situation in mind.
c. Use presentation software to create multimedia presentations.
d. Prepare for your presentation.
Chapter 14: Multimedia and Online Writing
a. Learn about the tools for creating multimedia texts.
b. Combine text and images with a word-processing program to analyze images.
c. Create a Web site.
*d. Create and interact with Blogs and Wikis.
Part Three: Researching
Chapter 15: Understanding Research
a. Understand the purpose of primary and secondary research.
b. Recognize the connection between research and college writing.
c. Understand the research assignment.
d. Choose an interesting research question for critical inquiry.
e. Create a research plan.
Chapter 16: Finding and Managing Print and Online Sources
a. Use the library in person and online.
b. Consult various kinds of sources.
*c. Use the best primary or secondary sources for your purpose and genre
d. Use printed and online reference works for general information.
e. Understand keywords and keyword searches.
f. Use print indexes and online databases to find articles in journals and other periodicals.
g. Use search engines and subject directories to find sources on the Internet.
h. Use your library's online catalog or card catalog to find books.
i. Take advantage of printed and online government documents.
j. Explore online communication.
*Chapter 17: Finding and Creating Effective Visuals, Audio, and Video
a. Find quantitative data and display the data visually.
b. Search for appropriate images in online and print sources.
*c. Search for or create appropriate audio clips and videos
Chapter 18: Evaluating Sources
a. Question print sources.
b. Question Internet sources.
c. Evaluate a source's arguments.
Chapter 19: Doing Research in the Archive, Field, and Lab
a. Adhere to ethical principles when doing primary research.
b. Prepare yourself for archival research.
c. Plan your field research carefully.
d. Keep a notebook when doing lab research.
Chapter 20: Plagiarism, Copyright, and Intellectual Property
a. Understand how plagiarism relates to copyright and intellectual property.
b. Avoid plagiarism.
c. Use copyrighted materials fairly.
Chapter 21: Working with Sources and Avoiding Plagiarism
a. Maintain a working bibliography.
b. Create an annotated bibliography
c. Take notes on your sources.
d. Synthesis: Take stock of what you have learned.
*e. Integrating quotations, paraphrases, and summaries properly and effectively.
Chapter 22: Writing the Paper
a. Plan and draft your paper.
b. Revise your draft.
c. Document your sources.
d. Present and publish your work.
Part Four: Documenting across the Curriculum
Chapter 23: MLA Documentation Style
(Foldout) RESOURCES FOR WRITERS Identifying and Documenting Sources in MLA Style and Finding Source Information for MLA Style
a. The elements of MLA documentation style
b. MLA style: In-text citations
c. MLA style: List of works cited
d. MLA style: Explanatory notes and acknowledgments
e. MLA style: Paper format
*f. Student paper in MLA style
Chapter 24: APA Documentation Style
(Foldout) RESOURCES FOR WRITERS Identifying and Documenting Sources in APA Style/Finding Source Information for APA Style
a. The elements of APA documentation style
b. APA style: In-text citations
c. APA style: References
d. APA style: Paper format
*e. Sample from a student paper in APA style
*Chapter 25: Chicago Documentation Style
a. Chicago style: In-text citations and notes
b. Chicago style: Bibliography
c. Sample Chicago-style notes and bibliography entries
d. Sample from a student paper in Chicago style
Chapter 26: CSE Documentation Styles
a. In-text citations
b. List of References
c. Sample references list: CSE name-year style
d. Sample references list: CSE citation-name (and citation-sequence) style
Part Five: Writing Beyond College
Chapter 27: Service Learning and Community-Service Writing
a. Address the community on behalf of your organization.
*b. Design brochures, newsletters, and posters with an eye to purpose and audience.
Chapter 28: Letters to Raise Awareness and Share Concern
a. Write about a public issue.
b. Write as a consumer.
Chapter 29: Writing to Get and Keep a Job
a. Explore internship possibilities, and keep a portfolio of career-related writing.
b. Keep your résumé up-to-date and available on a computer disk.
c. Write a tailored application letter.
d. Prepare in advance for the job interview.
e. Apply what you learn in college to your on-the-job writing.
Part Six: Grammar Basics
(Foldout)RESOURCES FOR WRITERS Identifying and Editing Common Problems/Quick-Reference for Multilingual Writers
Chapter 30: The Parts of Speech
Chapter 31: Sentence Basics
a. Sentence purpose
c. Predicates: Verbs and their objects or complements
d. Phrases and clauses
e. Noun phrases and verb phrases
f. Verbals and verbal phrases
g. Appositive phrases
h. Absolute phrases
i. Dependent clauses
j. Sentence structures
Part Seven: Editing for Grammar Conventions
Chapter 32: Sentence Fragments
a. Learn how to identify sentence fragments.
b. Edit sentence fragments.
c. Connect a phrase fragment to another sentence, or add the missing elements.
d. Connect a dependent-clause fragment to another sentence, or make it into a sentence by eliminating or changing the subordinating word.
Chapter 33: Comma Splices and Run-on Sentences
a. Learn how to identify comma splices and run-on sentences.
b.Edit comma splices and run-on sentences in one of five ways.
c. Join the two clauses with a comma and a coordinating conjunction such as and, but, or, nor, for, so, or yet.
d. Join the two clauses with a semicolon.
e. Separate the clauses into two sentences.
f. Turn one of the independent clauses into a dependent clause.
g. Transform the two clauses into one independent clause.
Chapter 34: Subject-Verb Agreement
a. Identify problems with subject-verb agreement.
b. Learn to edit errors in subject-verb agreement.
c. Do not lose sight of the subject when other words separate it from the verb.
d. Learn to distinguish plural from singular compound subjects.
e. Treat most collective nouns—nouns like audience, family, and committee—as singular subjects.
f. Treat most indefinite subjects—subjects like everybody, no one, each, all, and none—as singular.
g. Make sure that the subject and verb agree when the subject comes after the verb.
h. Make sure that the verb agrees with its subject, not the subject complement.
i. Who, which, and that (relative pronouns) take verbs that agree with the subject they replace.
j. Gerund phrases (phrases beginning with an -ing verb treated as a noun) take the singular form of the verb when they are subjects.
Chapter 35: Problems with Verbs
a. Learn the principal forms of regular and irregular verbs.
b. Identify and edit problems with common irregular verbs.
c. Distinguish between lay and lie, sit and set, and rise and raise.
d. Do not forget to add an -s or -es ending to the verb when it is necessary.
e. Do not forget to add a -d or -ed ending to the verb when it is necessary.
f. Make sure your verbs are complete.
g. Use verb tenses accurately.
h. Use the past perfect tense to indicate an action completed at a specific time or before another event.
i. Use the present tense for literary events, scientific facts, and introductions to quotations.
j. Make sure infinitives and participles fit with the tense of the main verb.
k. Use the subjunctive mood for wishes, requests, and conjecture.
l. Choose the active voice unless a special situation calls for the passive.
Chapter 36: Problems with Pronouns
a. Identify problems with pronoun case.
b. Learn to edit for pronoun case.
c. Use the correct pronouns in compound structures.
d. Use the correct pronoun in subject complements.
e. Use the correct pronoun in appositives.
f. Use either we or us before a noun, depending on the noun's function.
g. Use the correct pronoun in comparisons with than or as.
h. Use the correct form when the pronoun is the subject or the object of an infinitive.