Successful college writing : (Record no. 4790)

MARC details
000 -LEADER
fixed length control field 12552cam a2200481 a 4500
001 - CONTROL NUMBER
control field u157907
003 - CONTROL NUMBER IDENTIFIER
control field SIRSI
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20240916205717.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 050603s2006 maua 001 0 eng d
010 ## - LIBRARY OF CONGRESS CONTROL NUMBER
LC control number 2005928581
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 0312432321
Qualifying information (student ed. with hdbk.)
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 9780312432324
Qualifying information (student ed. with hdbk.)
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 0312441312
Qualifying information (student ed. without hdbk.)
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 9780312441319
Qualifying information (student ed. without hdbk.)
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 0312441320
Qualifying information (Instructor's annotated ed.)
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 9780312441326
Qualifying information (Instructor's annotated ed.)
035 ## - SYSTEM CONTROL NUMBER
System control number (OCoLC)65350477
Canceled/invalid control number (OCoLC)69319972
-- (OCoLC)680300506
050 00 - LIBRARY OF CONGRESS CALL NUMBER
Classification number PE1408
Item number .M397 2006
082 04 - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number 808.02
Item number MCW, 2006
092 ## - LOCALLY ASSIGNED DEWEY CALL NUMBER (OCLC)
Classification number 808.02
Item number M177s3
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name McWhorter, Kathleen T.
245 10 - TITLE STATEMENT
Title Successful college writing :
Remainder of title skills, strategies, learning styles /
Statement of responsibility, etc. Kathleen T. McWhorter.
250 ## - EDITION STATEMENT
Edition statement 3rd ed.
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Boston :
Name of publisher, distributor, etc. Bedford/St. Martin's,
Date of publication, distribution, etc.
300 ## - PHYSICAL DESCRIPTION
Extent lxv, 983 pages :
Other physical details illustrations (some color) ;
Dimensions 23 cm
336 ## - CONTENT TYPE
Content type term text
Content type code txt
Source rdacontent
337 ## - MEDIA TYPE
Media type term unmediated
Media type code n
Source rdamedia
338 ## - CARRIER TYPE
Carrier type term volume
Carrier type code nc
Source rdacarrier
500 ## - GENERAL NOTE
General note Includes index.
505 0# - FORMATTED CONTENTS NOTE
Formatted contents note Keys to academic success -- pt. one: Academic quick start -- 1. Starting with an advantage -- Why strive to improve your writing skills? -- Developing strategies for writing -- Assessing your learning style -- Learning style inventory -- Applying your learning style to your writing -- 2. Reading and writing about text -- changing some misconceptions about reading -- A guide to active reading -- Understanding difficult text and visuals -- Responding to text -- A guide to responding to text -- Using your learning style -- How to approach the student essays in this book -- Students write -- Reading: The games we play: inequality in the pro-sports workplace / Tracey Aquino (student essay).
505 0# - FORMATTED CONTENTS NOTE
Formatted contents note pt. two: Strategies for writing essays -- 3. Prewriting: how to find and focus ideas -- Choosing and narrowing a topic -- Thinking about your purpose, audience, and point of view -- Discovering ideas to write about -- Freewriting -- Mapping -- Brainstorming -- Group brainstorming -- Questioning -- Writing assertions -- Interviewing -- Using the patterns of development -- visualizing or sketching -- Researching your topic -- Students write -- Christine Lee's prewriting strategies -- 4. Developing and supporting a thesis -- What is a thesis statement? -- Developing your thesis statement -- Supporting your thesis statement with evidence -- Students write -- Working with text -- Reading: Pet therapy for heart and soul / Kerry Pechter -- 5. Drafting an essay -- The structure of an essay -- Organizing your supporting details -- Writing effective paragraphs -- Writing well-focused topic sentences -- Reading: The value of volunteering / Robin Ferguson (student essay) -- Writing your introduction, conclusion, and title -- Drafting with a computer -- Students write -- Reading: The reality of Real TV / Christine Lee (student essay) -- Working with text -- Reading: Black men and public space / Brent Staples -- 6. Revising content and organization -- Why revise? -- Useful techniques for revision -- Key questions for revision -- Analyzing your purpose and audience -- Analyzing your thesis, topic sentences, and evidence -- Analyzing your organization -- Analyzing your paragraph development -- working with classmates to revise your essay -- Using your instructor's comments -- Considering your learning style -- Students write -- Reading: A trend take too far: the reality of Real TV / Christine Lee (student essay) -- 7. Editing sentences and words -- Analyzing your sentences -- Analyzing your word choice -- Suggestions for proofreading -- Students write -- Excerpt from Christine Lee's edited second draft.
505 0# - FORMATTED CONTENTS NOTE
Formatted contents note pt. three: Patterns of development -- 8. Narration: recounting events -- Writing a narrative -- Reading: Right place, wrong face / Alton Fitzgerald White -- Integrating a narrative into an essay -- A guided writing assignment -- Organizing and drafting -- Analyzing and revising -- Editing and proofreading -- Students write -- Reading: You can count on miracles / Aphonetip Vasavong (student essay) -- Reading a narrative -- Working with text: reading narratives -- Thinking critically about narration -- Reading: Selling in Minnesota / Barbara Ehrenreich -- Reading: Another mother's child: a letter to a murdered son / Norma Molen (patterns combined) -- Applying your skills: additional essay assignments -- 9. Description: portraying people, places, and things -- Writing a description -- Reading: Eating chilli peppers / Jeremy MacClancy -- Characteristics of descriptive writing -- Visualizing a description: a graphic organizer -- Reading: The sweat bath ritual / Mary Brave Bird -- Integrating description into an essay -- A guided writing assignment -- The assignment -- Generating ideas and details -- Evaluating your details -- Creating a dominant impression -- Organizing and drafting -- Analyzing and revising -- Editing and proofreading -- Students write -- Reading: Health clubs--only for the beautiful and the fit / Maria Rodriguez (student essay) -- Reading a description -- Working with text: reading descriptive essays -- Thinking critically about description -- Reading: Inferior decorating / Amy Tan -- Reading: Sunday! / Clay Risen (patterns combined) -- Applying your skills: additional essay assignments -- 10. Illustration: explaining with examples -- Writing an illustration essay -- What is an illustration? -- Reading: Rambos of the road / Martin Gottfried -- Reading: A dash of comma sense / George F. Will -- Integrating illustration into an essay -- A guided writing assignment -- Students write -- Reading: The harmony of life / Michael Jacobsohn (student essay) -- Reading an illustration essay -- Working with text: reading illustration essays -- Thinking critically about illustration -- Reading: Goin' gangsta, choosin' cholita: claiming identity / Nell Bernstein -- Reading: Words that wound / Kathleen Vail (patterns combined) -- Applying your skills: additional essay assignments -- 11. Process analysis: explaining how something works or is done -- Writing a process analysis -- Reading: Fender benders: legal do's and don'ts / Armond D. Budish -- Reading: How the Oscars work / Melissa Russel-Ausley and Tom Harris -- Integrating process analysis into an essay -- A guided writing assignment -- Students write -- Reading: Creating you own Web site / Kyle Mares (student essay) -- Reading a process analysis -- Reading: Remote control: how to raise a media skeptic / Susan Douglas -- Reading: For man and beast, language of love shares many traits / Daniel Goleman (patterns combines) -- 12. Comparison and contrast: showing similarities and differences -- Writing a comparison or contrast essay -- Reading: An amazing journey: 100 years in America / Roger Simon and Angie Cannon -- Reading: Dearly disconnected / Ian Frazier -- Reading: Who's eating what, and why, in the United States and Europe? / Thomas Kinner, Kenneth Bernhardt, and Kathleen Krentler -- Reading: Border Bites / Heather Gianakos (student essay) -- Reading comparison and contrast -- Thinking critically about comparison and contrast -- Reading: His marriage and hers: childhood roots / Daniel Goleman -- Reading: Defining a doctor, with a tear, a shrug, and a schedule / Abigail Zuger (patterns combined) -- 13. Classification and division: explaining categories and parts -- Writing a classification essay -- Reading: Bringing out your child's gifts / Paula M. White -- Reading: A brush with reality: surprises in the tube / David Bodanis -- Integrating classification or division into an essay -- Reading: Motor heads / Ryan Porter (student essay) -- Reading: Territoriality / Joseph A. DeVito -- Reading: The men we carry in our minds / Scott Russell Sanders (patterns combined) --14. Definition: explaining what you mean -- Writing a definition -- Reading: Cracking Cascarones / Ylean Martinez -- Reading: Spanglish / Janice Castro, Dan Cook, and Christina Garcia -- Integrating definitions into an essay -- Reading: Leveling the playing field: the NFL salary cap / David Harris (student essay) -- Reading: dud, do you know what you just said? / Mike Crissey -- Reading: Life without Father / David Blankenhorn (patterns combined) -- 15. Cause and effect: using reasons and results to explain -- Reading: Bad conduct, by the numbers / Jennifer Jacobson -- Reading: Too immature for the death penalty? / Paul Raeburn -- Reading: An early start / Harley Tong (student essay) -- Working with text: reading causal analyses -- thinking critically about cause and effect -- Reading: Part-time employment undermines students' commitment to school / Laurence Steinberg -- Reading: Hitting the "granite wall" / Gary M. Stern (patterns combined).
505 0# - FORMATTED CONTENTS NOTE
Formatted contents note pt. four: Reading and writing arguments -- 16. Reading arguments -- The basic parts of an argument -- reading: When volunteerism isn't noble / Lynn Steirer -- The issue -- The claim -- The support -- The refutation -- General strategies for reading arguments -- Before you read -- Reading: Economic affirmative action? Ted Koerth -- While you read -- Strategies for following the structure of an argument -- Using a graphic organizer -- Writing a summary -- Strategies for analyzing and evaluating an argument -- Analyzing the elements of and reasoning in an argument -- thinking critically about argument -- Reading: How much is that kidney in the window? / Bruce Gottlieb -- Reading: "Strip mining" the dead: when human organs are for sale / Gilbert Meilaender -- 17. Writing arguments -- What is an argument? -- Reading: Abolish the penny / William Safire -- Reading: Not white, just right / Rachel Jones -- Reading: AIDS and you: a world crisis and its local effects / Stanford DeWinter (student essay) -- Working with text: responding to arguments -- Reading: would you buy a car that looked like this? / Andrew Simms -- Reading: why consumers have been choosing SUVs / John Merline.
505 0# - FORMATTED CONTENTS NOTE
Formatted contents note pt. five: Writing with sources -- Planning a paper with sources -- When should you use sources -- Planning your paper -- Defining the assignment -- Choosing an interesting and workable topic -- Narrowing and discovering ideas about your topic -- Writing a working thesis and listing research questions -- Choosing and evaluating useful sources -- Choosing between print and electronic sources -- Choosing relevant sources -- Choosing reliable sources -- Evaluating Internet sources -- Analyzing and thinking critically about sources -- Separating facts from opinions -- Identifying bias or viewpoint -- Recognizing generalizations -- Identifying assumptions -- Working with text: reading sources -- Scanning a source -- Skimming a source -- Reading a source closely -- Improving your reading of electronic sources -- 19. Finding sources and taking notes -- An overview of library sources -- Research and the Internet -- Extracting information from sources -- Gathering necessary citation information -- Constructing an annotated bibliography -- Systems of note-taking -- Writing summary notes-- Writing paraphrases -- Recording quotations -- Avoiding plagiarism -- What counts as plagiarism -- Cyberplagiarism -- Conducting field research -- Interviewing -- Using a survey -- Conducting observations -- Finding sources for you own topic -- 20. Writing a paper using sources -- Organizing and writing your first draft -- Integrating information from sources -- Revising your research paper -- Preparing your final draft -- Documenting your sources: MLA style -- documenting your sources: APA style -- Reading: Do animals have emotions? / Nicholas Destino (student essay).
505 0# - FORMATTED CONTENTS NOTE
Formatted contents note pt. six: Reading and writing about literature -- Reading: The bean eaters / Gwendolyn Brooks -- A general approach to reading literature -- The language of literature -- Similes, metaphors, and personification -- Symbols -- Irony -- Analyzing short stories
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element English language
General subdivision Rhetoric
Form subdivision Problems, exercises, etc.
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Report writing
Form subdivision Problems, exercises, etc.
650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element English language
General subdivision Rhetoric.
Source of heading or term fast
Authority record control number or standard number (OCoLC)fst00911581
650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Report writing.
Source of heading or term fast
Authority record control number or standard number (OCoLC)fst01094836
655 #7 - INDEX TERM--GENRE/FORM
Genre/form data or focus term Problems and exercises.
Source of term fast
Authority record control number or standard number (OCoLC)fst01423783
655 #7 - INDEX TERM--GENRE/FORM
Genre/form data or focus term Problems and exercises.
Source of term lcgft
949 ## - LOCAL PROCESSING INFORMATION (OCLC)
c c.1
l ON_ORDER
t BOOK
x PRINT
p
999 ## - SYSTEM CONTROL NUMBERS (KOHA)
-- DEWEY
-- 51994001650565
-- 7/3/2023
-- 2
-- CIRCSTACKS
-- LRC
-- $72.45
-- Y
-- Y
-- BOOK
-- 6/13/2018
-- PRINT
Holdings
Withdrawn status Lost status Source of classification or shelving scheme Damaged status Not for loan Home library Current library Shelving location Date acquired Cost, normal purchase price Total checkouts Full call number Barcode Copy number Koha item type
    Dewey Decimal Classification     Odessa College Odessa College Stacks 06/13/2018 72.00   808.02 M177S3 51994001650565 1 Books