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Keys to Successful Writing: Unlocking the Writer Within, with Readings (with MyWritingLab), 4/E
Marilyn Anderson, El Camino College

ISBN-10: 0205583903
ISBN-13: 9780205583904

Publisher: Longman
Copyright: 2008
Format: Paper; 528 pp
Published: 04/20/2007

Suggested retail price: $76.00
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Keys to Successful Writing prepares student writers for college, career, and everyday writing success by developing the writing process through reading, thinking, and writing.

 

An essay-level rhetoric/reader/handbook presenting straightforward, consistently applicable tools and techniques, Keys's organization flows from simple to more complex essays.  Featuring a student-friendly, highly accessible writing style, the text presents clear, specific strategies for writing. These methods are combined with student and professional models that are engaging, provocative, and contemporary.


  • Five key writing system.  This distinctive five “key” heuristic of purpose, focus, material, structure, and style, developed by the author and tested in her classrooms, helps students focus on the writing process and critical thinking that will make them stronger writers.
  • “Using the Computer.” This boxed feature offers suggestions and activities to teach students how to make the most of computers to write collaboratively, explore various Websites, and conduct a job search.
  • Writing assignment variations. Epitomizing the book’s practical and flexible nature, Keys uses a variety of prompts to get students writing.
    • “Options for Writing.” Ten essay-writing prompts, including those for writing about film and literature, further develop the chapter discussion.
    • “Journal Writing.” Tying students to the chapter, this section includes advice on working with a journal and journal writing exercises, and opens the door to further exploration on a topic.
    • “Responding to Writing.” Students are asked to reflect on and react to their own writing and writing from a range of texts.
  • “A Writer's Toolkit.” An entire part devoted to applying the five “keys” to essay-writing strategies in special situations.
  • Beyond the classroom involvement. Service learning writing options offer students the chance to get involved in their communities.
  • Public speaking and public writing section. Helps students link the “keys” of effective writing with those of effective speaking.
  • “Film and Literature” writing assignment.  Each chapter contains a prompt that asks students to compose a short essay after viewing a film and read the corresponding short story or book as a comparison.

  • New unit in Part III.  A unit focuses on “Writing about Film and Literature.” 
  • New organization of Part IV.  New readings have been added, and brief essays have been placed before longer ones for easier use in class.
  • Integrated Grammar. Cross-references to appropriate handbook activities in the Writer's Toolkit section have been added through Parts I and II, providing convenient correlation to the content in each chapter.
  • A new section on ambiguous, unclear pronoun usage. Students now have instructional support about improper pronoun usage and how to correct it.
  • Essay maps. Essay maps have been incorporated in the fourth edition to expedite organization of student writing.
  • Expanded research coverage. The chapter on research has been expanded to include greater coverage of activities related to plagiarism, proper MLA format, integration of quotations, paraphrase, and summary.

    • Rhetorical Contents

    Thematic Contents

    Preface for Instructors

    Preface for Students

    PART ONE: Exploring the Realm of College Reading and Writing

    Chapter 1: Reading, Thinking, and Writing for College

    The Reading/Writing Connection

    Why We Read

    Characteristics of Successful College Writers and Readers

    “LET’S TELL THE STORY OF ALL AMERICA’S CULTURES,” Ji-Yeon Mary Yufill

    Guidelines for Being an Active Reading Audience

    Strategies for Active Reading • Preview the Reading • Use Dictionary Definitions and Contextual Definitions • Annotate • Summarize • Respond in a Journal • Think Critically

    Guidelines for Note-taking in the Classroom

    Guidelines for Connecting Reading and Writing

    Purpose • Focus • Material • Structure • Style

    Model with Key Questions

    “A LETTER OF COMPLAINT,” Matt Cirillo and Cindy Sharp

    Journal Writing: The Reading Log

    Box: Using the Computer for College Reading and Writing

    Options for Writing

    Responding to Writing: Using Active Reading Strategies

    Box: Critical Thinking in Connecting Texts

    Chapter 2: Defining the Essay and the Composing Process

    Characteristics of the Essay

    “A BLACK ATHLETE LOOKS AT EDUCATION,” Arthur Ashe

    Model with Key Questions

    “MATILDA,” Douglas W. Cwiak

    Guidelines for Writing the Essay

    Purpose • Focus • Material • Structure • Style

    An Overview of the Composing Process

    Discovering • Drafting • Revising • Polishing • Writer/Audience Response

    Box: Strategies for Writers

    Journal Writing: Examining Your Composing Process

    Box: Using the Computer: Opening a Planning File

    Options for Writing

    Responding to Writing: Annotation

    “WHAT I HAVE LIVED FOR,” Bertrand Russell

    Box: Critical Thinking in Connecting Texts

    One Essay’s Trip through the Composing Process

    “AMERICAN MUSICIANS AND AMENDMENT RIGHTS,” Cyrus Doherty

    Chapter 3: Discovering Through Prewriting

    Characteristics of Prewriting

    Model with Key Questions

    “PUBLIC PARKING AND ROAD WAR,” Olasumbo Davis

    Guidelines for Prewriting

    Consider Your Audience • Allow Prewriting Free Rein • Mapping an Essay

    Box: Strategies for Prewriting

    Journal Writing: Discovery Entry

    “TO INVIGORATE LITERARY MIND, START MOVING LITERARY FEET,” Joyce Carol Oates

    Box: Using the Computer: Organizing Prewriting

    Options for Writing

    Responding to Writing: Discovering Keys for Prewriting

    Box: Critical Thinking in Connecting Texts

    Chapter 4 Finding a Thesis and Drafting

    Characteristics of a Thesis Statement

    Guidelines for Writing Thesis Statements

    Consider Audience in Selecting a Subject • Check for a Controlling Idea • Avoid an Announcement • Use Specific Language • Establish an Appropriate Tone • Test and Reverse • Evaluating Thesis Statements

    Box: Strategies for Writing Thesis Statements

    Characteristics of Drafting

    Model with Key Questions

    “DISHONESTY,” Margarita Figueroa

    Guidelines for Drafting

    Assess Material • Order Material • Begin in the Middle • Outline • Draft in Sections • Define All Terms • Draft Multiple Versions • Reserve Technical Considerations • Share Drafts with Peers

    Box: Strategies for Drafting

    Journal Writing: From Idea to Essay

    Box: Using the Computer: Outlining Your Paper and Visiting Websites

    Options for Writing

    Responding to Writing: Practice in Outlining

    “STUTTERING TIME,” Edward Hoagland

    Box: Critical Thinking in Connecting Texts

    Chapter 5: Using Body Paragraphs to Develop Essays

    Characteristics of Body Paragraphs

    Model with Key Questions

    “RELATIVITY,” Jeremy Smith

    Guidelines for Body Paragraphs

    Determine the Paragraph’s Purpose • Use Topic Sentences • Develop Supporting Details • Organize Your Support • Use a Map for Levels of Support • Know When to Paragraph: Some General Rules • Signal Shifts in Thought • Avoid the Unclear “this” and “it” • Repeat Important Words • Use Parallel Sentence Structures

    Box: Strategies for Body Paragraphs

    Journal Writing: From Idea to Paragraph

    Box: Using the Computer: Moving from Prewriting to Paragraphing and Editing

    Options for Writing

    Responding to Writing: Peer Editing Body Paragraphs

    Box: Strategies for Peer Editing • Box: Critical Thinking in

    Connecting Texts

    Chapter 6: Creating Effective Introductions and Conclusions

    Characteristics of Introductions

    Model with Key Questions

    “DON’T BE AFRAID TO POP THE HOOD,” Tommy Honjo

    Guidelines for Introductions 113

    Hook Your Audience • Introduce the Subject • Establish a Voice and Tone • State the Thesis • Avoid Truisms or Generalized Questions

    Box: Strategies for Introductions

    Characteristics of Conclusions

    Guidelines for Conclusions

    Offer Closure • Frame the Essay • Avoid Pitfalls

    Box: Strategies for Conclusions

    Journal Writing: Experimenting with Voice and Tone

    Box: Using the Computer: Crafting Conclusions and Online Research

    Options for Writing

    Responding to Writing: Beginnings and Endings

    Introductory Paragraphs • Concluding Paragraphs • Questions on

    Introductions and Conclusions

    Box: Critical Thinking in Connecting Texts

    Chapter 7: Revising and Polishing the Essay

    Characteristics of Revising

    Model with Key Questions

    “DISHONESTY,” Margarita Figueroa

    Guidelines for Revising

    Allow Time for Reflection • Use Audience Response: Peer and Instructor Editing • Rethink the Draft • Add to the Draft • Cut What Is Not Working • Make Substitutions • Rearrange Material

    Box: Strategies for Revising

    Characteristics of Polishing

    Model with Key Questions

    “PRACTICING WHAT WE PREACH,” Margarita Figueroa

    Comma Rules Chart

    Guidelines for Polishing

    Reread Your Revised Draft • Use Your Tools to Improve Weak Spots • Use Peer Editing and Instructor Response • Trim and Clarify • Eliminate Wordiness • Insert Cue Words • Create a Captivating Title • Check for Correct Manuscript Format

    Box: Strategies for Polishing

    Journal Writing: A Revision Dialogue

    Box: Using the Computer: Revising and Polishing

    Options for Writing

    Responding to Writing: Peer Editing

    Box: Critical Thinking in Connecting Texts

    Chapter 8: Writing with Sources

    Characteristics of Source-Based Writings

    Model with Key Questions

    “BLUE SKY, WHY?” Melissa Lombardi

    Guidelines for Writing Essays with Sources

    Pose a Question to Launch Your Investigation • Identify Your Audience • Collect Data from Appropriate Sources • Evaluate Your Data • Record Your Data: Three Kinds of Notes • Avoid Plagiarism

    Use “The Sandwich” with Your Quotes

    Documentation

    Move from Notes to a Plan • Incorporate Sources in Your Draft

    Box: Strategies for Essays Using Sources

    Journal Writing: Sleuthing Around

    Box: Using the Computer: Searching the Net and Citing Sources

    Using MLA and APA Format

    Options for Writing

    Responding to Writing: Dissecting a Student’s

    Source-Based Paper

    “TV: A BEAUTIFUL CURSE?” Brent Monacelli

    Box: Critical Thinking in Connecting Texts

    PART TWO: Exploring Development Options: Choosing Patterns to Fit Purpose

    Chapter 9: Writing About Events: Narration and Illustration

    Characteristics of Narration

    Model with Key Questions

    “BRADY BUNCH WANNA-BE,” Tori Ueda

    Guidelines for Writing Narration

    Determine Your Purpose • Interview Sources If Helpful • Frame Thesis Around

    Significance of the Event • Set the Scene for Your Audience • Choose and

    Maintain a Consistent Point of View • Follow a Clear Order • Use Cue Words • Incorporate Descriptive Detail and Specific Action • Use Dialogue If Appropriate

    Box: Strategies for Writing Narration

    Options for Writing Narration

    Journal Writing: The Autobiographical Entry

    Characteristics of Illustration

    Model with Key Questions

    “TRICK OF THE TRADE,” David Redmond

    Guidelines for Writing Illustration

    Consider Audience and Purpose • Decide on a Point to Illustrate • Choose and Evaluate Examples • Organize Examples to Suit Your Purpose

    Box: Strategies for Writing Illustration

    Options for Writing Illustration

    Box: Using the Computer: Devising and Sharing Narratives

    Responding to Writing: Examining Narrative Strategies

    “A HANGING,” George Orwell

    Responding to Orwell’s Narrative

    Responding to Your Own Narrative Draft

    Box: Critical Thinking in Connecting Texts

    Chapter 10 Observing the World: Description and Definition

    Characteristics of Description

    Model with Key Questions

    “DOUBLE A’S, DOUBLE JOYS,” Brenda Grant

    Guidelines for Writing Description

    Consider Audience and Purpose • Focus Range of Subject • Select Important Details • Follow a Clear Order • Use Vivid Words

    Box: Strategies for Writing Description

    Options for Writing Description

    Characteristics of Definition

    Model with Key Questions

    “BETTER LATE THAN NEVER,” Ravinder Degun

    Guidelines for Writing Definition

    Consider Audience and Purpose • Determine Range of Subject • Various Kinds of Definition • Follow a Clear Order • Use Precise Words • Avoid Circular Definitions

    Box: Strategies for Writing Definitions

    Options for Writing Definition

    Challenge Option: Combining Patterns

    Journal Writing: Sensory Isolation and Word Association

    Description • Definition

    Box: Using the Computer: Developing Descriptions and Discovering

    New Worlds on the Web

    Responding to Writing: Comparisons

    Box: Critical Thinking in Connecting Texts

    Chapter 11 Making Connections: Process and Cause/Effect

    Characteristics of Process

    Model with Key Questions

    “TWILIGHT SPECIAL,” Rachel Gibson

    Guidelines for Writing Process

    Identify Your Purpose and Audience • Focus Your Subject • Structure the Process Using Steps and Cue Words • Explain Every Step with Precise Detail • Maintain a Consistent Tense and Point of View • Define All Necessary Equipment and Terms • Conclude Thoughtfully

    Box: Strategies for Writing Process

    Options for Writing Essays Using Process

    Challenge Option: Combining Patterns

    Characteristics of Cause/Effect

    Model with Key Questions

    “TV AS A CULPRIT,” Swarupa Reddy

    Guidelines for Writing Cause/Effect

    Determine Purpose and Audience • Focus Your Subject • Sketch Out a Structure: Three Alternate Plans • Connect with Cue Words • Use Specific Details • Avoid Possible Pitfalls

    Box: Strategies for Writing Cause/Effect

    Options for Writing Cause/Effect

    Challenge Option: Combining Patterns

    Journal Writing: Connections

    Process • Cause/Effect: The Time Line

    Box: Using the Computer: Finding Information on the Internet

    Responding to Writing: Keeping a Progress Log

    Box: Critical Thinking in Connecting Texts

    Chapter 12 Showing Relationships: Comparison/Contrast and Division/Classification

    Characteristics of Comparison/Contrast

    Model with Key Questions

    “MEN ARE MAKITA, WOMEN ARE MARIGOLDS,” Yen Glassman

    Guidelines for Writing Comparison/Contrast

    Determine Your Purpose and Audience • Identify Similar Subjects to

    Compare or Contrast • Focus Your Subject • Choose Points and Maintain a Balance • Sketch Out a Structure: Two Possible Plans • Use Cue Words

    Box: Strategies for Writing Comparison/Contrast

    Options for Writing Comparison/Contrast

    Challenge Option: Combining Patterns

    Characteristics of Division/Classification

    Model with Key Questions

    “COWORKERS,” Chuks Ofoegbu

    Guidelines for Writing Division/Classification

    Connect Subject, Audience, and Purpose • Identify a Unifying Principle • Limit Divisions or Categories • Determine a Plan • Polish for Pizzazz

    Box: Strategies for Writing Division/Classification

    Options for Writing Division/Classification

    Challenge Option: Combining Patterns

    Journal Writing: Types and Stereotypes

    Comparison/Contrast • Division/Classification

    Box: Using the Computer: Comparing and Contrasting

    Information and Websites

    Responding to Writing: A Scavenger Hunt

    Box: Critical Thinking in Connecting Texts

    Chapter 13 Taking a Stand: Argument

    Characteristics of Argument

    “WHERE THE GUYS ARE NOT: THE GROWING GENDER IMBALANCE IN COLLEGE DEGREES AWARDED,” Opportunity

    Model with Key Questions

    “LET’S MIX IT UP,” Brian Villapudua

    Guidelines for Writing Argument

    Choose a Controversial Subject • Assess Your Audience • Focus Subject with a Reasonable Claim • Choose a Pattern of Development • Use a Variety of Reliable, Current, Audience-Appropriate Evidence • Acknowledge the Opposition • Order the Argument: Two Possible Plans • Use Cue Words to Advance Argument • Include Appropriate, Fair-Minded Appeals • Avoid Logical Fallacies

    Box: Strategies for Argumentation

    Journal Writing: An Opinion Inventory

    Box: Using the Computer: Writing, Developing, and Observing Arguments

    Options for Writing Argument

    Responding to Writing: Assessing Strategies for Writing Argument

    Box: Critical Thinking in Connecting Texts

    PART THREE: Exploring Other Options: A Writer’s Toolkit

    Unit 1 Timed Writing

    Sample Timed Writing

    Guidelines for Timed Writing

    Make Preparations • Understand the Question

    Box: Directives Used in Timed Writing • Allocate Time • Find a Thesis and Sketch a Plan • Draft and Reread • Revise and Polish

    “COFFIN NAILS,” Russell Fullerton

    Box: Strategies for Timed Writing

    Unit 2 Writing about Film and Literature

    Box: Key Terms in Film and Literature

    Questions for Analyzing Film

    Questions for Analyzing Literature

    Model Essay

    “FRANKIE, MAGGIE, AND THE RING”

    “DOWN HERE IN THE HOBBIT HOLE,” Mark Sundeen

    Responding to Poetry

    Box: Key Terms in Understanding Poetry

    “MONET REFUSES THE OPERATION,” Lisel Mueller

    Box: Strategies for Using the Five Keys when Writing About Film and Literature

    Unit 3 Connecting with Your Audience: Public Speaking and Writing

    Public Speaking

    Purpose • Focus • Material • Structure • Style

    “TWO WAYS TO ACHIEVE SOCIAL CHANGE,” Emily Anderson

    Public Writing

    Living History Project

    PART FOUR: Exploring Other Writers: A Collection Of Readings

    Thematic Contents

    College Community

    “Generation 9/11” • Kay Randall

    “The Path of Books and Bootstraps” • Jill Leovy

    “We’re Lying: Safe Sex and White Lies in the Time of AIDS” • Meghan Daum

    Work Community

    “Ambition” • Perri Klass

    “Zipped Lips” • Barbara Ehrenreich

    “Delivering the Goods” • Bonnie Jo Campbell

    “The Turning Point” • Craig Swanson

    “McDonald’s Is Not Our Kind of Place” • Amitai Etzioni

    “Facing Down Abusers” • Im Jung Kwuon

    Civic Community

    “The Geography of the Imagination” • Guy Davenport

    “Grant Wood: American Gothic” (poem) • Jane Yolen

    “Offering Euthanasia Can Be an Act of Love” • Derek Humphry

    “Who Gets to Choose?” • Jean Nandi

    “American Health, Then and Now” • Bryan Williams and Sharon Knight

    “Our Biotech Bodies, Ourselves” • James Petkokouris

    Writer’s Community

    “Welcome to the E-mail Combat Zone” • Patricia T. O’Conner and Stewart Kellerman

    “A List of Topics for Writing Practice” • Natalie Goldberg

    Family Community

    “Whose Eyes Are Those, Whose Nose?” • Margaret Brown

    “The Meanings of a Word” • Gloria Naylor

    “Crazy for Dysfunction” • Douglas Cruickshank

    Global Community

    “The Salsa Zone” • Richard Rodriguez

    “Illusions are Forever” • Jay Chiat

    PART FIVE: Editing Essays: A Concise Handbook

    Guide to the Handbook

    Diagnostic Test

    Diagnostic Test Error Analysis Chart

    Reviewing Parts of Speech

    Nouns • Pronouns • Verbs • Adjectives • Adverbs • Prepositions • Conjunctions • Interjections

    Writing Sentences

    Subjects • Verbs • Clauses • Types of Sentences: Simple, Compound, Complex, Compound–Complex

    Sentence Combining

    Coordination • Subordination

    Solving Sentence Problems

    Fragments • Run-ons and Comma Splices • Faulty Parallelism • Mixed Construction

    Solving Verb Problems

    Verb Tenses • Subject/Verb Agreement • Tense Shifts • Voice • Faulty Predication

    Solving Pronoun Problems

    Pronoun Agreement • Pronoun Case • Pronoun Reference • Pronoun Shift

    Solving Adverb and Adjective Problems

    Adverb and Adjective Usage • Double Negatives • Faulty Comparison

    Solving Modifier Problems

    Dangling Modifiers • Misplaced Modifiers

    Solving Punctuation Problems

    Commas • Semicolons • Colons • End Punctuation • Apostrophes • Quotation Marks • Italics • Hyphens • Dashes • Parentheses • Brackets • Ellipsis Points

    Solving Mechanics Problems

    Capitalization • Abbreviations • Numbers • Manuscript Format

    Solving Spelling Problems

    Spelling Rules • Words Frequently Misspelled • Using the Wrong Word

    Choosing the Right Word

    Common Prepositions

    Common Subordinating Conjunctions

    Other Irregular Verbs

    Solving ESL Problems

    Glossary

    Credits

    Index

      Keys to Successful Writing prepares student writers for college, career, and everyday writing success by developing the writing process through reading, thinking, and writing.

       

      An essay-level rhetoric/reader/handbook presenting straightforward, consistently applicable tools and techniques, Keys's organization flows from simple to more complex essays.  Featuring a student-friendly, highly accessible writing style, the text presents clear, specific strategies for writing. These methods are combined with student and professional models that are engaging, provocative, and contemporary.

    • 0205519415Keys to Successful Writing (with Readings) (book alone), 4/E
      Anderson
      © 2008 | Longman | Paper; 528 pages | Instock
      ISBN-10: 0205519415 | ISBN-13: 9780205519415
      Brief Description

    Anderson, Keys for Successful Writing, Fourth Edition Better practice for better grades! www.mywritinglab.com

    MyWritingLab is an online writing practice system packed with features to make students better writers for college and life. The exercise sets within MyWritingLab help students progress from literal comprehension to critical applications to demonstrating concepts in their own writing.
    MyWritingLab also offers these success-driven features

    • Diagnostic tests. A diagnostic pre-test assesses students’ understanding of grammar and reflects the areas in need of more attention.
    • Individual study plan. Based on the results of the diagnostic and the work done in MyWritingLab, the students receive an easy-to-use study plan for guidance.
    • Comprehensive Exercises Program. The exercises in MyWritingLab provide practice with grammar, paragraph development, essay development, and research.
    • Progress Tracking. The gradebook tool enables students to monitor and track work done in MyWritingLab.
    • Valuable Additional Resources. Other resources for students in MyWritingLab include access to the English Tutor Center, the Study Skills website, and the Research Navigator.

    (If you instructor did not order a MyWritingLab package, you can go to www.mywritinglab.com and purchase access.)

    Other tools from Longman
    Eighty Practices (0-673-53422-7)
    A collection of exercises, Eighty Practices, provides additional practice for solving specific grammatical usage problems.

    Study Cards
    Vocabulary Skills Study Card (0-321-31802-1) Study Card for Grammar and Documentation (0-321-29203-0) Longman's Study Cards make studying easier, more efficient, and more enjoyable, helping you quickly master the fundamentals, review a subject for understanding, or prepare for an exam. Use Longman’s Study Cards whenever you need a quick review.

    10 Practices of Highly Effective Students (0-205-30769-8)
    This study skills supplement includes topics such as time management, test taking, reading critically, stress, and motivation.

    e-tips for A grades
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    e-tips for A grades is a site created by students, for students. Get the most out of your college experience with tips and advice from current students and recent grads. Let their wisdom and our tools lead you to your own success.


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    View a Sample Chapter PDF:

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      ISBN-10: 0673534227 | ISBN-13: 9780673534224


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