Longman Handbook for Writers and Readers, The (with MyCompLab NEW with E-Book Student Access Code Card), 5/E
Chris M. Anson, North Carolina State University
Robert A. Schwegler, University of Rhode Island

ISBN-10: 0205661661
ISBN-13: 9780205661664

Publisher: Longman
Copyright: 2009
Format: Kit/Package/ShrinkWrap; 976 pp
Published: 06/23/2008

Suggested retail price: $76.67
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The Longman Handbook for Writers and Readers, Fifth Edition, offers a unique emphasis on writing for different audiences, explores the connection between reading and writing, and presents superior writing across the curriculum coverage, while also providing all the handbook basics.

 

A comprehensive reference to writing, research, documentation, and grammar, The Longman Handbook explores the differing audiences, purposes, and conventions of various communities of writers and readers, and offers students concrete strategies for adapting their writing to meet varying rhetorical situations.  While emphasizing the academic community, The Longman Handbook also explores the genres of writing that students can expect to find in public and workplace communities.

 

Revised and expanded discussions of writing in the disciplines, different communities’ rhetorical situations, visual argument, researching online, and online writing continue to ensure that students have the practical guidance they need to write effectively in today’s changing environment.


  • Emphasizes the social nature of writing and the importance of community expectations. Key discussions of planning, organizing, persuading, and style are all framed in terms of community needs and variations. Writing for academia is emphasized, but workplace and civic examples are offered in each major section. 
  • Distinct chapters on writing across the curriculum offer advice on analyzing assignments and meeting the criteria of different disciplines and genres.  More than fifteen student samples are provided.
  • Community Boxes serve as at-a-glance reference tools that depict succinctly how the writing task at hand may differ if the writer's audience is in an academic, public, or workplace community.
  • Substantial coverage of critical thinking, critical reading, and argument places reading at the center of the writing process, helping student writers develop awareness of readers' expectations and build a chain of reasoning with effective supporting evidence.
  • Grammar and correctness are presented through a consistent process, “Recognize and Revise,” that models for students the internal dialogue they should develop as they read their own writing to more easily recognize errors.
  • Thorough coverage of writing and technology includes in-depth treatment of online writing, Internet research, electronic databases, documentation conventions for non-print sources, document design, and more.
  • “Strategy” boxes throughout the text offer concrete, practical writing strategies and useful writing tips that readers and writers can employ immediately in their work.
  •  “ESL Advice” boxes appear throughout the book to help ESL students better understand rhetorical principles that may differ from their native language and culture.

1) Discussions of the rhetorical situations of different communities have been expanded:

a. More than fifteen new Community Boxes in the writing process, argument, document design, and research chapters (chs 2-7, 8-9, 13, 22-27) summarize graphically how writing conventions differ in academia, the workplace, and the civic realm.

b. Discussion and examples of how writing works in different communities have been expanded and are threaded into most sections of each chapter, where relevant, throughout book. 

2) Critical Thinking and Argument is emphasized more than ever:

a. New material in Chapter 11 (Developing, Supporting, and Documenting an Argument) explains how to document short argumentative papers, a common genre not often dealt with in handbooks, helping students add complexity to their arguments. 

b. Visual argument coverage has been expanded into a new Chapter 12, showing students that visuals (both informative and persuasive) add to the range of evidence that they can include in their papers.   

c. Revised critical thinking and argument coverage now appears early in the book in the writing process section (Part II). 

3) Writing Across the Curriculum is emphasized more than ever, supporting students for all of their General Education courses.

a. New chapter on writing in the Natural and Social Sciences (Ch 18) includes thoughtful discussion of research in the disciplines as well as coverage and student samples of research reviews, research reports, lab reports, and abstracts.

b. Thoroughly revised chapter on General Education Academic Writing (Ch. 16) includes information on analyzing assignments as well as coverage and student samples of summaries, annotated bibliographies, essay exams, short documented papers, critiques, and reviews.

c. Thoroughly revised chapter on writing about literature expanded to include other humanities (Ch 17) such as philosophy, history, music, and cultural studies.  New content discusses how to evaluate, analyze, and respond in the form of a review and a critical analysis and includes student samples of each.   

d. WAC chapters now appear earlier in the book in the writing process section (Part IV).

4) Updated and expanded research coverage:

a. Avoiding Plagiarism and Integrating Sources are now combined into one chapter to better demonstrate to students their relationship (new Ch 26). 

b. Electronic databases coverage has been expanded into a new Chapter 23, with information on the different types of databases (full-text, abstract, indexing and bibliographic, and resource), guidance on how to properly utilize each, and new material on evaluating database resources. 

c. Source samples for both MLA and APA styles show students how to cite the sources students struggle with the most, including journal articles published in hard copy, an electronic subscription database, and on a journal’s web site. 

d. Research appears earlier in the book and after the writing process coverage. 

5) Document design chapter (Ch 13) has been updated with new tables, graphs, and charts.

 

6) Significantly revised online writing chapter (Ch 14) includes extensive information and guidance on blogging, IMing, and text messaging to help students think critically about the different languages they use for different audiences. 

 

7) Coverage of Purpose, Thesis, and Audience has been combined into one chapter to better explain to students how these elements are related and how each must be adapted when one element is changed.

 

8) Discussion of Revising, Editing, and Proofreading has been combined into one chapter to emphasize to students that editing and proofreading as critical steps in the writing process.

 

9) Exercises have been revised and new examples added throughout the text.

Part 1    Writing for Readers

 

1.   Writers, Readers, and Communities

a.     Academic, work, and public communities

b.     Analyzing communities

c.     Realities and myths of the composing process

 

2.   Discovering and Planning 

a.     Discovering topics for writing

b.     Exploring writing tasks and situations

c.     Generating ideas and information

d.     Structuring ideas and information

e.     Patterns of generalization and support

f.      Planning in electronic environments

g.     Planning: Paper in progress.

 

3.   Purpose, Thesis, and Audience

a.     Recognizing your purpose

b.     Using purpose to guide your writing

c.     Developing a thesis

d.     Kinds of thesis statements

e.     Recognizing audiences and specific kinds of readers

f.      Adapting content, structure, and style to communities of readers

 

4.   Drafting

a.     Moving from planning to drafting

b.     Drafting strategies

c.     Collaborative drafting

d.     Drafting: Paper in progress

 

5.   Revising, Editing, and Proofreading

a.     Major revisions

b.     Minor revisions

c.     Collaborative revising

d.     Revising: Paper in progress

e.     Editing your own writing

f.      Collaborative editing

g.     Computers and editing

h.     Proofreading

 

6.   Paragraphs

a.     Paragraph focus: Recognizing

b.     Paragraph focus: Creating

c.     Paragraph coherence: Recognizing

d.     Paragraph coherence: Creating

e.     Paragraph development: Recognizing and creating

f.      Special-purpose paragraphs: Academic, public, and workplace

 

7.   Clear and Effective Sentences

a.     Clear sentences

b.     Direct sentences

c.     Emphatic sentences

d.     Revising for variety

 

 

Part 2 Critical Thinking and Argument

 

8.   Thinking Critically

a.     What is critical thinking?

b.     Building a chain of reasoning

c.     Persuasive reasoning

d.     Critical thinking: Academic, Public, and Workplace

 

9.   Reading Critically

a.     Read to understand

b.     Read to respond and evaluate

c.     Reading into writing: Written response and reading journals

 

10. Constructing an Argument

a.     Recognizing an issue

b.     Developing your point of view and purpose

b.     Creating an argumentative thesis

c.      Addressing specific audiences or communities of readers

 

11. Developing, Supporting, and Documenting an Argument

a.     Reasoning that supports your claim

b.     Evidence that supports your claim

c.     Visual argument

d.     Incorporating counterarguments

e.     Logical strategies

f.      Data-warrant-claim (Toulmin) reasoning

g.     Emotional strategies

h.     Logical and illogical reasoning

g.     Documenting short argumentative or position papers

 

12. Creating a Visual Argument

a.     Presenting an issue

b.     Providing evidence

 

Part 3    Presenting Your Work

 

13. Designing Documents

a.     Goals of document design

b.     Format choice

c.     Layout        

d.     Typeface choices

e.     Visuals

f.      Web pages

g.     Model documents

           

14. Writing Online

a.     Online writing

b.     Avoiding plagiarism and acting ethically online

c.     E-mail choices

d.     Online communities

e.     Virtual classrooms

     

15. Speaking Effectively

a.     Effective oral presentation

b.     Speech Anxiety

c.     Group presentations and public forums

 

Part 4    Writing for Specific Communities

 

16. Academic Writing: General Education

a.     Analyzing assignments

b.    Common information-driven assignments

c.     Summaries

            STUDENT SAMPLES

d.     Literature reviews

e.     Annotated bibliographies

            STUDENT SAMPLE

f.      Essay exams

            STUDENT SAMPLE

g.     Short documented paper

            STUDENT SAMPLE

h.     Common point-driven assignments

i.      Critiques

            STUDENT SAMPLE

j.       Reviews

            STUDENT SAMPLE

k.      Essay exams

            STUDENT SAMPLE

l.        Position papers

 

17.   Writing in Literature and Other Humanities

a.       Research in literary study and related fields

b.       Reading literary texts

c.       Writing about literary texts

d.       The text analysis

            STUDENT SAMPLES

e.       Analyzing and interpreting visual texts

f.        Reviews and critical analyses (critiques) in the humanities

            STUDENT SAMPLES

 

18.   Writing in the Social and Natural Sciences

a.       Research in the social sciences

b.       Common writing assignments in social science courses

c.       Reviews of research

            STUDENT SAMPLE

d.       Informative reports

e.       Research reports

            STUDENT SAMPLE

f.        Research in the natural sciences

g.       Common writing assignments in natural science courses

h.       Lab reports

            STUDENT SAMPLE

i.         Abstracts

            STUDENT SAMPLE

j.        Informative reports

k.       Reports of original research

 

19.  Public Writing

a.      Goals of public writing

b.      Analyzing public audiences

c.      Types of public writing

d.      Flyers

e.      Letters to the editor

f.       Speaking in public settings

 

20.  Workplace Writing

a.      Goals of workplace writing

b.      Business writing process

c.      Business letters

d.      Memos

e.      Email

f.       Résumés and application letters

 

 

Part 5    Researching and Writing

 

21. Getting Started: Researching and Writing

a.     Identifying a subject or project

b.     Kinds of research writing

c.     Choosing a topic

d.     Narrowing a topic

e.     Research questions

f.      Preliminary thesis

g.     Summarizing, paraphrasing, and synthesizing

h.     Reading sources critically

i.      Audience inventory

j.      Developing a search strategy

k.     Timeline

 

22. Library Resources

a.     Organization of library resources

b.     General resources

c.     Online catalogs

d.     Periodicals, print and electronic indexes, and government documents

e.     Evaluating library resources

 

23. Databases

a.     Reference databases

b.     Full-text databases

c.     Databases containing abstracts

d.     Indexing or bibliographic databases

e.     Resource databases

f.      Evaluating database resources

     

24. Internet Resources

a.     Internet search strategy

b.     Search engines

c.     Kinds of Web sites

d.     Evaluating online resources

 

25. Field Resources and Fieldwork

a.     Field research

b.     Meaningful field research

c.     Surveys

d.     Interviews

e.     Human subjects’ consent and approval

f.      Ethnographies

 

26. Avoiding Plagiarism and Integrating Sources

a.     What is plagiarism?

b.     The problem of intention

c.     When to document sources

d.     Citing responsibly

e.     Sources in context

f.      Integrating sources for specific purposes

g.     Quotations, summaries, facts, and visuals

h.     Common knowledge

 

27.  Writing, Revising, and Presenting Research

a.     Planning and drafting

b.     Informative research paper

c.     Persuasive research paper

d.     Presenting strategies

 

Part 6    MLA Documentation

     

28. MLA Documentation

a.     Using in-text citations

b.     MLA in-text citations: Examples

c.     Informative footnotes and endnotes

d.     MLA Works Cited list: Examples

e.     Sample MLA paper

 

Part 7    APA Documentation

 

29. APA Documentation

a.     Using in-text citations

b.     Content footnotes

c.     APA in-text citations: Examples

d.     APA References list: Examples

e.     Sample APA paper

 

Part 8    CMS and CSE Documentation

 

30. CMS Documentation

a.     Using endnotes and footnotes

b.     CMS notes: Examples

c.     CMS bibliography entries: Examples

d.     Sample CMS paper

 

31. CSE Documentation

a.     Recognizing scientific and engineering styles

b.     Analyzing the documentation style of a publication

c.     CSE scientific in-text citations

d.     CSE scientific references list: Examples

 

Part 9    Grammar

 

32. Sentence Elements and Patterns

a.     Words

b.     Subjects and predicates

c.     Phrases and clauses

d.     Sentence types

 

33. Verbs

a.     Simple present and past tense

b.     Participles: Recognizing and editing

c.      Editing progressive and perfect tenses

d.     Troublesome verbs (lie, lay, sit, set)

e.     Active and passive voice

f.      Clear tense sequence

g.     Subjunctive mood

  

34. Nouns and Pronouns

a.     Pronoun forms

b.     Common problems with pronouns

c.     Who and whom

 

35. Agreement

a.     Subject-verb agreement (simple)

b.     Subject-verb agreement (complex)

c.     Pronoun-antecedent agreement

  

36. Adjectives and Adverbs

a.     What adjectives and adverbs do

b.     Avoiding confusion between adjectives and adverbs

c.     Comparatives and superlatives: Correct forms

d.     Avoiding double negatives

 

Part 10 Sentence Problems

 

37. Sentence Fragments

a.     Sentence fragments: Recognizing

b.     Sentence fragments: Editing

c.     Partial sentences

  

38. Comma Splices and Fused Sentences

a.     Comma splices and fused sentences: Recognizing

b.     Comma splices and fused sentences: Editing

  

39. Pronoun Reference

a.     Unclear pronoun reference

b.     Nonspecific pronoun reference

c.      Matching who, which, and that to antecedents

 

40.  Misplaced, Dangling, and Disruptive Modifiers

a.     Misplaced modifiers

b.     Dangling modifiers

c.     Disruptive modifiers

d.     Using absolute phrases effectively

 

41.  Shifts

a.     Person and number

b.     Tense and mood

c.     Voice

d.     Direct and indirect quotation

 

42. Mixed and Incomplete Sentences

a.     Mixed sentences

b.     Incomplete sentences

 

43. Parallelism

a.     Building parallelism

b.     Problems with parallelism

c.     Creating parallelism beyond the sentence

d.     Parallelism in lists

 

44. Coordination and Subordination

a.     Creating coordination

b.     Problems with coordination

c.     Creating subordination

d.     Problems with subordination

 

Part 11  Words and Style

 

45. Wordiness

a.     Common types of wordiness

b.     Clichés, generalizations and overblown language

 

46. Style, the Dictionary, and Vocabulary

a.     Style and community

b.     Word choice, Readers’ needs, and Writers’ purposes

c.     Precise diction

d.     Editing for diction

e.     Choosing and using dictionaries

f.      Electronic resources

g.     Building vocabulary

 

47. Appropriate and Respectful Language

a.     Home and community language varieties

b.     How dialects influence writing

c.     Sexist language

d.     Discriminatory language

 

Part 12        Punctuation, Mechanics, and Spelling

     

48. Commas

a.     Joining sentences

b.     Setting off introductory phrases

c.     Setting off nonrestrictive modifiers

d.     Setting off parenthetical expressions

e.     Using commas in a series

f.      Separating coordinate adjectives

g.     Dates, numbers, addresses, place names, people’s titles, and letters

h.     Commas with quotations

i.      Commas to make your meaning clear

j.      Commas that do not belong

  

49. Semicolons and Colons

a.     Using semicolons

b.     Using colons

  

50. Apostrophes

a.     Marking possession

b.     Marking contractions and omissions

 

51. Quotation Marks

a.     Marking quotations

b.     Block quotations

c.     Dialogue

d.     Titles of short works

e.     Special meanings of words and phrases

f.      Irony, sarcasm, and authorial distance

 

52. Periods, Question Marks, and Exclamation Points

a.     Periods

b.     Question marks

c.     Exclamation points

 

53. Special Punctuation

a.     Parentheses

b.     Brackets

c.     Dashes

d.     Ellipses

e.     Slashes

 

54. Capitalization

a.     Beginning a sentence

b.     Proper nouns and adjectives

c.     Titles

 

55. Italics (Underlining)

a.     Following conventions

b.     Emphasis

 

56. Hyphens and Word Division

a.     Dividing words

b.     Joining words

 

57. Numbers

a.     Spelling out or using numerals

b.     Special conventions

c.     Too many numbers

  

58. Abbreviations

a.     Familiar abbreviations

b.     Using abbreviations sparingly

 

59. Spelling

a.     Spelling as you write

b.     Recognizing and correcting spelling errors

c.     Long-term strategies

d.     Spelling and the computer

  

 

Glossary of Usage and Terms

Index

    The Longman Handbook for Writers and Readers, Fifth Edition, offers a unique emphasis on writing for different audiences, explores the connection between reading and writing, and presents superior writing across the curriculum coverage, while also providing all the handbook basics.

     

    A comprehensive reference to writing, research, documentation, and grammar, The Longman Handbook explores the differing audiences, purposes, and conventions of various communities of writers and readers, and offers students concrete strategies for adapting their writing to meet varying rhetorical situations.  While emphasizing the academic community, The Longman Handbook also explores the genres of writing that students can expect to find in public and workplace communities.

     

    Revised and expanded discussions of writing in the disciplines, different communities’ rhetorical situations, visual argument, researching online, and online writing continue to ensure that students have the practical guidance they need to write effectively in today’s changing environment.

  • 0205549837Longman Handbook for Writers and Readers, The (Book Alone), 5/E
    Anson & Schwegler
    © 2008 | Longman | Paper; 976 pages | Instock
    ISBN-10: 0205549837 | ISBN-13: 9780205549832
    Brief Description

The journey to better grades starts here.

With easy-to-understand answers to the questions you have about grammar, the writing process, the research process, and documentation, The Longman Handbook for Writers and Readers, Fifth Edition, will help you succeed in any course that involves writing and research. With a distinctive focus on writing for different audiences—academic, public, and workplace—The Longman Handbook will enable you to communicate more effectively, while its superior support for writing across the curriculum and up-to-date documentation coverage will help you get better grades in all of your courses.

The new Fifth Edition offers the following critical enhancements to help you succeed:

  • Expanded coverage of argument and critical thinking (Chapter 11)
  • New coverage of visual argument (Chapter 12)
  • New, practical advice about writing in online environments including learning in online courses and the need for critical thinking when communicating via IMing, text messaging, and blogging (Chapter 14)
  • Expanded coverage of writing across the curriculum, with a new chapter on writing in the social and natural sciences (Chapter 18), an updated and expanded chapter on writing in literature and other humanities (Chapter 17), and new student samples that provide models of writing different kinds of assignments in various disciplines
  • Even more help in conducting online research, including expanded coverage of using databases (Chapter 23)
  • New “source samples” in both MLA and APA styles give you screenshots of actual sources and show you how to cite them
  • 15 new “Community” boxes summarize graphically how conventions differ in academia, the public arenas, and the workplace, so you can write more effectively for each audience

The handbook “offers an approach (to critical thinking and writing) that fits with all of our courses, no matter what the discipline [ . . . . ] The Longman Handbook is one that we hope students will retain on their bookshelves long after they are done with school.”

—Karen Bilda, Cardinal Stritch University

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