MARC details
| 000 -LEADER |
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| fixed length control field |
18960cam a2200325 a 4500 |
| 001 - CONTROL NUMBER |
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13450609 |
| 003 - CONTROL NUMBER IDENTIFIER |
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OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20211012123342.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
040106s2005 nyua f 000 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
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| LC control number |
2003028087 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
0321233921 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9780321233929 |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
BUL |
| Transcribing agency |
BUL |
| Modifying agency |
BUL |
| Language of cataloging |
eng |
| Description conventions |
rda |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER |
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| Classification number |
808.042 |
| Edition number |
22 |
| Item number |
HUL |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Hult, Christine A. |
| 245 14 - TITLE STATEMENT |
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| Title |
The new century handbook / |
| Statement of responsibility, etc. |
Christine A. Hult, Thomas N. Huckin. |
| 250 ## - EDITION STATEMENT |
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| Edition statement |
3rd edition. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Place of publication, distribution, etc. |
New York : |
| Name of publisher, distributor, etc. |
Pearson/Longman, |
| Date of publication, distribution, etc. |
c2005. |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
xxx, 937 p. : |
| Other physical details |
col. ill. ; |
| Dimensions |
22 cm. + |
| Accompanying material |
1 CD-ROM (4 3/4 in.). |
| 500 ## - GENERAL NOTE |
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| General note |
Contents <br/>Part 1 / Writing<br/>1 Writing in the New Century <br/>a. Why write?<br/> b. How do we communicate effectively?<br/> c. How has technology changed the way we write?<br/> d. How can this handbook help you with your writing?<br/>2 Critical Thinking, Reading, and Viewing<br/> a. Think critically<br/> b. Engage actively and critically in the reading process<br/> c. Engage actively and critically in the viewing process<br/>3 Preparing <br/> a. An overview of the writing process<br/> b. Experiment and explore <br/>c. Invent and prewrite<br/>d. Gather information<br/>e. Plan and organize<br/>f. Try computer prewriting software<br/>4 Composing <br/> a. Review <br/> b. Draft<br/>c. Collaborate<br/> d. Try composing with a computer<br/>e. Review a student draft<br/>5 Rewriting <br/> a. Shift from writer to reader <br/> b. Revise<br/> c. Edit<br/> d. Proofread<br/>e. Give and receive feedback<br/> f. Review a model student paper<br/> <br/>6 Structuring Paragraphs <br/> a. Write unified paragraphs<br/>b. Write coherent paragraphs with clear patterns of organization<br/> c. Write coherent paragraphs with sentence-linking techniques<br/> d. Be consistent with verb tense, person, and number<br/>e. Use parallelism to make paragraphs coherent<br/>f. Decide on appropriate paragraph length<br/>Link paragraphs with key words<br/>Construct effective introductory and concluding paragraphs<br/>7 Formulating Arguments <br/> a. Formulate an arguable thesis<br/> b. Consider your purpose and audience<br/>c. Generate good supporting evidence<br/>d. Take note of evidence for alternative views<br/> e. Develop and test the main points<br/>f. Build a compelling case<br/> g. Avoid logical and emotional fallacies<br/> h. Structure the argument<br/> i. Electronic argument<br/> j. Visual argument<br/>Part 2 / Research <br/>8 The Research Project <br/> a. Become a researcher<br/>b. Schedule a time frame<br/> c. Create a research notebook<br/> d. Create a working bibliography<br/> e. Gather background information<br/>f. Conduct focused research<br/>9 Using the Internet for Research <br/> a. Use Internet sources throughout the research process<br/>b. Get to know the Internet and Web<br/>c. Search the Internet and Web<br/> d. Model searches of the Internet and library databases<br/> 10 Evaluating Electronic and Print Sources <br/> a. Choose legitimate sources<br/>b. Follow a studentÆs evaluation of Web links<br/>11 Using Sources and Avoiding Plagiarism<br/> a. Use sources responsibly<br/> b. Paraphrase sources accurately<br/>c. Summarize sources briefly<br/>d. Quote sources sparingly<br/>12 Writing the Research Paper <br/> a. Review your rhetorical stance and thesis<br/>b. Plan a structure<br/> c. Write a draft<br/> d. Review and revise your draft<br/> e. Follow formatting conventions<br/> f. Review an annotated student research paper <br/> <br/>13 MLA Documentation Format <br/>a. Document using the MLA system <br/> b. Electronic media in MLA style<br/>14 APA Documentation Format<br/>a. Document using the APA system of documentation<br/> b. Electronic media in APA style<br/>15 CMS, CBE, and COS Formats<br/>a. Document using the Chicago Manual of Style (CMS) system <br/> b. Document using the CBE system<br/>c. Document using the COS system<br/>Part 3 / Writing in the Disciplines<br/>16 Disciplinary Discourse<br/> a. Disciplinary research<br/>b. Disciplinary discourse<br/>17 Writing in the Humanities <br/>a . Know the different types of writing in the humanities<br/> b. Writing interpretively or analytically about literature<br/>c. Review some model student papers<br/>d. Look to the Internet and the library for resources <br/> <br/>18 Writing in the Natural Sciences <br/> a. Know the different types of writing in the natural sciences<br/> b. Write objectively about science<br/>c. An example of a research report in CBE format<br/> d. Look to the Internet and the library for resources <br/>19 Writing in the Social Sciences <br/>a. Know the different types of writing in the social sciences<br/>b. Write persuasively about social science<br/>c. Review a sample research report in APA format<br/>d. Look to the Internet and the library for resources<br/>Part 4 / Design in Print and on the Web<br/>20 Design Principles and Graphics<br/> a. Follow the three basic design principles<br/> b. Use formatting tools<br/> c. Use graphics<br/> d. Respect different norms and preferences<br/>21 Designing Print Documents<br/> a. Produce a simple brochure<br/> b. Produce a simple newsletter<br/>22 Designing Web Documents<br/> a. Generate a basic design for the Web<br/> b. Plan your Web document<br/>23 Writing Web Pages<br/> a. Methods used to construct Web pages<br/> b. HTML editors and HTML codes<br/> c. Evaluate and refine your Web site<br/> d. Transfer your site to an Internet server<br/>Part 5 / Writing for Different Purposes<br/>24 Email and Electronic Communication<br/>a. Build community through electronic mail<br/>b. Build community through online networks<br/> c. Build community through instant communication<br/> d. Use classroom Web tools<br/> e. Write collaboratively online<br/>25 Business Correspondence and Reports<br/> a. Write concise and professional business letters<br/> b. Write specifically tailored letters of application<br/> c. Write densely but appropriately packed résumés<br/> d. Write clearly organized reports<br/> e. Write focused memos<br/>26 Oral Presentations Using PowerPoint and Other Tools<br/> a. Prepare thoroughly<br/> b. Select visual aids carefully<br/> c. Practice, practice, practice<br/> d. Speak with enthusiasm and focus<br/> e. Designoverhead transparencies<br/> f. Use PowerPoint effectively<br/>27 Essay Exams<br/>a. Prepare for an essay exam<br/>b. Attend to the writing process<br/>c. Review sample student responses to an essay exam question<br/>28 Writing Portfolios<br/>a. Learn about types of portfolios<br/>b. Develop a writing portfolio<br/>c. Prepare the final portfolio<br/>d. A sample reflective cover letter<br/> Part 6 / Sentence Grammar<br/>29 Word-Processing Tools for Improving Sentences<br/> a. Use a grammar checker with caution<br/>b. Use sentence revision applications<br/>c. Use other applications<br/>30 Sentence Structure<br/> a. Learn to identify parts of speech<br/>b. Learn to identify basic sentence patterns<br/>c. Learn to expand sentences<br/>d. Learn how to classify sentences<br/>31 Pronoun Case<br/>a. Use the subjective case when a pronoun functions as a sentence <br/> subject, clause subject, or subject complement<br/>b. Use the objective case when a pronoun functions as an object<br/>c. Test for pronoun case in compound constructions by using the pronoun alone<br/> d. Choose the form for an interrogative or relative pronoun based<br/>on how it functions in its clause<br/>e. Distinguish between possessive adjectives and possessive<br/>pronouns<br/>f. Choose the case for a pronoun in a comparison based on how it would function in its own clause<br/>32 Verbs<br/> a. Learn the regular verb forms<br/> b. Learn common irregular verb forms<br/> c. Know how to use auxiliary verbs<br/>d. Learn the verb tenses<br/>e. Observe sequence of tenses<br/>f. Use transitive and intransitive verbs correctly<br/>g. Favor active over passive voice<br/>h. Make sure verbs are in the proper mood<br/>33 Agreement<br/>a. Make verbs agree in number and person with their grammatical subjects<br/>b. Make pronouns agree in number and gender with their<br/>antecedents<br/>34 Adjectives and Adverbs<br/> a. Use adjectives to modify nouns<br/> b. Avoid overuse of nouns as modifiers<br/> c. Use adverbs to modify verbs, adjectives, other adverbs, and clauses<br/>d. Be aware of some commonly confused adjectives and adverbs<br/> e. Use comparative and superlative forms of adjectives and<br/>adverbs correctly<br/>Part 7 / Correct Sentences<br/>35 Sentence Fragments<br/> a. Make sentences grammatically complete<br/>b. Connect dependent clauses<br/>c. Connect phrases<br/>d. Use sentence fragments only for special effect<br/>36 Comma Splices and Run-On Sentences<br/> a. Turn one clause into a subordinate clause<br/>b. Separate clauses with a comma and a coordinating conjunction<br/>c. Separate independent clauses with a semicolon<br/>d. Separate independent clauses with a period<br/>37 Pronoun Reference<br/> a. Refer to a specific noun antecedent<br/>Avoid vague use of this, that, which, and it<br/>Avoid mixed uses of it<br/>Be consistent with use of that, which, and who<br/>38 Misplaced and Dangling Modifiers<br/> a. Position modifiers close to the words they modify<br/>b. Avoid ambiguity<br/> c. Try to put lengthy modifiers at the beginning or end<br/> d. Avoid disruptive modifiers<br/>e. Avoid dangling modifiers<br/>39 Faulty Shifts<br/> a. Avoid unnecessary shifts in person and number<br/> b. Avoid unnecessary shifts in verb tense, mood, subject, and voice<br/> c. Avoid shifts in tone<br/> d. Avoid mixed constructions<br/> e. Create consistency between subjects and predicates<br/> f. Avoid unmarked shifts between direct and indirect discourse<br/>Part 8 / Effective Sentences<br/>40 Clarity and Conciseness<br/> a. Avoid excessively long sentences<br/> b. Avoid unnecessary repetition and redundancy<br/> c. Use expletives only where appropriate<br/> d. Use passive voice only where appropriate<br/> e. Eliminate wordy phrases<br/> f. Avoid a noun-heavy style<br/>g. Choose words that express your meaning precisely<br/>h. Use that to clarify sentence structure<br/>i. Make comparisons complete and clear<br/>j. Avoid multiple negation<br/>41 Coordination and Subordination<br/> a. Look for a way to combine closely related sentences<br/> b. Coordinate related sentences of equal value<br/> c. Subordinate less important ideas<br/>42 Parallelism<br/> a. Put parallel content in parallel form<br/> b. Make all items in a list or series parallel<br/> c. Use parallelism with correlative conjunctions<br/> d. Use parallelism for comparisons or contrasts<br/> e. Make parallel constructions complete and clear<br/> f. Use parallelism to enhance coherence<br/>43 Emphasis<br/> a. Create emphasis through end-weight<br/> b. Create emphasis through selective repetition<br/> c. Create emphasis through contrast<br/> d. Create emphasis through careful word choice<br/> e. Create emphasis through punctuation or typography<br/>44 Variety<br/> a. Vary sentence length<br/> b. Vary sentence structure<br/> c. Avoid excessive repetition<br/> d. Respect different standards and purposes<br/> Part 9 / Effective Words<br/>45 Choosing the Right Words<br/> a. Choose the right denotation<br/>b. Choose the right connotation<br/>c. Find the right level of formality<br/>d. Avoid jargon, slang, or dialect<br/>e. Avoid pretentiousness<br/>f. Try to please the ear<br/>g. Use figurative language thoughtfully<br/>46 Language And Power<br/> a. Correctness<br/> b. Language and identity<br/> c. Avoid biased gender references<br/> d. Avoid biased language about race and ethnicity<br/> e. Avoid biased language about age<br/> f. Avoid biased language about other differences<br/>47 Building a Powerful Vocabulary<br/> a. Learn roots, prefixes, and suffixes<br/> b. Learn denotations and connotations<br/> c. Learn related words<br/>48 Using a Thesaurus and a Dictionary<br/> a. Use a thesaurus to find the exact word<br/>b. Use a dictionary to learn about words<br/>49 Spelling<br/> a. Use a spell checker<br/> b. Master troublesome homophones<br/> c. Guard against common spelling errors<br/> d. Learn general spelling rules and patterns<br/>Part 10 / Punctuation<br/>50 End Punctuation<br/> The Period<br/>a. Use a period to mark the end of a statement<br/>b. Use periods to punctuate initials and many abbreviations<br/>c. Use periods to mark basic divisions in units and computer<br/>names<br/>d. Avoid common misuses of periods<br/>The Question Mark<br/>e. Use a question mark after a direct request<br/>f. Do not use a question mark after an indirect question<br/>The Exclamation Point<br/>g. Use an exclamation point to signal a strong statement<br/>51 The Comma<br/> a. Use a comma to set off an introductory phrase or clause<br/> b. Use a comma before a coordinating conjunction to separate independent clauses<br/> c. Use commas between items in a series<br/> d. Use commas to separate coordinate adjectives<br/> e. Use commas to set off nonessential elements<br/> f. Use commas to set off conjunctive adverbs<br/>g. Use commas with dates, place names and addresses, titles and degrees, and numbers<br/>h. Use commas with speaker tags<br/>i. Use commas with markers of direct address<br/> j. Avoid misuse of commas<br/>52 The Semicolon<br/>a. Use a semicolon to separate independent clauses not linked by a coordinating conjunction<br/>b. Use a semicolon to separate independent clauses linked by a conjunctive adverb<br/> c. Use semicolons in a series with internal punctuation<br/> d. Place semicolons outside quotation marks<br/> e. Avoid common semicolon errors<br/>53 The Colon<br/> a. Use a colon to introduce a list or an appositive<br/> b. Use a colon to set off a second independent clause that explains the first<br/> c. Use a colon to introduce a quotation<br/> d. Use colons in titles<br/> e. Use colons in business letters and memos<br/> f. Use colons in numbers and addresses<br/>54 The Apostrophe<br/> a. Use apostrophes with nouns to indicate possession<br/> b. Use apostrophes to indicate contractions and omitted letters<br/> c. Use apostrophes to mark certain plural forms<br/>d. Avoid misusing the apostrophe<br/>55 Quotation Marks<br/>a. Use quotation marks for exact direct quotations<br/>b. Use quotation marks to suggest skepticism about a term<br/>c. Use quotation marks to indicate shifts in register<br/>d. Use quotation marks when citing titles of short works<br/>e. Follow standard practice in using other punctuation with<br/>quotations<br/>f. Avoid misusing quotation marks<br/>56 Other Punctuation Marks<br/> Parentheses<br/> a. Use parentheses to insert parenthetical comments<br/> b. Do not overuse parentheses<br/> c. Use parentheses around letters or numbers to set off embedded lists<br/> Dashes <br/> d. Use dashes to highlight extra informational comments<br/> e. Use dashes to set off important or surprising points<br/> f. Confine yourself to one pair of dashes per sentence<br/> Brackets<br/> g. Use brackets to insert editorial comments or clarifications into quotations<br/> h. Use brackets with the word sic<br/>i. Use brackets to acknowledge editorial emphasis within a<br/>quotation<br/>j. Use brackets for parenthetical comments within parentheses<br/>Ellipses<br/>k. Use an ellipsis to indicate a deletion from a quotation<br/>l. Use an ellipsis to indicate a pause in a sentence<br/>m. Use brackets around ellipses in quotations to differentiate them from the authorÆs ellipses<br/> Slashes<br/>n. Use slashes to separate lines of poetry quoted within a sentence<br/>o. Use a slash to show alternatives<br/>p. Use a slash to indicate a fraction<br/>q. Use slashes in Internet addresses<br/>r. Use slashes in writing dates informally<br/>Part 11 / Mechanics<br/>57 Capital Letters and Italics<br/> Capital Letters<br/> a. Capitalize the first word of all freestanding sentences<br/> b. Capitalize all names, associated titles, and proper adjectives<br/> c. Capitalize all significant words in titles<br/> d. Follow the ownerÆs preference in capitalizing email addresses and URLs<br/> Italics<br/> e. Italicize titles of independent creative works<br/> f. Italicize URLs and email addresses<br/>g. Italicize names of vehicles<br/>h. Italicize foreign words and phrases<br/>i. Italicize words, letters, and numbers referred to as such<br/>j. Italicize words for emphasis<br/>58 Abbreviations and Numbers<br/> Abbreviations<br/> a. Abbreviate titles, ranks, and degrees only before or after full names<br/> b. Use abbreviations after numerical dates and times<br/> c. Use Latin abbreviations sparingly<br/> d. Use acronyms and initialisms only if their meaning is clear<br/> e. Avoid most other abbreviations in formal writing<br/> Numbers<br/> f. Use figures with abbreviations and conventionally numerical references<br/>g. Write out other numbers that can be expressed in one or two words<br/> h. Write out numbers that begin sentences<br/> i. When one number modifies another, write one as a figure and the other as a word<br/> j. Write related numbers alike<br/>59 The Hyphen<br/> a. Consult your dictionary on hyphenating compounds<br/> b. Hyphenate compounds acting as adjectives before nouns<br/> c. Hyphenate spelled-out fractions and numbers from t twenty-one through ninety-nine<br/> d. Hyphenate to avoid ambiguity and awkward spellings<br/> e. Use hyphens for end-of-line word division<br/>Part 12 / ESL Issues<br/>60 Tips On Nouns and Articles<br/> a. Use the plural only with count nouns<br/> b. Use the for specific references <br/>c. Use the with most proper nouns derived from common nouns<br/>d. Use a or an in nonspecific references to singular count nouns<br/>e. Use no article in nonspecific references to plural count nouns or noncount nouns<br/>f. Use other determiners correctly<br/>61 Tips on Verbs<br/> Phrasal Verbs<br/> a. Note phrasal verbs as you listen and read<br/> Verb Complements<br/> b. Learn which verbs take gerunds as complements<br/> c. Learn which verbs take to infinitives as complements<br/> d. Learn which verbs take both gerunds and to infinitives as<br/>complements<br/>e. Learn which verbs take only unmarked infinitives as complements<br/> Verbs of State<br/> f. Do not use the progressive tense with verbs of state<br/> Modal Auxiliary Verbs<br/> g. Use only a base verb form immediately after a modal auxiliary<br/> h. Do not use more than one modal at a time<br/> Conditional Sentences<br/> i. In factual conditionals, use the same verb tense in both parts<br/> j. In predictive conditionals, use a present-tense verb in the if<br/>clause and an appropriate modal in the result clause<br/> k. In hypothetical conditionals, use a past-tense verb in the if<br/>clause and would, could, or might in the result clause<br/>62 Tips on Word Order<br/> a. Use inverted word order in sentences<br/> b. String adjectives in the order preferred in English<br/> c. String nouns for easiest recognition<br/> d. Use meaning to place adverbs that modify verbs<br/>e. Place adverbs directly before adjectives or adverbs that they modify<br/>f. Place adverbs before sentences or clauses that they modify<br/>g. Do not put an adverb between a verb and its object<br/>63 Tips on Vocabulary<br/> a. Look for cognates, but watch out for ôfalse friendsö<br/> b. Try to get a feel for collocations<br/> c. Learn idioms in their entirety |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
Includes index |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
English language |
| General subdivision |
Rhetoric |
| Form subdivision |
Handbooks, manuals, etc. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
English language |
| General subdivision |
Grammar |
| Form subdivision |
Handbooks, manuals, etc. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Report writing |
| Form subdivision |
Handbooks, manuals, etc. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
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| Personal name |
Huckin, Thomas N. |
| 856 41 - ELECTRONIC LOCATION AND ACCESS |
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| Materials specified |
Table of contents |
| Uniform Resource Identifier |
<a href="http://www.loc.gov/catdir/toc/ecip0412/2003028087.html">http://www.loc.gov/catdir/toc/ecip0412/2003028087.html</a> |
| 906 ## - LOCAL DATA ELEMENT F, LDF (RLIN) |
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| a |
7 |
| b |
cbc |
| c |
orignew |
| d |
1 |
| e |
ecip |
| f |
20 |
| g |
y-gencatlg |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
Dewey Decimal Classification |
| Koha item type |
Book Open Access |
| Edition |
3rd edition |
| Classification part |
808.042 |
| Item part |
1 |
| Call number prefix |
HUL |
| Call number suffix |
808.042 HUL |
