The McGraw-Hill Handbook (hardcover)

1021 Pages·2011·64.333 MB·English

by  Elaine Maimon, Janice Peritz, Kathleen Blake Yancey

The
McGraw-Hill
Handbook
Third Edition

The
McGraw-Hill
Handbook
Third Edition
Elaine P. Maimon
Janice H. Peritz
Kathleen Blake Yancey
Published by McGraw-Hill, an imprint of The McGraw-Hill Companies, Inc., 1221 Avenue
of the Americas, New York, NY 10020. Copyright © 2012, 2010, 2007 by the McGraw-Hill
Companies, Inc. All rights reserved. Printed in the United States of America. No part of
this publication may be reproduced or distributed in any form or by any means, or stored
in a database or retrieval system, without the prior written consent of The McGraw-Hill
Companies, Inc., including, but not limited to, in any network or other electronic storage or
transmission, or broadcast for distance learning.
This book is printed on acid-free paper.
1 2 3 4 5 6 7 8 9 0 DOW/DOW 1 0 9 8 7 6 5 4 3 2 1
ISBN: 978-0-07-338404-7
MHID: 0-07-338404-6
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Library of Congress Cataloging-in-Publication Data
Maimon, Elaine P.
[New McGraw-Hill handbook]
The McGraw-Hill handbook / Elaine Maimon, Janice Peritz, Kathleen Yancey. — 3rd ed.
p. cm.
Includes bibliographical references and index.
Originally published as: The new McGraw-Hill handbook (1st ed.), c2007.
Previous ed.: 2010.
ISBN-13: 978-0-07-338404-7 (acid-free paper)
ISBN-10: 0-07-338404-6 (acid-free paper)
ISBN-13: 978-0-07-739730-2 (acid-free paper)
SBN-10: 0-07-739730-4 (acid-free paper) 1. English language—Rhetoric—Handbooks,
manuals, etc. 2. Academic writing—Handbooks, manuals, etc. 3. Academic writing—
Handbooks, manuals, etc. 4. Report writing—Handbooks, manuals, etc. I. Peritz,
Janice. II. Yancey, Kathleen Blake, 1950- III. Title.
PE1408.M3364 2011
808'.042—dc23
2011025110
The Internet addresses listed in the text were accurate at the time of publication. The
inclusion of a website does not indicate an endorsement by the authors or McGraw-Hill, and
McGraw-Hill does not guarantee the accuracy of the information presented at these sites.
www.mhhe.com
Preface
A Letter from the Authors
Even though the audiences, tools, and occasions for writing today
may seem more varied than ever, the fundamental goals of com-
position courses persist. Instructors strive to motivate and coach
students to think critically, recognize rhetorical situations, commu-
nicate clearly and effectively, compose in a variety of genres, and edit
their own work. They create learning environments where students
can practice writing and do research that is discerning and ethical,
representing the contributions of others fairly and using and docu-
menting sources appropriately.
Composition courses ultimately aim to help students build a solid
set of writing skills that will transfer into other courses and support
their efforts within their communities and in their professional lives.
In revising this text, we have dedicated ourselves to making The
McGraw-Hill Handbook an even stronger, more practical, and more
versatile resource for achieving excellence in college. In this edi-
tion, we have paid special attention to helping students understand,
navigate, and master common writing situations. This situational
approach to writing will help students think about the writing op-
portunity and then move forward to achieve their purposes. We hope
you will take a moment to browse through the pages that follow to
sample our suggestions.
Sincerely,
Elaine P. Maimon
Janice H. Peritz
Kathleen Blake Yancey
v
A Resource
McGraw-Hill’s commitment to research is unique in higher education
publishing. In-depth, multi-campus research studies like our SCORE
(Southern California Outcomes Research in English) program yield
critical information that helps us understand your needs and test the
effi cacy of our products. Among our fi ndings:
Students’ core challenges—and opportunities—are
rhetorical. Whether students are trying to understand an assign-
ment or turn a topic into a thesis, their core challenges are chiefl y
related to getting started and mastering the writing situation. Our
research also shows that their success in addressing these rhetorical
issues correlates most highly with their success as writers overall.
Our response: create a resource for navigating the writing situation.
(See pp. viii–ix.)
100%
90%
Critically Important
80%
70%
60% Important
50%
40% Somewhat Important
30%
20%
Not Important
10%
0%
All Business/ Humanities/ Science/ Career
Disciplines Econ. Soc Sci. Math
Survey on the importance of writing, by discipline grouping
.mhhe.com/research_English.
Instructors across the curriculum value writing and
critical thinking. In a cross-disciplinary survey we conducted with
over 2000 instructors, 85% of respondents characterized writing as
important or critical to success in their majors. The top concerns of
these instructors were that their students think critically and write
analytically in a broad range of genres.
Our response: create a resource for thinking critically about common
assignments. (See pp. x–xi.)
Based on
Research
Students don’t always “know what they know.” Our
research shows that students are often inaccurate in their assessments
of their writing abilities, especially in the areas of grammar, usage,
and critical thinking (see below). Our studies show that the more
students used Connect—getting help they didn’t always know they
needed—the better they performed.
Our response: create resources that make assessment and course
management easier to use in writing courses. (See pp. xii–xiii.)
6.00
5.00
4.00
Faculty n=13
3.00
2.00
All students n=209
1.00
Develop Use Integrate
ideas credible sources
sources
Instructor vs. student assessments of critical thinking aptitude
.mhhe.com/research_English.
Students who were assigned only print materials made
fewer gains than those in other groups. Our research
showed that instructors who incorporated digital elements into their
coursework generally had more positive results among their students
than those who did not.
Our response: create a resource that is interactive and easy to use in
print and online. (See pp. xiv–xv.)
A Resource for
Whether in print or online, The McGraw-Hill Handbook presents the
tion across the curriculum and beyond college:
Start Smart: Addressing the Writing Situation
● In print: The Start Smart foldout helps students begin assignments and
locate appropriate print and online handbook resources with ease,
guiding them through a simple series of steps that encourage clear and
critical thinking as they move through the writing process.

This foldout will help you to understand your writing situation and find the advice you Step 1 WHAT SHOULD YOUR ASSIGNMENT �
need to get your project off to a good start. It also provides an overview for any kind OR PROJECT DO? (LOOK FOR �
of writing project. If you get stuck, come back here to jump-start your work. THESE KEYWORDS.) �
B. W riting That
A. Writing That Informs A Sample Informative Report Inter prets & Analyzes
BEGIN WITH THE WRITING SITUATION: BEGIN WITH THE WRITING SITUATION:

COMPOSE USING WRITING PROCESSES: COMPOSE USING WRITING PROCESSES:
THINK CRITICALLY ABOUT USING SOURCES: THINK CRITICALLY ABOUT USING SOURCES:
THINK CAREFULLY ABOUT YOUR FINAL STEPS:
THINK CAREFULLY ABOUT YOUR FINAL STEPS:
��

● Online: Powered by Connect Composition,
Start Smart allows students to enter elements
of their own composing situations and link
to both student examples and appropriate
sections of the eBook.
Navigating the
Writing Situation
A new early chapter devoted to the writing situation:
Chapter 2, Writing Situations, introduces students to fi ve essential
elements (purpose, audience, stance, genre, medium), framing these
factors as a way to manage the writing process and produce stron-
ger, more effective work.
Consider Your Situation identifi es the key elements of the writing
situation in each of the print text’s nine student compositions. Each
includes comments that refl ect on choices the student author made
based on the writing situation. A Consider Your Situation template is
available online for students to manage and work through for their
own assignments.
CONSIDER YOUR SITUATION

Know the Situation boxes include the elements of the writing
situation for specifi c writing assignments and suggest the settings
commonly appears.
A Resource for
The McGraw-Hill Handbook focuses on the most common assign-
ments and writing situations students will encounter in and beyond
college, helping them to meet the challenges of composing in
different genres and media:
Common Assignments:
Six discrete chapters in Part 2
offer guidelines for writing that
informs, analyzes, and argues
in academic, business, and
student academic compositions
appear in these chapters, with
numerous interactive examples
online representing a range of
genres and media.
Navigating through College and Beyond boxes provide
students with suggestions and guidance for dealing with academic
writing situations as well as writing situations outside of college.
NAVIGATING THROUGH COLLEGE AND BEYOND