000200010270592075 CH01 p001 … · 2010. 7. 28. · 000200010270592075_CH00_pi-xx.pdf:000200010270592075_CH00FM_pi-xx 7/15/10 12:23 . Guideline 3: State the action in the verb 143

RHETORIC, RESEARCH,

STRATEGIESTHIRD EDITION

Excerpts taken from:

The Longman Pocket Writer’s Companion, Second Editionby Chris M. Anson, Robert A. Schwegler, and Marcia F. Muth

Research Writing Across the Disciplines: The Essential Guide,Third Editionby James D. Lester and James D. Lester, Jr.

Writing Proposals: Rhetoric for Managing Changeby Richard Johnson-Sheehan

The Longman Pocket Writer’s Companion, First Editionby Chris M. Anson, Robert A. Schwegler, and Marcia F. Muth

Citing Cyberspace: A Quick-Reference Guide to Citing ElectronicSources in MLA and APA Style, Second Editionby James D. Lester

AND

000200010270592075_CH00_pi-xx.pdf:000200010270592075_CH00FM_pi-xx 7/15/10 12:23

ISBN 10: 0-558-79743-1ISBN 13: 978-0558-79743-0

Cover credit: FORTHCOMING

Excerpts taken from:

The Longman Pocket Writer’s Companion, Second Editionby Chris M. Anson, Robert A. Schwegler, and Marcia F. MuthCopyright © 2006 by Pearson Education, Inc.Published by LongmanNew York, New York 10036

Research Writing Across the Disciplines: The Essential Guide, Third Editionby James D. Lester and James D. Lester, Jr.Copyright © 2005 by Pearson Education, Inc.Published by Longman

Writing Proposals: Rhetoric for Managing Changeby Richard Johnson-SheehanCopyright © 2002 by Pearson Education, Inc.Published by Longman

The Longman Pocket Writer’s Companion, First Editionby Chris M. Anson, Robert A. Schwegler, and Marcia F. MuthCopyright © 2003 by Pearson Education, Inc.Published by Addison WesleyBoston, Massachusetts 02116

Citing Cyberspace: A Quick-ReferenceGuide to Citing Electronic Sources inMLA and APA Style, Second Editionby James D. LesterCopyright © 2000 by Pearson Education, Inc.Published by Longman

Copyright © 2010, 2007, 2006 by Pearson Learning Solutions. All rights reserved.

Permission in writing must be obtained from the publisher before any part of thiswork may be reproduced or transmitted in any form or by any means, electronicor mechanical, including photocopying and recording, or by any informationstorage or retrieval system.

All trademarks, service marks, registered trademarks, and registered servicemarks are the property of their respective owners and are used herein for identi-fication purposes only.

Pearson Learning Solutions, 501 Boylston Street, Suite 900, Boston, MA 02116A Pearson Education Companywww.pearsoned.com

Printed in the United States of America

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INTRODUCTION XV

Chapter 1 WRITING AND READING 11a Writing and Reading in Communities 1

Understanding Your Writing Situation 2Moving from Reading to Writing 3Paying Attention to the Writing Process 4

1b Developing a Thesis 5Creating a Thesis Statement 5Designing an Appropriate Thesis 6

1c Providing Support and Reasoning Clearly 6Reasoning Critically 6Providing Support 7Evaluating Support 8

1d Paragraphing for Readers 8Focusing Paragraphs 8Making Paragraphs Coherent 9Developing Paragraphs 10

1e Matching Style and Strategy to a Community of Readers 11Recognizing a Community’s Style 11Adjusting to a Community’s Style 12Recognizing a Community’s Expectations 12

1f Designing Documents for Readers 13Planning Your Document 13Laying Out Your Document 14Using Type Features 14Using Visuals 15Sample Documents 15

1g Constructing an Argument 16Identifying an Issue 16Developing an Argumentative Thesis 18Developing Reasons and Supporting Evidence 19Presenting Counterarguments 20Reasoning Logically 20

iii

Contents


Chapter 2 FINDING A SCHOLARLY TOPIC 232a Generating Ideas and Focusing the Subject 24

Relating Your Personal Ideas to a Scholarly Problem 24Talking with Others to Find and Refine the Topic 27Using Electronic Sources 28Using Textbooks and Reference Books 29

2b Writing a Thesis, Enthymeme, or Hypothesis 30Thesis Statement 30Enthymeme 31Hypothesis 32

2c Drafting a Research Proposal 33Writing a Short Research Proposal 33Writing a Detailed Research Proposal 34

Chapter 3 CONDUCTING RESEARCH 373a Planning and Conducting Research 37

Recognizing Research Communities 37Recognizing Research Topics 38Identifying Keywords 38Developing Research Questions 39Developing Search Strategies 39Selecting Resources for a Working Bibliography 40Keeping Track of Your Sources and Notes 41Pulling Your Research Materials Together 41

3b Finding Library and Database Resources 42Finding Library Resources 42Using Library Resources 43Finding Research Databases 43Using Research Databases 43

3c Finding Web and Internet Resources 44Developing an Online Search Strategy 44Finding Web and Internet Resources 45Searching Efficiently 46Using Web Resources 47

3d Reading and Evaluating Sources 48Summarizing and Paraphrasing 48Synthesizing and Questioning 49Evaluating Sources Critically 50Evaluating Online Sources Critically 51Turning Inquiry into Writing 54

3e Integrating and Crediting Sources 54Documenting Sources for Your Audience 55Using Quotations 55Integrating Sources into Your Text 57Avoiding Plagiarism 57Deciding What to Document 58Presenting Sources 59

iv Contents


Chapter 4 FIELD RESEARCH: COLLECTING DATA OUTSIDETHE LIBRARY 61

4a Conducting Research within a Discipline 61The Social Scientists 61The Physical Scientists 61The Applied Scientists 62The Humanists 62

4b Investigating Local Sources 63Interviewing Knowledgeable People 63Writing Letters and Corresponding by E-mail 63Reading Personal Papers 64Attending Lectures and Public Addresses 65Investigating Government Documents 65

4c Examining Audiovisual Materials, Television, and Radio 664d Conducting a Survey with a Questionnaire 664e Conducting Experiments, Tests, and Observation 67

Chapter 5 UNDERSTANDING AND AVOIDING PLAGIARISM 71

5a Using Sources to Enhance Your Credibility 715b Identifying Bias in a Source 725c Honoring Property Rights 735d Avoiding Plagiarism 73

Common Knowledge Exceptions 75Borrowing from a Source Correctly 76

5e Seeking Permission to Publish Material on Your Web Site 79

Chapter 6 FINDING AND READING THE BEST SOURCES 816a Understanding the Assignment 81

Guide to Academic Sources 82

6b Identifying the Best Source Materials 83Scholarly Book 83Biography 84Scholarly Article 84Sponsored Web Site 85Interview 85Experiment, Test, or Observation 85Trade Book 85Encyclopedia 85Popular Magazine 86Newspaper 86E-mail Discussion Group 86Individual Web Site 86Internet Chat Conversations 87

Contents v


6c Evaluating a Source 87Relevance 87Authority 87Accuracy 88Currency 88

Chapter 7 ORGANIZING IDEAS AND SETTING GOALS 897a Using the Correct Academic Model (Paradigm) 89

A General, All-Purpose Model 89Academic Pattern for the Interpretation of Literature and Other

Creative Works 90Academic Pattern for the Analysis of History 90Academic Pattern for Advancing Philosophical

and Religious Ideas 91Academic Pattern for the Review of a Performance 91Academic Pattern for Advancing Your Ideas and Theories 92Academic Pattern for Argument and Persuasion Papers 93Academic Model for a Comparative Study 93Academic Pattern for a Laboratory Investigation

or Field Report 94Academic Pattern for Scientific Analysis 94Academic Pattern for a Report of Empirical Research 95

7b Using Your Thesis to Control the Outline 96Argument 96Cause and Effect 96Evaluation 96Comparison 97

7c Writing an Outline 97Topic Outline 98Sentence Outline 99

Chapter 8 WRITING EFFECTIVE NOTES 101Honoring the Conventions of Research Style 101

8a Writing Personal Notes 1028b Writing Direct Quotation Notes 103

Quoting the Primary Sources 104Quoting the Secondary Sources 104

8c Writing Paraphrased Notes 1058d Writing Summary Notes 106

Use the Summary to Review Briefly an Article or Book 106Use the Summary to Write an Annotated Bibliography 107Use the Summary in a Plot Summary Note 107Use the Summary to Create an Abstract 107

vi Contents


8e Writing Notes from Field Research 1088f Using Your Notes to Write an Annotated Bibliography 1088g Using Your Notes to Write a Review of the Literature 111

Chapter 9 DRAFTING THE PAPER IN AN ACADEMIC STYLE 121

9a Writing for Your Field of Study 121Academic Style in the Humanities 122Academic Style in the Social Sciences 122Academic Style in the Physical and Medical Sciences 123

9b Focusing Your Argument 124Persuading, Inquiring, and Negotiating 124Maintaining a Focus with Ethical and Logical Appeals 125Focusing the Final Thesis Sentence or Hypothesis 125

9c Designing an Academic Title 1279d Drafting the Paper 128

Writing with Unity and Coherence 129Writing in the Proper Tense 129Using the Language of the Discipline 129Using Source Material to Enhance Your Writing 130Writing in the Third Person 130Writing with the Passive Voice in an Appropriate Manner 130Placing Graphics Effectively in a Research Essay 130Avoiding Sexist and Biased Language 131

9e Creating an Introduction, Body, and Conclusion 132Writing the Introduction 132Writing the Body of the Research Paper 134Writing the Conclusion of the Paper 135

9f Revising the Rough Draft 136Editing before Printing the Final Manuscript 136Using the Computer to Edit Your Text 137Participating in Peer Review 137Proofreading 138

9g Writing With Style 139Overview 139Good Style Is a Choice, Not an Accident 139What Is Style? 139Writing Plain Sentences 141

Guideline 1: The subject should be what the sentence is about 142

Guideline 2: Make the “doer” the subject 143

Contents vii


Guideline 3: State the action in the verb 143Guideline 4: Put the subject early in the sentence 144Guideline 5: Eliminate nominalizations 145Guideline 6: Avoid excessive prepositional phrases 145Guideline 7: Eliminate redundancy 146Guideline 8: Make sentences “breathing length” 146A Simple Method for Writing Plainer Sentences 147

Writing Plain Paragraphs 148The Elements of a Paragraph 148Aligning Sentence Subjects in a Paragraph 150The Given/New Method 152

Persuasive Style 156Elevating the Tone 157Using Similes and Analogies 158Using Metaphors 159Changing the Pace 160Last Word 161

Chapter 10 WRITING CORRECTLY 16310a Fragments 163

Recognizing Sentence Fragments 164Editing Sentence Fragments 165Using Partial Sentences 165

10b Comma Splices and Fused Sentences 166Recognizing Comma Splices 166Recognizing Fused Sentences 166Editing Comma Splices and Fused Sentences 167

10c Pronoun Reference 168Recognizing Unclear Pronoun Reference 168Editing Pronoun Reference 169

10d Agreement 170Recognizing Agreement 171Editing Subject-Verb Agreement 171Editing Pronoun-Antecedent Agreement 174

10e Correct Forms 174Recognizing and Editing Verb Forms 174Editing for Clear Tense Sequence 177Recognizing Pronoun Forms 177Editing Pronoun Forms 178Recognizing Adjectives and Adverbs 179Editing Adjectives and Adverbs 179Recognizing and Editing Comparisons 182

viii Contents


Chapter 11 WRITING CLEARLY 18311a Clear Sentences 183

Recognizing Unclear Sentences 184Editing for Clear Sentences 184

11b Mixed Structures 186Recognizing Mixed and Incomplete Sentences 186Editing Mixed and Incomplete Sentences 187

11c Dangling and Misplaced Modifiers 188Recognizing Misplaced Modifiers 188Editing Misplaced Modifiers 189

11d Unnecessary Shifts 190Recognizing Shifts in Person and Number 190Editing Shifts in Person and Number 191Recognizing Shifts in Tense 191Editing Shifts in Tense 191

11e Parallelism 192Recognizing Faulty Parallelism 192Editing for Parallelism 192

11f Coordination and Subordination 193Recognizing Coordination 194Recognizing Subordination 194Editing for Coordination and Subordination 196

11g Conciseness 196Recognizing Common Types of Wordiness 197Editing for Conciseness 198

11h Language Choices 198Recognizing and Editing Language Varieties 199Recognizing and Editing Disrespectful Language 199

Chapter 12 WRITING WITH CONVENTIONS 20112a Commas 202

Recognizing Commas That Join Sentences 202Editing Commas That Join Sentences 202Recognizing Commas That Set Off Sentence Elements 203Editing Commas That Set Off Sentence Elements 203Editing Disruptive Commas 205Editing Commas with Words in a Series 205

12b Semicolons and Colons 207Recognizing Semicolons That Join Sentences 207Editing Semicolons That Join Sentences 207

Contents ix


Editing Semicolons in a Complex Series 208Recognizing and Editing Colons 208

12c Apostrophes 209Recognizing Apostrophes That Mark Possession 209Editing Apostrophes That Mark Possession 209Recognizing Apostrophes That Mark Contractions 210Editing Apostrophes That Mark Contractions 210

12d Quotation Marks 211Recognizing Marks That Set Off Quotations 211Editing Marks That Set Off Quotations 211Editing Quotation Marks With Titles of Short Works 212

12e Italics and Underlining 213Recognizing Conventions for Italics (Underlining) 213Editing for Conventions That Show Emphasis 213

12f Capitals 214Recognizing Capitals That Begin Sentences 214Editing Capitals That Begin Sentences 214Editing Capitals That Begin Words 215

12g Abbreviations 216Recognizing and Editing Abbreviations 217Editing to Use Abbreviations Sparingly 218

12h Numbers 218Recognizing When to Spell or Use Numerals 219Editing Numbers in General Text 219

12i Hyphens 219Recognizing Hyphens That Join Words 220Editing Hyphens That Join Words 220Editing Hyphens That Divide Words 221

12j Spelling 221Using the Computer to Proofread for Spelling 221Recognizing and Editing Spelling Errors 221

12k Other Marks and Conventions 223Recognizing and Editing Parentheses 224Recognizing and Editing Dashes 224Recognizing and Editing Brackets 224Recognizing and Editing Ellipses 225Recognizing and Editing Slashes 225Recognizing and Editing End Marks 226Recognizing and Editing Electronic Addresses 227Combining Marks 227

x Contents


Chapter 13 GRAMMAR AT A GLANCE 229How Can You Recognize a Sentence? 229How Do Sentence Patterns Work? 230

Five Basic Predicate Structures 230Four Sentence Structures 230Four Sentence Purposes 231

What Are the Principal Parts of Verbs? 231What Are the Tenses of Verbs in the Active Voice? 231

Present, Past, and Future (Showing Simple Actions) 232Present, Past, and Future Perfect (Showing Order of Events) 232Present, Past, and Future Progressive (Showing Action

in Progress) 232Present, Past, and Future Perfect Progressive (Showing the

Duration of Action in Progress) 233

How Can You Recognize Active and Passive Verbs? 233What Are Verbal Phrases? 233What Are the Forms of Some Common Irregular Verbs? 234What Do Pronouns Do? 234What Are the Forms of Comparatives and Superlatives? 235

Adjectives 235Adverbs 235Negative Comparisons (Adjectives and Adverbs) 235Irregular forms 236

Chapter 14 QUICK TIPS FOR WRITERS, READERS, AND SPEAKERS 237

Tips for Academic Writers 237Taking It Online 237Tips for Workplace Writers 238Taking It Online 238Tips for Public Writers 238Taking It Online 239Tips for Readers 239Taking It Online 240Tips for Speakers 240Taking It Online 241Tips for Collaborative Writers 241Taking It Online 242Tips for Online Writers 242

Contents xi


Taking It Online 243Tips for Online Researchers 243Taking It Online 243

Appendix: Glossary of Manuscript Style 245Abbreviations 245Accent Marks 245Ampersand 245Arabic Numerals 246Bullets, Numbers, and Indented Lists 247Capitalization 247Comma 247Figures and Tables 248Foreign Cities 248Headings 248Indenting 248Margins 249Monetary Units 249Names of Persons 249Numbering Pages 250Roman Numerals 250Running Heads 250Shortened Titles in the Text 250Spacing 250Titles within Titles 250Underscoring (Italicizing) 251Word Division 251

Glossary of Usage and Terms 253

Symbols for Revising and Editing 267

Index 269

xii Contents


xiii

Why You Need ThisHandbook?

WHY YOU NEED THIS HANDBOOK?

Four words of advice: don’t sell this book! At the end of everysemester, students typically sell some of their books back to thebookstore. This is one book you will want to keep throughout yourundergraduate years. You will use this book not only in your fresh-men composition courses but also in courses you take across thecurriculum and in your major. So, keep it on your bookshelf nextto your dictionary for handy consultation. And remember, you don’thave to rely on this book alone for help with your writing. John Jayhas a writing center, a Learning Enhancement Center and a Centerfor English language Support (CELS), all staffed with skilled tutorswho can work with you to improve your writing or to handle a par-ticularly difficult assignment. So use all the guides available to you—print and human—to succeed as a student writer at John JayCollege.

Jane P. Bowers, Ph.D.Provost

In the last few years the college has taken on a number of initia-tives aimed at invigorating the writing and research strengths of ourstudents. From a revision of the curriculum for the compositioncourses, to the Subway Series on-line writing project, to the increasedfocus on Writing Intensive Courses, to the annual publication of thebest student writing in John Jay’s Finest, all of our students haveaccess to and are required to fulfill a broad and productive set ofwriting experiences. This increased focus on writing is a profoundlyimportant change, as students’ success in college and in subsequentcareers is more than ever tied to their ability to control language, torelay what they know in spoken and written words, and to write andread words in an ever more complex literacy landscape.

As we continue to focus on advancing our students’ literacy in theera of hypertext, tweets and interactive media, our John Jay Hand-book remains a crucial piece of the support mechanisms studentsneed to achieve success in writing and research. Regardless of where,


how and what they write, all good writers have resources they turnto for direction when writing something new, or as a reference textwhen under deadline, or as a way to answer a nagging questionabout a single sentence’s structure. This handbook provides thatsteady and versatile resource for all of our student writers.

As a required purchase, it also offers faculty in all disciplines away to quickly and actively direct students to focus on particularwriting issues by referencing a section in the handbook. If the hand-book is consistently introduced and referenced by faculty in all dis-ciplines at John Jay, the students will come to see the handbook asa useful tool to enhance their writing.

I encourage all John Jay faculty and students to use the John JayHandbook early and often.

Anne Lopes, Ph.D.Dean of Undergraduate Studies

How do you get to graduation day? You write your way there.From the first class to the last, college students have to reveal whatthey know, express their ideas, discuss what they believe, explaintheir research, design what can work, and show their vision of theworld—all in written words! This handbook will help you gain con-trol of the language and the writing process you need to be able totell your stories to the waiting audience of your peers, your facultyand to the world beyond the walls of John Jay.

Writing well is hard work, but it doesn’t have to be lonesomework. As with many of the support services for writing we offer tostudents, this writing resource attempts to dispel the myth of the sin-gle writer going blow-for-blow with the blank page. Writing timedoesn’t have to be frustrating, unhappy and too often unproductivework. The handbook takes away the mystery of what to write, howto begin, where to research, what to revise, and how to edit andproofread. Ultimately, especially when used in conjunction with aclass, the handbook can lessen the pain and increase the gain ofwriting sessions.

By purchasing this book, you are making the first of many stepstoward college writing success.

Tim McCormackDirector of Writing Programs

Welcome to John Jay College! For freshmen, college can seemoverwhelming in so many ways. As the director of First Year Expe-rience, I have watched many new students struggle with the amount

xiv Why You Need This Handbook?


and quality of writing they have to do in the first year. The John JayHandbook is one way to relieve some of the stress you may feel asyou approach assignments that are radically different than highschool. The handbook offers advice and methods for all steps of thewriting process from the first thought to the last correction. It alsocan be used as a reference text for grammar, citation style and paperformat.

The John Jay Handbook is one of a number of valuable resourcesavailable to you to help you make a smart start to your college expe-rience. The First year Experience office sponsors other writing ini-tiatives that can also help you make a smart start to college. TheSubway Series offers you a chance to win prizes by completing writ-ing assignments: http://johnjay.jjay.cuny.edu/subway. We also hostan active blogspot where students can read and write about theirfirst year at John Jay and offer support to each other during thisexciting time. Join the blog at: http://www.myfirstyearatjohnjay.blogspot.com. To find out more about the programs and ser-vices we offer to help you make a smooth transition to college lifeacademically and socially visit us in person in room 100 of the West-port building or “friend us” on Facebook.

Kate SzurDirector of First Year Experience

Although it is unlikely that any handbook can answer all thecomposing conundrums a student may face, this handbook shouldoffer undergraduates a place to consult, self assess, and questiontheir writing and research competencies. As students continuallydevelop their writing abilities, this handbook can help them under-stand what they know and don’t know about their composing abil-ities. Using the handbook as a useful point of departure, studentscan then direct their more specific challenges to the appropriatetutor, mentor or faculty member. In the end, this handbook alsooffers faculty useful teaching resources to help their students overthe difficult humps of learning and writing. Concurrently, wheninstructors identify a student’s challenge, they can direct students tothe handbook section that will resolve their difficulty.

The John Jay Handbook, required of all incoming freshmen, is aproductive resource for the college, which as an academic commu-nity is by definition a writing community.

Professor Mark McBeth, Ph.D.English Department

Why You Need This Handbook? xv


This handbook represents an attempt to create a standard man-ual on writing and stylistic form for all John Jay College students touse throughout their college years and in classes throughout the cur-riculum. The handbook was also designed with the hope that itcould be equally valuable to John Jay faculty, as a common writingresource to be assigned in their courses.

The handbook marks an important innovation at the college, onethat we hope will strengthen student writing throughout the cur-riculum for years to come. It is also symbolic of the power of fac-ulty and staff dialogue and collaboration, and the potential that candevelop from such collaborations.

Professor Jose Luis Morin, JDLatin American and Latina/o Studies

JOHN JAY COLLEGE COMPOSITION COURSESThere are three writing courses in the composition sequence at JohnJay College.

ENGW 100: Literacy Inquiries

This course introduces students to the literacy skills, habits, and con-ventions necessary to succeed at college-level work. While offeringstudents techniques and practices of invention and revision, thecourse also teaches the students the historical and educationalaspects of literacy as a scholarly topic.

ENG 101 College Composition I: Exploration and Authorship:An Inquiry-Based Writing Course

This composition course introduces students to the skills, habits, andconventions necessary to prepare inquiry-based research for col-lege. While offering students techniques and practices of inventionand revision, this theme-based composition course teaches studentsthe expectations of college-level research, academic devices forexploring ideas, and rhetorical strategies for completing investiga-tive writing.

ENG 201: Composition II: Disciplinary Investigations: Explor-ing Writing Across the Disciplines

This composition course introduces students to the rhetorical char-acteristics of cross-disciplinary writing styles. Instructors choose asingle theme and provide students with reading and writing assign-

xvi Why You Need This Handbook?


ments that address the differing literacy conventions and processesof diverse fields. Students learn how to apply their accumulatedrepertoire of aptitudes and abilities to the writing situations pre-sented to them from across the disciplines.

Progression

Entering students are placed into the appropriate writing coursebased on a placement exam (CUNY Assessment Test in Writing) orother qualifying factors.

To move from one level of composition to the next level requiresa passing grade in the previous course.

All John Jay students must also pass the CUNY Proficiency Exam-ination (CPE) between 60 and 75 credits.

JOHN JAY COLLEGE WRITING CENTER

2450 North Hall 212.237.8569http://web.jjay.cuny.edu/~writing/

The writing center is a free service offered to all matriculated under-graduate and graduate students of John Jay College of Criminal Jus-tice who desire assistance in writing. Any student of any level ofability or from any discipline may come to the Writing Center for helpfrom our trained tutors. The Writing Center offers these services:

• One-on-one tutoring with trained and experienced peer tutors.• Workshops on writing for specific academic situations (i.e. the

response paper)• Workshops on writing for specific disciplines (i.e. Literature,

Sociology)• Workshops on specific writing topics (i.e. using quotes, mak-

ing an argument)• Workshops to prepare for CUNY exams (i.e. ACT, CAAW, and

CPE)• CUNY Proficiency Exam (CPE) Tutorials• Workshops on writing for your career (i.e. cover letter and

resume)• Synchronous On-line tutoring

Since tutors strive to develop and improve the writing abilities oftheir tutees, the Writing Center recommends long-term tutoring oneor more times per week for a part of the semester or for an entiresemester or more. Although some hours are reserved for “walk-ins,”

Why You Need This Handbook? xvii


the best way for students to use the center is to plan to attend anumber of sessions on a regular basis. The ideal situation is for stu-dents to come to the Writing Center and arrange appointments whena paper is first assigned to them or use weekly appointments tofocus on particular writing issues.

JOHN JAY COLLEGE CENTER FOR ENGLISH LANGUAGE SUPPORT (CELS)

1201 North Hall Phone: 212.237.8231http://web.jjay.cuny.edu/~esl/

Students who learned English as a second language can use the freeservices of the Center for English Language Support (CELS).

• Individual tutoring in academic writing and grammar frominstructors who have a Master’s degree in Teaching English asa Second Language

• Workshops on academic reading and writing, grammar, andoral presentations

• Computer programs for learning grammar and vocabulary• Advice and Counseling for ESL students• Interactive, online tutorials on the E-Resource Center

(http://jjc.jjay.cuny.edu/erc/)

The E-Resource Center has tutorials for: writing, grammar,CUNY Assessment Tests in Writing and Reading and the CUNYProficiency Exam (CPE), and for specific courses (Sociology 101,Criminal Justice 01, and Government 101).

The English Department offers reading and writing coursesfor students who are learning English as a Second Language(ESL).

CELS helps place students into these English courses.

• English for Academic Purposes (EAP) 121• English for Academic Purposes (EAP) 131• English (ENGW) 100, Section for Non-Native Speakers

Students need to complete ENGW 100 (or get special permissionfrom their instructor) before they can re-take the CUNY AssessmentTest in Writing.

Once students have passed the CUNY Assessment Test in Writing,they can continue with the composition sequence by taking therequired English courses, English 101 and English 201. Alternatively,

xviii Why You Need This Handbook?


students can fulfill the same requirement by taking the ESL versionsof these courses.

• English 101 / Section for Non-Native Speakers• English 201 / Section for Non-Native Speakers

These courses are identical in content to all other sections, however,they are taught by faculty with advanced training to work with ESL students. Students who would like to register for these sections should contact the Director of CELS, Christopher Davis [email protected].

Why You Need This Handbook? xix
