Table Of ContentPlan of the Book
Preface for Students: Using This 7 Critical Reading and d Compounds
Book v Writing 146 e Inverted order
Preface for Instructors viii f Sentence types
a Techniques of critical reading
b Summarizing
1 The Process of Writing 13 Case of Nouns and
c Critical response
Pronouns 274
1 Assessing the Writing d Viewing visuals critically
Situation 2 e Writing critically a Compound subjects and
complements (she and I)
a How writing happens f Sample critical responses b Compound objects (her and
b Writing situation SAMPLE CRITICAL ANALYSIS OF A TEXT me)
dc SPuubrpjeocste 1S17A75M8PLE CRITICAL ANALYSIS OF A VISUAL dc WApep oors iutsiv wesith a noun
e Audience e After than or as
f Genre 8 Reading Arguments f With infinitives (asked her to
2 Discovering and Shaping Critically 180 go)
g Who vs. whom
Ideas 17 a Elements of argument h Before a gerund (his running)
b Claims
a Discovering ideas
c Evidence
b Thesis 14 Verbs 282
d Assumptions
c Organization e Language and tone Forms
SAMPLE INFORMATIVE ESSAY 43 f Reasonableness a Regular and irregular verbs
3 Drafting, Revising, and g Fallacies b Sit, set; lie, lay; rise, raise
Editing 46 h Reading visual arguments c Omitted -s and -ed endings
d Helping verbs (is, can, etc.)
a First draft
b Revising 9 Writing an Argument 205 e V(qeuribt +ca glleirnugn; da gorre ei ntofi ncoitmivee)
c Collaborating a Subject f Verb + particle (take off,
d Sample revision b Thesis statement etc.)
e Editing c Purpose and audience
Tense
f Final draft d Reasoning
g Appropriate tense
g SAMPLE FINAL DRAFT (RESPONSE ESSAY) e Evidence h Sequence of tenses
67 f Reaching readers
h Writing portfolio g Organizing Mood
h Revising i Subjunctive (I wish I were)
4 Paragraphs 70 i SAMPLE ARGUMENT 220 Voice
a Relating in the essay j Active (She wrote it)
b Unity 10 Taking Essay Exams 225 k Passive (It was written)
c Coherence a Preparing
d Development b Planning 15 Agreement 310
e Introductions; conclusions; c Starting a Subject and verb
transitions; dialog d Developing 1 -s or -es endings
5 Presenting Writing 108 SAMPLE ESSAY EXAMS 229 2 Intervening words
e Rereading 3 Subjects with and
a Academic writing
4 Subjects with or, nor
SAMPLE PAPER IN MLA FORMAT 109 11 Public Writing 232 5 Indefinite pronouns (each,
b Visuals and other media
a Social media everybody, etc.)
c Web writing
b Letters and memos 6 Collective nouns (team,
SAMPLE WEB SITE 119 etc.)
SAMPLE LETTER AND MEMOS 234, 236
SAMPLE LITERACY NARRATIVE ON A c Job applications 7 Subject after verb
d OBLOraGl 1p2r1esentations SAMPLE LETTER AND RÉSUMÉS 238–40 8 Linking verbs (is, are, etc.)
d Reports and proposals 9 Who, which, that
SAMPLE PRESENTATION SLIDES 128
SAMPLE REPORT AND PROPOSAL 241, 10 Singular nouns ending
242 in -s
2 Reading and Writing e Community work 11 Titles; words named as
- in and out of College SAMPLE SOCIAL-MEDIA POST AND NEWS- words
LETTER 243, 244 b Pronoun and antecedent
6 Writing in Academic 1 Antecedents with and
Situations 132 2 Antecedents with or, nor
a Purpose and audience 3 Grammatical Sentences 3 Indefinite words
b Genre (everybody, person, etc.)
c Structure and content 12 Sentence Grammar 246 4 Collective nouns (team,
d Using sources with integrity a The basic sentence etc.)
e Academic language b Single-word modifiers
f Communication in an c Word groups
academic setting continued on reverse c
Plan of the Book
16 Adjectives and Adverbs 325 c Incomplete compounds 29 Semicolon 443
a Adjective vs. adverb d Incomplete comparisons a Main clauses without and,
b Adjectives with linking verbs e Careless omissions but, etc.
( felt bad, looked good) b Main clauses with however,
c Adjectives with objects; for example, etc.
5 Effective Sentences
adverbs with verbs c Main clauses that are long or
d Comparative and superlative 23 Emphasis 382 contain commas
(bigger, most talented ) d Series items that are long or
e Double negatives (can’t not) a Subjects and verbs contain commas
f Nouns as modifiers (child b Sentence beginnings and e Misuse and overuse
care) endings
g Present vs. past participles c Parallel elements 30 Apostrophe 451
(boring vs. bored) d Repetition a Possession
h A, an, the, and other e Separation b Misuses: plurals, verbs,
determiners f Conciseness pronouns
c Contractions
24 Coordination and
d Plural abbreviations, dates,
4 Clear Sentences Subordination 391 etc.
a Coordination
17 Sentence Fragments 338 b Subordination 31 Quotation Marks 458
a Tests for fragments; revision c Clear connectors (as, while, Chart 459–60
b Subordinate clause like) a Direct quotations
c Verbal or prepositional b Within a quotation
phrase 25 Parallelism 400 c Dialog
d Other fragments a With and, both . . . and, etc. d Titles of songs, stories, etc.
e Acceptable uses b For coherence e Words used in a special sense
f Overuse
18 Comma Splices, Fused 26 Variety 407
g With other punctuation
Sentences 345 a Sentence length and
a Main clauses without and, structure 32 Other Marks 466
but, etc. b Sentence beginnings a Colon
b Main clauses with however, c Inverted word order b Dash
for example, etc. d Mixed sentence types c Parentheses
19 Pronoun Reference 351 d Brackets
e Ellipsis mark
a Clear reference 6 Punctuation
f Slash
b Close reference
Chart 416–17
c Specific reference
d Appropriate you 27 End Punctuation 418 7 Mechanics
e Clear it
a Period
f Appropriate who, which, that 33 Capitals 480
b Question mark
20 Shifts 357 c Exclamation point a First word of sentence
b Titles of works
a Person and number 28 Comma 422 c I and O
b Tense and mood a Main clauses with and, but, d Proper nouns and adjectives
c Subject and voice etc. e Titles of persons
d Indirect and direct quota - b Introductory elements f Misuses
tions and questions
c Nonessential elements
21 Misplaced and Dangling d Absolute phrases 34 Italics or Underlining 486
e Phrases of contrast a Titles of books, movies, etc.
Modifiers 363
f Series; two or more b Names of vehicles
a Clear placement adjectives c Foreign words
b Limiting modifiers (only, etc.) g Dates, addresses, etc. d Words or characters named
c Squinting modifiers h He said, etc., with quotations as words
d Separated subject-verb-object i To prevent misreading e Emphasis
e Separated infinitive or verb j Misuse and overuse f Electronic communication
phrase
1 After subject or verb
f Position of adverbs 2 Compound subject, 35 Abbreviations 489
g Order of adjectives predicate, etc. a Titles with proper names
h Dangling modifiers 3 After and, although, etc. b Familiar abbreviations
22 Mixed and Incomplete 4 Around essential elements c BC, BCE, AD, CE, AM, PM,
5 Around series no., $
Sentences 373
6 Indirect quotation d Latin abbreviations
a Mixed grammar e Inc., Bros., Co., &
b Mixed meaning (faulty f Misuses
predication)
Plan of the Book
36 Numbers 493 42 Finding Sources 555 10 Writing in the Disciplines
a Numerals vs. words a Your library’s Web site
b Dates, addresses, etc. b Searching electronically 49 Literature 718
c Beginning sentences c Reference works a Methods and evidence
d Books b Writing assignments
e Periodicals c Tools and language
8 Effective Words f The Web d Source citations and paper
g Social media format
37 Appropriate Language 498 h Government publications e Drafting and revising
a Standard English i Visuals, audio, video SAMPLE ANALYSIS OF A SHORT
b Texting and electronic j Your own sources STORY 732
shortcuts f Writing about fiction, poetry,
c Slang 43 Working with Sources 580 and drama
d Colloquialisms
a Evaluating sources SAMPLE ANALYSIS OF A POEM 736
e Regionalisms
b Synthesizing sources SAMPLE ANALYSIS OF A PLAY 739
f Technical language
c Interacting with sources
g Indirect or pretentious 50 Other Humanities 741
d Using summary, paraphrase,
writing
and direct quotation a Methods and evidence
h Sexist and other biased
e Integrating sources into your b Writing assignments
language
text c Tools and language
38 Exact Language 507 d CHICAGO SOURCE CITATIONS
a Dictionary and thesaurus 44 Avoiding Plagiarism 614 e CHICAGO PAPER FORMAT
b Right word for meaning a Deliberate and careless
plagiarism 51 Social Sciences 759
c Concrete, specific words
d Idioms b What you need not a Methods and evidence
e Figurative language acknowledge b Writing assignments
f Fresh, not trite, expressions c What you must acknowledge c Tools and language
d Obtaining permission d APA SOURCE CITATIONS
39 Writing Concisely 519 e APA PAPER FORMAT
45 Documenting Sources 623
a Focusing on subject and verb f SAMPLE APA RESEARCH REPORT 783
b Cutting empty words a Discipline styles
c Cutting repetition b Bibliography software 52 Natural and Applied
d Tightening modifiers Sciences 793
e Revising there is and it is 46 Writing the Paper 625 a Methods and evidence
f Combining sentences a Thesis statement b Writing assignments
g Rewriting jargon b Structure c Tools and language
c Drafting d CSE SOURCE CITATIONS
40 Spelling and the Hyphen d Revising and editing e CSE PAPER FORMAT
526 e Final draft f SAMPLE CSE LAB REPORT 802
a Spelling problems
b Spelling rules 47 MLA Documentation and
c Spelling skills Format 634 Glossary of Usage 807
d Hyphen to form or divide a MLA IN-TEXT CITATIONS
words b MLA LIST OF WORKS CITED Glossary of Terms 824
c MLA PAPER FORMAT
9 Research Writing 48 Two Research Papers in Index 849
41 Planning a Research Project MLA Style 682
CULTURE Guide
542 “THE FALSE PROMISE OF GREEN LANGUAGE
a Starting out CONSUMERISM” 683 (inside back cover)
b Researchable subject and “ANNIE DILLARD’S HEALING
question VISION” 710
c Research strategy
d Working, annotated
bibliography
SAMPLE ENTRY FOR AN ANNOTATED
BIBLIOGRAPHY 554
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Thirteenth
Edition
The
Little,
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Handbook
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St. Edward’s University
Jane E. Aaron
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Library of Congress Cataloging-in-Publication Data
Fowler, H. Ramsey (Henry Ramsey)
The Little, Brown handbook / H. Ramsey Fowler, Jane E. Aaron.—Thirteenth edition.
pages cm
Includes bibliographical references and index.
ISBN 978-0-321-98827-0
1. English language–Grammar–Handbooks, manuals, etc. 2. English language—Rhetoric—
Handbooks, manuals, etc. 3. Report writing–Handbooks, manuals, etc. I. Aaron, Jane
E. II. Title.
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2014041651
Copyright © 2016, 2012, and 2010 by Pearson Education, Inc.
All Rights Reserved. Printed in the United States of America. This publication is pro-
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10 9 8 7 6 5 4 3 2 1— DOC —18 17 16 15
Student Edition
ISBN-10: 0-321-98827-2
ISBN-13: 978-0-321-98827-0
À La Carte Edition
ISBN-10: 0-13-400695-X
www.pearsonhighered.com ISBN-13: 978-0-13-400695-6
Preface for Students:
Using This Book
The Little, Brown Handbook is a basic resource that will answer
almost any question you have about writing. Here you can find how
to get ideas, develop paragraphs, punctuate quotations, find sources
for research projects, cite sources, or write a résumé. The handbook
can help you not only in writing courses but also in other courses
and outside of school.
Don’t let the size of the handbook put you off. You need not read
the whole book to get something out of it, and no one expects you to
know everything included. Primarily a reference tool, the handbook
is written and arranged to help you find the answers you need when
you need them, quickly and easily.
Using this book will not by itself make you a good writer; for
that, you need to care about your work at every level, from finding
a subject to spelling words. But learning how to use the handbook
and its information can give you the means to write what you want
in the way you want.
Reference aids
You have many ways to find what you need in the handbook:
j Use the directory. “Plan of the Book,” inside the front cover, dis-
plays the book’s entire contents.
j Use a glossary. “Glossary of Usage” (pp. 807–23) clarifies more
than 275 words that are commonly confused and misused.
“Glossary of Terms” (pp. 824–46) defines more than 350 words
used in discussing writing.
j Use the index. Beginning on page 849, the extensive index in-
cludes every term, concept, and problem word or expression
mentioned in the book.
j Use a list. Three helpful aids fall inside the book’s back cover:
(1) “ LCAUNLGTUUARGEE Guide” pulls together all the book’s material for
students who are using standard American English as a second
language or a second dialect. (2) “Editing Symbols” explains ab-
breviations often used to comment on papers. And (3) “Useful
Lists and Summaries” indexes topics that students frequently
ask about.
j Use the elements of the page. As shown in the illustration on the
next page, the handbook constantly tells you where you are and
what you can find there.
Content and organization
An overview of the handbook’s contents appears inside the front
cover. Briefly, the book divides into the following sections.
v
vi Preface for students: Using this book
The handbook’s page elements
Running head (header)
showing the topic being 325 Adjectives and adverbs
discussed on this page
16
Adjectives and Adverbs
Chapter essentials summariz-
326Adjectives and adverbs
ing key concepts and learning
objectives ChaBpete ers epsesceinaltliya lcsareful not to use good and bad in place of well
and badly.
■ Use adjectives only to modify nouns and pronouns (below).
Link to MyWritingLab, with ■ FAauftletyr a linEdkuincgat ivnegr bch, iuldsree na ngo aoddj eisc etivveer ytoon em’so fdocifuys .the subject (p. 326).
the eText and other resources ■ RvAeefvtriesber dtao dmEirdoeucdctia fotyi nbtgjhe ecch tv,il edurrsbeen ( apwn.e 3lal 2dis7j ee)cv.etirvyeo nteo’ sm foocduisf.y the object and an ad-
■ FUauslet yc omSpoamraet icvheil darnedn ssuufpfeer rblaatdiv.e forms appropriately (p. 327).
■ Avoid most double negatives (p. 329).
Page tab containing the ■ RUevseis endo unSos mspea crhinildgrleyn a ssu mffeor dbiafidelyr.s (p. 330).
sseymctiboonl c(aodd)e (16a) and editing ■■ DUsiLsCeAtU NianLGT,gU UaAuRnGEisE,h t hbeCUe,h staweon oendseo inotn ttgpho reb emres tdeawnkeette ee aarnnm vdnei norpbeta r asostn r adp pa anpnr rotaoi cdcpijparenilcae ttsbie vaeley sa n(a pced.hgj e3aactl3tlie1vivne)e.:gse (.p . 330).
VisitT MheyyW dori tniontg Lleaabrn™. fTohre my aorere n roets hoauprpcye.s T ohney a hdajveec tnivoet sb eaennd i na dclvaessr.bs.
ad
(See page 369 for where to place not in relation to verbs and adjec-
16a tives.) Use no to make a noun negative:
NAod cjheilcdt ilivkeess t oa nfadil. Nado vgeorobds s cahroeo l mfaiolsd cihfiiledrresn .that describe, restrict, or
otherwise qualify the words to which they relate.
Place no before the noun or any other modifier.
Summary or checklist box
providing key information in 1F6ubnc t Uisoen asn oadf jaecdtjiveec taifvteers a a linndki nagd vveerbrb tos modify the
accessible form Adjectsivuebsj emcotd. iUfys en oaunn sa:d vseerribo utso s tmudoednifty a verb.
A linking verbp rios noonuen tsh: ato rlidninksa,r yo ro nceonnects, a subject and its
complement, either a noun (They are golfers) or an adjective (He is
lauscs koyc)iA.a dt(eSvdee erw baiCstl hsomo mo opupad.rda i f2rjyfiea5 vctv3ietev.i )vres be eLassni::nn sdekwos is nnau(gllrpyom evotrelhkylra,r begtsiesrov eeupaenreteod3 ,p2f ols7ermmesll , offe ebl,e ,t atshtee )v, earnbds
Culture-languag1e6 ccon At nhfetee cor -baj edcirt eacnt do banje caatfithd ef,ese v iu wrteSh s mrooeebm te sha auetennb oroisj n ef am( cgatdt hp,ioj neptedsh ecteaehi tfr vevi,yape v cesd shrlreeteavbbrehn ueasm tirt sseosbemee, nsss lbvaim:::cne eyeck r.onqjoo iubWmneudrs a.gitetmih r fe,wale yy agnnsh ryetd oeo tr nnwhit otho e,hwu et tew s uebwl y oereaondr rrld,gri dip nvea rkes foohitdvnefo ergtu, h, t lrhedde em ecb plveaiefe ifnanrnbd, isamntdagoyj edo)c.in--
tion, a pointer for sAtfutedr ae dnitresc t object, an adjteivce t:i vHee m feoedlsi fisterso ntshge.en W toebhnjecenec stt:,h weF ohwreotruredna amst eaolynd, i fishees itsh eem veprloby, ehdo.wever, it
using standard Aamdveerbr imcaodnifi es the verb of the ssheonutledn bcee .a (nS aedev peprb. :2 H5e2 –fe5e3ls fsotrro mngolyr ea boonu t that.
Eonr gal issehc oasn da sdeiacloednicrdetc tl oabnjegctus.a)ge is baTdw aon CdwU boLaTrdUdlR ypE:airs Ianr es etsapnedciaarldly Atrmouebrleicsoamn eE inn gthliissh c oannte xatd. jOenceti ve does
Campus politics made Mungo angTrhye. wLAeNaGthUeArG gErew nboadt . change along Swheit fhel t tbhaed .noun it modifies to
Section heading, a main assdhpjeaoccwtiev sep. lOurnalyl nnlinuovkmeiunrgbnb a sed rjfe:oc twrivmeh i ptel u[nraolts .whitelsin]vk eisnrgbh oadejesc,t isveq uare [not squares]
convention or topicM luangboe relepedat ed the words angrilyF.lowers grow badly in such soil.
with the section code, 16a: adverb verb adverb
csehcatpiotenr lentutmer b(ear)a d(1ve6Yrbo) u ba ycn tarndy i tn egs tt ow sheeptahreart ea itm TWtfiorhv1oedeelml i 6 mfiom taetehahraye ner s s i hdnepUorgiarvs uioeereln c da itlass y o bd ag“beonfije jo teaa”dcc dn ottva ir.evna I“reddfhb jse ywew aocoeliutttlnhlih .vc yl eyaGa.” nohoto oorsds e t amp sonefor vmdeesi faaoyndn innlygo sau son ra san s a aandnjd eac dptjievrceo-.n ouns.
ayoraut ec aitn, nito ts hsoepualdra btee iatn, iat disv eprrbot:b iMvaebuDslAn eyicdg nkaojesne rtac etantraadigivdnjreee ioscldy t fmw i rvaeeoeldpl..d eviaef tryeb dos Sn thhtloeye fnewmltoo owurdednlislsf.. y aI fnv ed r pHb1ersro, 6 hnaedodaluvthen rwsb.a ssD ,g ooo ornd o.ott huesre aaddjjeecc
Examples, always indented, tives: verb a dverb linvkeinrgb a djective linvkeinrgb adjective
with underlining anTdhe ainnstrnucototra c-onsidered the student’s work thorough. [The adjective
tions highlighting scseeapnna btraeet emndoc fvreeodm i nw forrokn.]t of work (studFeanut'lst yth orouTghhe wgroorku)p, sb vuite iwt cfaanmniolyt vbael ues different.
elements and revisiTohne sinstructor considered the studReenvti’sse wd orkT hthe ogrroouugphsl yv.i e[wTh fea madilyv evrabl ues differently.
can be separated from work. Compare The instructor thoroughly consid-
ered the student's wMo0r3k_.F]OWL8270_Ch12-16_pp245-336.indd 326 11/10/14 33:122 5PM
Exercise providing
Exercise 16.1 Revising: Adjectives and adverbs opportunity for practice
Revise the following sentences so that adjectives and adverbs are used
appropriately. If any sentence is already correct as given, mark the num-
ber preceding it.
Example: M03_FOWL8270_Ch12-16_pp245-336.indd 325 14/10/14 4:32 PM
The announcer warned that traffic was moving very slow.
The announcer warned that traffic was moving very slowly.
1. People who take their health serious often believe that movie-
theater popcorn is a healthy snack.
2. Nutrition information about movie popcorn may make these people
feel different.
3. One large tub of movie popcorn has twelve hundred calories and
sixty grams of saturated fat—both surprisingly high numbers.
4. Once people are aware of the calories and fat, they may feel badly
about indulging in this classic snack.
5. People who want to eat good should think twice before ordering
popcorn at the movies.
16d Use the comparative and superlative forms
of adjectives and adverbs appropriately.
Adjectives and adverbs can show degrees of quality or amount
with the endings -er and -est or with the words more and most or
less and least. Most modifiers have three forms:
Preface for students: Using this book vii
j Chapters 1–5: The writing process, writing and revising para-
graphs, and presenting your writing in print, online, and orally.
j Chapters 6–11: Reading and writing in and out of college, with
chapters on academic writing, critical reading and writing,
reading arguments, writing arguments, essay exams, and public
writing.
j Chapters 12–26: Sentence basics, including the conventions of
English grammar, errors that affect clarity, and techniques of
effective sentences.
j Chapters 27–36: Punctuation and mechanics (capital letters, ital-
ics, and the like).
j Chapters 37–40: Words—how to use them appropriately and
precisely, how to edit them for conciseness, how to spell
them.
j Chapters 41–48: Research writing, from planning through revis-
ing, with detailed help on finding and evaluating sources, avoid-
ing plagiarism, and citing sources, along with two annotated
sample papers.
j Chapters 49–52: Writing in the academic disciplines, includ-
ing concepts, tools, and source citations in literature, other
humanities, the social sciences, and the natural and applied
sciences.
Recommended usage
The conventions described and illustrated in this handbook
are those of standard American English—the label given the dialect
used in higher education, business, and the professions. (See also
pp. 141–43.) The handbook stresses written standard English, which
is more conservative than the spoken dialect in matters of grammar
and usage. A great many words and constructions that are widely
spoken remain unaccepted in careful writing.
When clear distinctions exist between the language of con-
versation and that of careful writing, the handbook provides ex-
amples of each and labels them spoken and written. When usage
in writing itself varies with the level of formality intended, the
handbook labels examples formal and informal. When usage is
mixed or currently changing, the handbook recommends that you
choose the more conservative usage because it will be accepted by
all readers.
