Writing Handbook

The Writing Process

Writing is a process with five stages: prewriting, drafting, revising, edit-
ing/proofreading, and publishing/presenting. These stages often overlap,
and their importance, weight, and even their order vary according to
your needs and goals. Because writing is recursive, you almost always
have to double back somewhere in this process, perhaps to gather
more information or to re-evaluate your ideas.

The Writing Process

Editing/ Publishing/
Prewriting Drafting Revising Proofreading Presenting

Prewriting
The prewriting stage includes coming up with ideas, making connections, gather-
ing information, defining and refining the topic, and making a plan for a piece of
writing.

Tips for prewriting

Begin with an interesting idea (what you will write about).
Decide the purpose of the writing (why you are writing).
Identify the audience (for whom you are writing).
Explore your idea through a technique such as freewriting, clustering, mak-
ing diagrams, or brainstorming.
Freewriting is writing nonstop for a set time, usually only five or ten min-
utes. The idea is to keep pace with your thoughts, getting them on paper
before they vanish. Freewriting can start anywhere and go anywhere.
Clustering begins with writing a word or phrase in the middle of a sheet
of paper. Circle the word or phrase; then think of related words and
ideas. Write them in bubbles connected to the central bubble. As you
cluster, connect related ideas. The finished cluster will be a diagram of
how your ideas can be organized.

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 Brainstorming is creating a free flow of ideas with a group of peopleits

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like freewriting with others. Start with a topic or question; encourage
everyone to join in freely. Accept all ideas without judgment, and follow
each idea as far as it goes. You can evaluate the ideas later.
Search for information in print and nonprint sources.
If you are writing a personal essay, all of the information may come from
your own experiences and feelings. If you are writing a report or a persua-
sive essay, you will probably need to locate pertinent factual information
and take notes on it. Besides library materials, such as books, magazines,
and newspapers, you will want to use the Internet and other on-line
resources. You may also want to interview people with experience or
specialized knowledge related to your topic.
As you gather ideas and information, jot them down on note cards to use
as you draft.
Evaluate all ideas and information to determine or fine-tune the topic.
Organize information and ideas into a plan that serves as the basis of
writing.
Develop a rough outline reflecting the method of organization you have
chosen. Include your main points and supporting details.
Find and include missing information or ideas that might add interest or
help accomplish the purpose of the writing.

Drafting
In this stage you translate into writing the ideas and information you gathered
during prewriting. Drafting is an opportunity to explore and develop your ideas.

Tips for drafting

Follow the plan made during prewriting, but be flexible. New and better
ideas may come to you as you develop your ideas: be open to them.
Transform notes and ideas into related sentences and paragraphs, but dont
worry about grammar or mechanics. At this point it is usually better to con-
centrate on getting your ideas on paper. You might want to circle or anno-
tate ideas or sections that need more work.
Determine the tone or attitude of the writing.
Try to formulate an introduction that will catch the interest of your intended
audience.

Revising
In this stage, review and evaluate your draft to make sure it accomplishes its pur-
pose and speaks to its intended audience. When revising, interacting with a peer
reviewer can be especially helpful.

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Using peer review
Ask one or more of your classmates to read your draft. Here are some specific
ways in which you can direct their responses.
Have readers tell you in their own words what they have read. If you do not
hear your ideas restated, you will want to revise for clarity.
Ask readers to tell you what parts of your writing they liked best and why.
You may want to expand those elements when you revise.
Discuss the ideas in your writing with your readers. Include any new insights
you gain in your revision.
Ask readers for their suggestions in specific areas, such as organization,
word choice, or examples.
You may want to take notes on your readers suggestions so you will have a
handy reference as you revise.

Tips for the peer reviewer

When you are asked to act as a reviewer for a classmates writing, the following
tips will help you do the most effective job:
Read the piece all the way throughwithout commentingto judge its over-
all effect.
Tell the writer how you responded to the piece. For example, did you find it
informative? interesting? amusing?
Jot down comments on a separate sheet of paper.
Ask the writer about parts you dont understand.
Think of questions to ask that will help the writer improve the piece.
Be sure that your suggestions are constructive.
Keep in mind that your job is not to criticize but to help the writer improve
what he or she has written.
Answer the writers questions honestly. Think about how you would like
someone to respond to you.

Tips for revising

Be sure you have said everything you wanted to say. If not, add.
If you find a section that does not relate to your topic, cut it.
If your ideas are not in a logical order, rearrange sentences and paragraphs.
Rewrite any unclear sentences.
Evaluate your introduction to be sure it creates interest, leads the reader
smoothly into your topic, and states your main idea. Also evaluate your con-
clusion to be sure it either summarizes your writing or effectively brings it to
an end.
Evaluate your word choices. Choose vivid verbs and precise nouns. Use a
thesaurus to help you.
Consider the comments of your peer reviewer. Evaluate them carefully and
apply those that will help you create a more effective piece of writing.

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Editing/Proofreading
In the editing stage, you polish your
revised draft and proofread it for
errors in grammar and spelling. Use
this proofreading checklist to help you
check for errors, and use the proof-
reading symbols in the chart below
to mark places that need corrections.
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Have I avoided run-on sentences and sentence frag-
ments and punctuated sentences correctly?
Have I used every word correctly, including plurals,
possessives, and frequently confused words?
Do verbs and subjects agree? Are verb tenses correct?
Do pronouns refer clearly to their antecedents and
agree with them in person, number, and gender?
Have I used adverb and adjective forms and modifying
phrases correctly?
Have I spelled every word correctly, and checked the
unfamiliar ones in a dictionary?

Proofreading Symbols
Lieut Brown Insert a period.
to
No one came the party. Insert a letter or a word.

I enjoyed paris. Capitalize a letter.

The Class ran a bake sale. Make a capital letter lowercase.

The campers are home sick. Close up a space.

They visited N.Y. Spell out.

Sue please come I need your help. Insert a comma or a semicolon.

He enjoyed feild day. Transpose the position of letters or words.

alltogether Insert a space.

We went to to Boston. Delete letters or words.

She asked, Whos coming? Insert quotation marks or an apostrophe.

mid January Insert a hyphen.

Where? asked Karl. Over there, said Ray. Begin a new paragraph.

Publishing/Presenting
There are a number of ways you can share your work. You could publish it in a
magazine, a class anthology, or another publication, or read your writing aloud to
a group. You could also join a writers group and read one anothers works.

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Writing Modes
Writing may be classified as expository, descriptive, narrative, or
persuasive. Each of these classifications, or modes, has its own purpose.

Expository Writing
Expository writing gives instructions,
defines or explains new terms or ideas,
explains relationships, compares one
thing or opinion to another, or explains
how to do something. Expository essays
usually include a thesis statement in the
introduction. The chart below shows
types of expository writing. You might
wish to combine several of them to
achieve your purpose in an essay.
As you write an expository essay or
report, use this checklist.
Does the opening contain attention-grabbing details
or intriguing questions to hook the reader?
Have I provided sufficient information to my audi-
ence in a clear and interesting way?
Have I presented information in a logical order?
Have I used appropriate transitional words and
phrases?
Have I checked the accuracy of the information I
have provided?
Have I defined any unfamiliar terms and concepts?
Are my comparisons and contrasts clear and logical?
Have I supplied a satisfactory conclusion?

Type Definition Example

Process explanation Explains how something happens,
works, or is done, using step-by-
step organization
Cause and effect Identifies the causes and/or effects
of something and examines the
relationship between causes and
effects
Comparison and contrast Examines similarities and differ-
ences to find relationships and
draw conclusions
Building a hypothesis Uses patterns of facts to offer
explanations or predictions and
tests the hypothesis
Problem and solution Examines aspects of a complex
problem and explores or proposes
possible solutions
The steps one young director took
to make his first film
The cause of the recent trend
toward low-budget independent
films
How the features of a typical
independent film compare with
the features of a high-budget
action film
More (or fewer) independent
films to be made in the future
Ways in which young filmmakers
can obtain funds to get their films
made

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Descriptive Writing
Description recreates an experience
primarily through the use of sensory
details. However, good descriptive writ-
ing is more than just a collection of
sensory details. A writer should always
strive to create a single impression
that all the details support. To do so
requires careful planning as well as
choices about order of information,
topic sentences, and figurative
language.
Use the checklist at the right as you
revise your descriptive writing.
Narrative Writing
Narrative writing, whether factual or fic-
tional, tells a story and has these ele-
ments: characters, plot, point of view,
theme, and setting. The plot usually
involves a conflict between a character
and an opposing character or force.
Use this checklist as you revise your
narrative writing.
Persuasive Writing
Persuasive writing expresses a writers
opinion. The goal of persuasion is to
make an audience change its opinion
and, perhaps, take action. Effective per-
suasive writing uses strong, relative evi-
dence to support its claims. This kind of
writing often requires careful research,
organization, and attention to language.
Use this checklist for persuasive writing.
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Did I create interest in my introduction?
Are my perspective and my subject clearly stated in
my topic sentence?
Did I organize details carefully and consistently?
Did I vary my sentences, including gerund, participial,
and infinitive structures where appropriate?
Did I order information effectively?
Have I chosen precise, vivid words?
Do transitions clearly and logically connect the ideas?
Have I used fresh, lively figures of speech and sen-
sory details?
Have I created a strong, unified impression?
Did I introduce characters and a setting?
Did I develop a plot that begins with an interesting
problem or conflict?
Did I build suspense, lead the reader to a climax, and
end with a resolution?
Did I use dialogue to move the story along?
Did I present a clear and consistent point of view?
Is my writing vivid and expressive?
Did I keep my audiences knowledge and attitudes in
mind from start to finish?
Did I state my position in a clear thesis statement?
Have I included ample supporting evidence, and is it
convincing?
Have I addressed opposing viewpoints?
Have I avoided errors in logic?
Have I used strong, specific words to support my
argument?
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Research Paper Writing

More than any other type of paper, research papers are the product of
a searcha search for data, for facts, for informed opinions, for
insights, and for new information.

Kinds of Research Papers

Three common approaches to writing a research paper are listed below.
Sometimes writers combine approaches. For example, they might evaluate the
research of others and then conduct original research.
A summary paper explores a topic by summing up the opinions of other
writers. The author of the paper does not express an opinion about the
subject.
An evaluative paper states an opinion and backs it up with evidence found
in primary and secondary sources.
An original paper is based on the writers own original researchfor exam-
ple, observation, experimentation, interviews. It leads to new insights or
information about the topic.

Guidelines for Writing a Research Paper

A research paper is almost always a long-term assignment. Set a schedule. If you
have six weeks to complete the assignment, your schedule might look like this.
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
Editing
Prewriting Drafting Revising and
Researching and Outlining Presenting

Selecting a topic
If a specific topic is not assigned, choose a topic. Begin with the assigned
subject or a subject that interests you. Read general sources of information
about that subject and narrow your focus to some aspect of it that interests
you. Good places to start are encyclopedia articles and the tables of con-
tents of books on the subject. A computerized library catalog will also dis-
play many subheads related to general topics. Find out if sufficient informa-
tion about your topic is available.
As you read about the topic, develop your papers central idea, which is the
purpose of your research. Even though this idea might change as you do
more research, it can begin to guide your efforts. For example, if you were
assigned the subject of the Civil War, you might find that youre interested

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down to women who went to war, women who served as nurses for the
Union, or women who took over farms and plantations in the South.

Conducting a broad search for information

Generate a series of researchable questions about your chosen topic. Then
research to find answers to your questions.
Among the many sources you might use are the card catalog, the computer
catalog, the Readers Guide to Periodical Literature (or a computerized
equivalent, such as InfoTrac), newspaper indexes, and specialized refer-
ences such as biographical encyclopedias.
If possible, use primary sources as well as secondary sources. A primary
source is a firsthand account of an eventfor example, the diary of a
woman who served in the army in the Civil War is a primary source.
Secondary sources are sources written by people who did not experience
or influence the event. Locate specific information efficiently by using the
table of contents, indexes, chapter headings, and graphic aids.

Developing a working bibliography

If a work seems useful, write a bibliography card for it. On an index card, write
down the author, title, city of publication, publisher, and date of publication, and
any other information you will need to identify the source. Number your cards in
the upper right-hand corner so you can keep them in order.
Following are model bibliography, or source, cards.

Book 6 Source number

Author Settle, Mary Lee. All the Brave Promises.
Raleigh: University of South Carolina Title
City of publication/
Press: 1995.
publisher/date
of publication

Location of source Evanston Public Library D810.W754 Library of Congress

number or call number

Periodical
7 Source number
Author Chalminski, R. The Maginot Line.
Title of magazine/ Smithsonian. June 1977: 9097. Title of article
date/page number(s)

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On-line source Source number
17
Title Job Hunting Resources.
Title of database The Career Builder Network.
or project Sponsoring
CareerBuilder. organization
Date of access 14 Feb. 2001
<http://www.careerbuilder.com> URL

Evaluating your sources

Your sources should be authoritative, reliable, timely, and suitable. (arts)
The source should be authoritative. The author should be well known in
the field. An author who has written several books or articles about a sub-
ject or who is frequently quoted may be considered an authority. You might
also consult Book Review Index and Book Review Digest to find out how
other experts in the field have evaluated a book or an article.
The source should be reliable. If possible, avoid material from popular
magazines in favor of that from more scholarly journals. Be especially care-
ful to evaluate material from on-line sources. For example, the Web site of a
well-known university is more reliable than that of an individual. (You might
also consult a librarian or your instructor for guidance in selecting reliable
on-line sources.)
The source should be timely. Use the most recent material available, partic-
ularly for subjects of current importance. Check the publication date of
books as well as the month and year of periodicals.
The source should be suitable, or appropriate. Consider only material that
is relevant to the purpose of your paper. Do not waste time on books or
articles that have little bearing on your topic. If you are writing on a contro-
versial topic, you should include material that represents more than one
point of view.

Compiling and organizing note cards

Careful notes will help you to organize the material for your paper.
As you reread and study sources, write useful information on index cards.
Be sure that each note card identifies the source (use the number of the
bibliography card that corresponds to each source).
Write the page number on which you found the information in the lower
right-hand corner of the card. If one card contains several notes, write the
page number in parentheses after the relevant material.

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ing directly.
1. Paraphrase important details that you want to remember; that is, use
your own words to restate specific information.
2. Summarize main ideas that an author presents. When you summarize
several pages, be sure to note the page on which the material begins
and the page on which it endsfor example, 213221.
3. Quote the exact words of an author only when the actual wording is
important. Be careful about placing the authors words in quotation
marks.
Identify the subject of each note card with a short phrase written in the
upper left.

Avoid plagiarismpresenting an authors words or ideas as if they were

your own. Remember that you must credit the source not only for mater-
ial directly quoted but also for any facts or ideas obtained from the
source.

See the sample note card below, which includes information about careers and
goals from three pages.

12
Careers and goals
Many people "crave work that will spark . . .
excitement and energy." (5) Sher recognizes
that a career does not necessarily satisfy a
person's aim in life. (24) She also offers advice
on how to overcome obstacles that people
experience in defining their goals. (101)

Organize your note cards to develop a working outline. Begin by sorting

them into piles of related cards. Try putting the piles together in different
ways that suggest an organizational pattern. (If, at this point, you discover
that you do not have enough information, go back and do further
research.) Many methods of organization are possible. You might also com-
bine methods of organization. Three of the most common methods of
organization are described on the next page.

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Method Description
Chronological Information arranged according to when it
happened; often used in narratives and
in papers describing historical change
Cause and effect Items arranged showing how one
development directly influenced another;
often used in papers explaining why
something happened
Cumulative Items arranged according to how important
or how familiar each one is; often used in
persuasive papers and in those evaluating
results
Example
A survey of early space-race
events that led to the 1969
moon landing
An analysis of how World War II
changed the lives of African
Americans and contributed to the
rise of the Civil Rights movement
A discussion of the impact of the
discovery of the laser on surgical
techniques

Developing a thesis statement

A thesis statement tells what your topic is and what you intend to say about it
for example, World War II changed the lives of African Americans and con-
tributed to the rise of the Civil Rights movement.
Start by examining your central idea.
Refine it to reflect the information that you gathered in your research.
Next, consider your approach to the topic. What is the purpose of your
research? Are you proving or disproving something? illustrating a cause-and-
effect relationship? offering a solution to a problem? examining one aspect
of the topic thoroughly? predicting an outcome?
Revise your central idea to reflect your approach.
Be prepared to revise your thesis statement if necessary.

Drafting your paper

Consult your working outline and your notes as you start to draft your paper.
Concentrate on getting your ideas down in a complete and logical order.
Write an introduction and a conclusion. An effective introduction creates
interest, perhaps by beginning with a question or a controversial quotation;
it should also contain your thesis statement. An effective conclusion will
summarize main points, restate your thesis, explain how the research points
to important new questions to explore, and bring closure to the paper.

Documenting sources
Since a research paper, by its nature, is built on the work of others, you must
carefully document all the sources you have used.
Name the sources of words, ideas, and facts that you borrow.
In addition to citing books and periodicals from which you take information,
cite song lyrics, letters, and excerpts from literature.

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diagrams, as well as the sources of any visual aids you may include, such as
photographs.
You need not cite the source of any information that is common knowl-
edge, such as John F. Kennedy was assassinated in 1963 in Dallas, Texas.
In-text citations The Modern Language Association (MLA) recommends citations
in the text that refer readers to a list of works cited. This style of documentation is
parenthetical and consists of two main elements: the authors name and the page
number or numbers on which the information is found. Put the documentation
at the end of a clause or sentence. The parentheses that enclose it should come
before commas and periods, but after quotation marks.

Type of Source Style of Citation Example

The author is named in text.
The author is not named in the
text.
The text has more than one
author.
No author is listed (usually in
magazine articles).
More than one work by the
same author is in the paper.
You use a quotation that
appears in a work written by
another author.
You refer to a novel, play, or
poem.
You cite more than one volume
of a multivolume work.
A work in an anthology.
Put page number only in McDonald claims . . . (178)
parentheses.
Put authors last name and (Goodrich 7071)
page number in parentheses.
Put authors last names in (McKnight and Williams 145)
parentheses if all are not
named in the text.
Give title of article, or abbre- (Realism 993)
viation of it, and page
number in parentheses.
Include words from the title (Pratt, Modern Art 99102)
in the reference.
Place the abbreviation qtd. (qtd. in Dennis 47)
in before author and page.
Include: page and chapter in (Cather 72, ch. 3)
a novel;
part (if there is more than (Iliad 9.19)
one part) and line number
in a poem;
act and scene for a play, plus (Jackson 2.2.1518)
line number for a verse play
Include the volume number (Hawaii Volcano Observatory
and page number. 2:140)
Cite the name of the author (Jeffers 16)
not the anthology editor.

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Compiling a list of works cited
At the end of your text, provide an alphabetized list of published works or other
sources cited.
Include complete publishing information for each source.
For magazine and newspaper articles, include the page numbers. If an
article is continued on a different page, use
after the first page number.
For on-line sources, include the date accessed.
Cite only those sources from which you actually use information.
Arrange entries in alphabetical order according to the authors last name.
Write the last name first. If no author is given, alphabetize by title.
For long entries, indent five spaces every line after the first.
Some sample citations follow. Notice how each entry is punctuated and indented.

How to cite sources

Books
One author Settle, Mary Lee. All the Brave Promises. Charlotte: South Carolina
UP, 1995.
Two or more authors Haynesworth, Leslie, and David Toomey. Amelia Earharts Daughters.
New York: Morrow, 1998.
More than one work by Levinson, Jay Conrad. 555 Ways to Earn Extra Money. New York:
an author Holt, 1991.
. Earning Money Without a Job. New York: Holt, 1995.
One editor Baker, Russell, ed. The Norton Book of Light Verse. New York:
Norton, 1986.

Selections within books

One selection from a
book of one authors
works
One selection from a
book of several authors
works
One selection from a
collection of longer works
Bradstreet, Anne. Of the Four Ages of Man. The Works of Anne
Bradstreet. Ed. Jeannine Hensley. Cambridge: Harvard UP,
1967. 5164.
Kingston, Maxine Hong. The Grandfather of the Sierra Nevada
Mountains. American Mosaic. Ed. Barbara Roche Rico and
Sandra Mano. Boston: Houghton Mifflin, 1995. 122141.
Shakespeare, William. Cymbeline. The Riverside Shakespeare.
Ed. G. Blakemore Evans. Boston: Houghton Mifflin, 1974.

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Articles from magazines, newspapers, and journals
Weekly magazine article
Monthly magazine article
Newspaper article with
byline
Newspaper or magazine
article, no byline
Scholarly journal article
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Darr, A. The Long Flight Home. U. S. News and World Report
17 Nov. 1997: 6668.
Chelminski, R. The Maginot Line. Smithsonian June 1997: 9096
.
Wells, Ken. View from a Canoe. The Wall Street Journal
4 Aug. 1998: 1
.
Accounts of Blast at Odds. Saint Paul Pioneer Press 9 Aug. 1998:
1
.
Rubinstein, William, and Richard Levy. No Substitute for Victory.
Wilson Quarterly 21 (1997): 119120.

Electronic sources: Sources accessed by computer,

either on CD-ROM or on-line
CD-ROM
Article in reference
database
Article in electronic journal
Article at a professional site
Time Warner, Inc.: Sales Summary, 19881992. Disclosure/
Worldscope. W/D Partners. Oct. 1993.
Fresco Painting. Britannica.com Britannica. 14 Feb. 2001
<http://www.britannica.com>.
Machlis, Sharon. Bookseller Beefs Up Products, Searches.
Computerworld 2 Nov. 1998. 17 Dec. 1998
<http://www.elibrary.com/search.cgi?id=119940369x0y6229w3>.
Botany Libraries Home Page. Harvard University Herbaria. 14 Feb. 2001
<http://www.herbaria.harvard.edu/Libraries/libraries.html>.

Other sources
Radio/television Adams, Noah. Interview with Wendell Berry. All Things Considered.
interview Natl. Public Radio. WBEZ, Chicago. 24 Dec. 1998.
Television or radio The Cost of Winning at All Costs. Dateline NBC. NBC. WMAQ,
program Chicago. 31 July 1998.

Preparing a manuscript
Follow the guidelines of the Modern Language Association when you prepare the
final copy of your research paper.
Heading On separate lines in the upper left-hand corner of the first page,
include your name, your teachers name, the course name, and the date.
Title Center the title on the line below the heading.
Numbering Number the pages one-half inch from the top of the page in
the right-hand corner. Write your last name before each page number after
the first page.
Spacing Use double spacing throughout.
Margins Leave one-inch margins on all sides of every page.

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Business and Technical Writing

Business writing and technical writing are specialized forms of exposi-
tory writing.

Business Writing
Business writing might include documents such as letters, memorandums,
reports, briefs, proposals, and articles for business publications. Business writing
must be clear, concise, accurate, and correct in style and usage.

Business letters
Three common types of business letters are inquiry or order letters, complaint
letters, and opinion letters. Whenever possible, address your letter to a specific
person. Business letters are usually written in one of two forms: the modified
block form (illustrated below) or the full block form.

66 Glenwood Drive
Teller, NJ 07324
June 8, 20___
Ms. Barbara Neill
Personnel Manager
Riverside Press
35 Clinton Road
Rutledge, NJ 07321

Dear Ms. Neill:

I am writing to express my interest in the summer word processing position,
which you advertised in the Rutledge Herald of June 6.
I have a great deal of word processing experience. This past semester, I typed and
formatted every edition of our monthly school newspaper, The Teller High News. Mr.
John Greene, faculty adviser to the newspaper, praised my neatness, attention to
detail, and ability to work quickly under tight deadlines.
I would be available to work full-time from the end of June until the beginning of
September. I will be available for an interview at your convenience.

Yours truly,

Michael Costello

Memos
A memorandum (memo) conveys precise information to another person or a
group of people. A memo begins with a heading block. It is followed by the text
of the message. A memo does not have a formal closing.

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TO: All interested students

FROM: Rebecca Riley

SUBJECT: New municipal basketball court hours

DATE: April 5, 20___

Municipal basketball courts will now be open until 9:00 P.M. seven days a week.

Proposals
A proposal describes a project the writer wishes to undertake. It is presented to
the person or persons responsible for making a decision in that area. A proposal
presents the advantages of the plan and provides an overview of the idea. The
paragraphs below were written by a committee of high school seniors and sub-
mitted to the principal.

Proposal: Several members of the junior class would like to start a community volun-
teer program and are asking for the support of the Teller High School administration.

Four organizations are interested in participating in the program: the Learning

Center preschool, St. Anns Nursing Home, Little Ones Daycare, and Lakeside Hospital.

Schedule:

January 15 Administrative approval

February 1 Start recruitment drive for volunteers

February 15 Contact organizations and work out tentative schedules

March 1 Meet with volunteers and make assignments

Technical Writing
Technical writing is a type of expository writing that informs readers about spe-
cialized areas of science and technology. It is practical and objective. The follow-
ing material is from a product information letter:

Antibody protocols include

technical assistance in choosing appropriate peptide sequences
purification of all peptides for antibody production to >90 percent
synthesis of peptides up to 18 amino acids
mass spec verification of all peptide sequences
from Quality Controlled Biochemicals, Inc., Product Information

WRITING HANDBOOK
R77