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    English 1101. Preface Combined

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    NH
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    © All Rights Reserved
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    earn S(T US Soe isa Tt USED BOO i SS. m1 AU “The attention to the process of writing is superior to other writing textbooks. The attention to different types of learners, especially visual learners, is particularly useful. The text is linear, succinct, and student friendly.” —Alison Reynolds, University of Florida Brief Contents PART 4 one Reading, Writing, and Learning for College Success 1 ‘Succeeding in College 2 iting in Cotage 23 Reacing and Responding to Text 40 ‘Thinking Critically about Text and Visuals 73 Strategies for Writing Essays 97 Prewtng: How to Find and Focus Ideas 98 Developing and Supporting 8 Thesis 118, Drafing an Essay 138 Wiring fective Paragraphs 259 Revising Content and Organization 274 Eling Sentences and Words 194 Patterns of Development 215 ‘An Introduction to Patterns of Development 216 Narration: Fecourting Everts 229 Description: Portraying People, Places, and Things 263 lustretion: Explaining with Examples 257 Process Analysis: Explaining How Something Works ors Dove 330 ‘Comearison and Contrest: Showing Sinlarties and Differences 365 Classification and Division: Explaining Categories and Parts 400 Definition: Expaining What You Meen 429 (Cause and Effect: Using Reasons and Results to Expain 459 Reading and Writing Arguments 499 Reading arguments 500 Wiring Arguments 526 Writing with Sources 557 Planning @ Research Project and Evakiating Sources 558 Finding Sources, Taking Notes, and Syrthesieing 574 Drefting, Revising, and Formatting a Research Project 598 Academic and Business Applications 657 Reading and Writing about Literature 658 Essay Examinations and Frtfolios 689 ‘Murtimedia Presentations and Business Writing 706 Handbook: Writing Problems and How to Correct Them 719 NTSC TT Oo) errant maT CIN RE 0-0 C0 9-V QT co KATHLEEN T. MCWHORTER —NEW TO THE SIXTH EDITION, ‘The main goal ofthe revision —based on feedback from experienced instructors famil- jar with the needs of today’s students —was to focus on four key areas 1. Reading and thinking critically, including reading to write, synthesis, using research to support the students’ own ideas, and other skills 0 necessary to writing effectively in college Readability ofthe instructional text, so important to conveying key concepts that students will need to apply and practice throughout the course 3. Updated content and selections that students will find engaging and relevant, that reflect current practices and che kinds of readings students are likely to encounter in other classes, and that make good rhetorical models, including compelling professional selections and effective seudent essays 4, Online selections, tutorials, and practice chat take advantage of what the Web can do wo reinforce key concepts, reach resistant readers, and appeal to students with nonverbal learning styles 2, [ address these core areas through the following new or enhanced features: New! More writing, right from the beginning. Chapter I now includes 2 reading selection, “The New Marshmallow Test: Students Cant Resist Multitasking,” that addresses an issue pertinent to many students’ success in college. This relevant reading selection in the first chapter provides students with the opportunity to practice reading and responding right from the beginning. Now! Enhanced coverage of synthesis. Because synthesizing ideas is crucial ro ‘writing effecively in college, the text now offers even more coverage of synthesis: + Chapter 3 shows students how to synthesize a writer’ ideas with their own to create a thoughtful response. Chapter 4 demonstrates how students can use synthesis to challenge and inter rogate a text. *+ Chapter 5 provides instruction on using synthesis as a way to discover ideas about a topic. ‘Chapter 6 shows students how to use synthesis ro generate a working thesis, ‘Chapters Ito 21 end wich a box that encourages students to synthesize ideas across readings. These boxes include activities and essay assignment ideas co give students practice in this imporeant skill Chapter 22 highlights synthesis as an expectation implicit in all researched writing ‘Chapter 23 emphasizes the role synthesis plays in joining the conversation on a topic. Chapter 24 emphasizes the role of synthesis in writing the research project, including using synthesis categories or a graphic organizer to organize ideas and evidence and write the project. *+ Chapter 26 suggests using synthesis asa study strategy. PREFACE xi PREFACE New! Enhanced coverage of critical thinking and reading to write. Chapter 3 has been revised to focus readers’ attention on reading to write, wich a new Guide to Responding to Text that helps students analyze the response assignment, synthesize the writer's ideas wich the studenc’ own ideas, and analyze the reading in order to respond ing. The chapter also includes coverage of analyzing student essays in prepara- tion for the kind of peer-review activities common to the composition classroom. Chapter 4 has been expanded to help students learn to approach texts of all kinds wich critical eye, providing new strategies in each of the following areas: * examining the author’ use of inference, * analyzing how the author uses evidence to support opinion, + analyzing the author’ tone and use of language, including connotation and figu- rative language, as well as of cuphemisms andl cloublespeak, + cxamining the assumptions and generalizations the author males, and + using partes of development and synthesis to think critically about cext. New! A chapter on mixing the patterns. Because most writing, especially the ‘writing students will be reading in college courses, uses more than one pattern of devel- ‘opment, Part 3 now opens with a chapter chat provides an overview of the patterns and shows how writers use multiple patterns to achieve their purposes with their readers. It guides scudents in choosing a primary pattern that best helps them achieve their pur- ppose and convey their message, and shows them how to use secondary patterns co fut ther develop their ideas and make them compelling for readers. New! More visual, concise, and easy-to read format. ‘The entire book has been edited to make instructional content easier to access and absorb, with more direct pose, more scannable list, and more highlighting and annotating to help students glean what is important at a glance. The Guided Writing Assignments, roo, have been converted into.a more visual, step-by-step, graphic format, to enable students to get an overview of the entre process, and idencify more eadily chose portions to which they need to pay particular attention, New! Updated professional and student readings. ‘Ihe print book includes rineteen new professional reading selections and five new essays by student writers. The new readings deal with important contemporary issues, such as why we cant learn effectively while multitasking, why we cant resist junk food, and how the labels we'te assigned come to defi ssi scholarly selections, such as “The Psychology of Scuff and Things” and “Dining in the Dark,” as well as selections by renowned scholars such as Franz de Waal, Sherry Turkle, and Amieai Etzioni give students practice with the kinds of readings they will be expected to tackle in college courses, with some also demonstrating effective use of sources. ‘The five new student essays discuss topics such as a Mexican student's experience of "being double,” privacy in a surveillance culture, the uses and abuses of Facebook, and the effects of file sharing on the music business, New multimedia readings in LaunchPad (available free when packaged with the book) —one for each of the ten rhetorical modes plus onc that demonstrates a mixing ‘of modes —range from a video narrative aboue a surprising, if accidental, revelation to a podcast that explains why movie sound effects have become so gruesome. New! Updated coverage of research writing. Revised coverage of research write ing in Pare 5 now emphasizes the importance of using sources to make the students ‘own ideas convincing to readers. This emphasis can be seen in coverage of: * choosing the types of sources (primary versus secondary, scholarly versus popular versus reference, books versus articles versus media) that are most appropriate «0 the writing sicuation, evaluating sources for relevance and reliability, using the critical reading tools covered in Part 1, ‘working with sources to take careful and useful notes that avoid plagiarism and include source information, *+ working with sources to evaluate notes and synthesize information from sources to create original work, and scructuring a supporting paragraph in a escarch project to make sure each body paragraph states the student’ idea, uses information from sources to support that idea, explains how the source information relates to the student's main point, and uses in-text citations to clealy differentiate the student’ idcas from those ofthe source authors. ‘New online tutorials in LaunchPad demonstrate how to avoid plagiarism and how to cice just about anything, and LearningCurve activities provide useful practice in work ing wich sources, Both che online rutorials and LearningCurve activities in cleven core topics are available free when LaunchPad is packaged with the tex. New! Updated coverage of online presentations and business writing. Chap- tet 27 has been updated to include a revised discussion of best practices for making presentations using PowerPoint and Prezi. Coverage of business writing now empha- sizes writing and delivering business correspondence online. ACKNOWLEDGMENTS A number of instructors and students from across the country have helped me to develop and revise Successful College Writing. [ would like to express my gratitude to the following instructors, who served as members ofthe advisory board forthe first edition, “They provided detailed, valuable comments and suggestions about the manuscripe as well as student essays and additional help and advice during its development: Marvin Austin, Columbia State Community College: Sarah H. Harrison, Tyler Junior College; Dan Holt, Lansing Community College: Michael Mackey, Community College of Denver; Lucille M. Schultz, Universicy of Cincinnati; Sue Serrano, Sierra College; Linda R. Spain, Linn-Benton Community College; and Jacqueline Zimmerman, Lewis and Clark Community College. I would also like to thank the following, instructors and their stadents, who class-tested chapters from Succesfl College Writing and. pro- vided valuable feedback abouc how its features and organization worked in the class- room: Mary Applegate, D'Youville College; Michael Hricik, Westmoreland County Community College; Lee Brewer Jones, DeKalb College; Edina Jordan, Illinois Cen- tral College; Susan H. Lassiter, Mississippi College; Mildred C. Melendez, Sinclair Community College; Steve Rayshich, Westmoreland County Community College; PREFACE xl xvi PREFACE Features of Successful College Writing, 6e, Correlated to the Writing acre CRON R CU ee Cee Desired Studont Outcomes Rolevant Features of Successful Colloge Welting Rhetorical Knowledge Learn and use key theoretical + Chapter 1: Covers academic expectations (pp. 2-20). concepts through analyzing and * Chapter 2: Discusses the range of stings in which college students wil be expected ‘composing a variety of texts. ro write, the types of writing college students ae likely ro encounces, and the kinds of writing employers ae likely co be expected co produce (p. 25) stscgies for succeeding ina range of writing sicuations, especialy wecing in college (pp. 25-30). Chapter 3: Offers advice for reading academic and ocher challenging texts, including instruction on active reading (previewing, annotating, summarizing, and keeping a response journal) and critical reading (pp. 40-72). Chapter 4: Offers advice for reading tests and visuals rita inching drawing easonable inferences (pp. 74-75}, assessing che evidence (pp. 76-77) distinguishing fax from opinion (p. 78), analyzing the author's language (pp. 78-81), and eading photos and graphics actively and crcally (pp. 88-95) + Chapeessin Pars 3 and 4 Includes reading selections for avariery of audiences, fiom popular to more scholarly, followed by scaffolded apparatus eo help students read actively and critically (ee for example, “The Poychology of Stuff and Things” pp. 356-61); writing esays using a variety of rhetorical modes (see the Guided ‘Wrting Assignmenc and student essay in Chapter 15, pp. 343-48, for example); "Scenes from College and che Workplace” boxes (for example, on p. 264) [Abo includes multimedia selections (one per mode), on topes from across the disciplines (ia Launch?) 1 Par 5: Offers advice for writing using sources and citing source in MLA and APA, sole + Part 6: Offers advice about writing in specific scade “Reading and Writing about Literature’; Chapter 26, “Essay Exartnations and Porcfolios’); and about writing in the workplace (Chapter 27, "Mulkimedia Presencations and Business Wiiting”) ic contexts (Chapter 25, Gain experience reading and + Chaper 2 Covers reading a slabs (pp. 26-28) ‘composing in several genres ‘+ Chapzer 3: Covers reading and analyzing diferent genres, including the writing of ‘to understand how genre other stadents (pp. 40-72). conventions shape and are shaped * Chapter 4i Orfes instruction in reading cexs critically and reading visuals (bot by readers’ and writers’ practices images and graphics) actively and critically (pp. 73-96). ‘and purposes. ‘+ Chapeers 20-21: Covers eading arguments (pp. 499-525) and writing argursents (pp. 526-56), (Chapter 24 Covers writing a research project with example research projects in MLA and APA style (pp. 598-656) (Chapter 25: Waiting literary analyses, with sample essays (pp. 658-88) (Chapter 26: Covers writing essay examinations, wth sample esay answers {pp. 689-88), ‘+ Chapeer 27: Covers eating multimedia presentations using presentation sides (PowerPoinc and Prexi) (pp. 706-13): waiting résumés and job application lecers: and writin in electronic media for business (pp. 713-18) “Additional source, avaiable fee when packaged withthe rexe. Seep for deal. Desired Student Outcomes Rhetorical Knowledge Develop facility in responding to a variety of situations and contexts calling for purposeful shits in vice, tone, level of formality, design, medium, and/or structure. Understand and use a variety of technologies to address a range of audiences. ‘Match the capacities of different ‘environments (e.g. print and electronic) to varying rhetorical situations. PREFACE xvil Relevant Features of Successful College Writing CChaprer 4 Covers edn ceil, parity by paying renin othe authors ase of language (pp. 78-81. | Caper 5: Ofer technique for generating ies that ate appropriate the wring | station (pp. 98-117) Caper 10: Ofer instrscon on editing word and senencs, inhading eng 0 crete an appropriate one and fev! of diction (pp. 206-10), CChaper 24 Covers ppropiate formas for wring paper asing oures, in MLA and APA ste (p. 558-656). Caper 27: Covers appropriate busines writing fomats and pes for ésumés job application leer and eleconie busines corexpondence pp. 713-18); ‘propriate design nd fornaring of slides in presentation soar, suchas PewesPaine and Pe (p. 706-13) Shape (va LaunchPad": Inches mori tal wading and dig ting LearingCare sve ince reading, opi sentences nd suppording els, opis and min ideas, an es of comers. Chaper 10; Discusses computer-aided proofreading (including the pil frying coo hewlly on spelcheck and gemma chck sofware (213), Par 3 and 4 a LanchPad") Inches maimed ston in cach ofthe modes of development rom aro the dipline. Par a Launch) Ofer coin documenting and working wth sources inbotk MLA and APA syle. Chaps 27 a Lanchtad) Of oi in king multimedia prsemacons, job searching and personal branding (Chapter 2: Covers writing and resezsching online (pp. 23-24), (Chapeer 4 Covers wing appropriate formats (MLA or APA) for writing a paper using sources (pp. 598-656). (Chapter 26: Covers sing print and digital porsfoios for assessment and lezning. CChapeer 27: Covers planing, drafting, and delivering « mulsimedia presentation sing visual aids (objects and presentation slides), whether face 10 face or via the ‘Web (pp. 705-13); creating effective resumes and job application eters, whether printed or uploaded clectonically, and using electronic media for business waiting (pp.713-18). i viualizing composition 2.0" loeracive assignments and guided analysis, practice ‘with malimedia texts, Inaructor’s Resource Manuat for Sues College Writing, Sih Ralion (or Inseructors): Covers teaching and leaning online (pp. 20-22, 147-48). LaunchPad*; Offers tutorials on digital writing, including phozo and audio editing, ‘making presentations, word processing, using online research tols, and job satel personal branding "Additional resource, avilable free whe packaged with Une text. Se p.m for detail vill PREFACE Giticel Thinking, Reading, and Composing Use composing and reading for inquiry, learning, critical thinking, end communicating in various srotorical contexts. Read a divorse range of foxts, attending especially to lationships between assertion and evidence, to patterns of organization, to interplay between yetbal and nonverbal elements, and to how these features anction for different audiences and situations. Relevant Features of Successful College Writing *+ ‘The entte book is informed by che connection berween reading critically and vwrting etively. *+ Chapter 2: Covers the importance of reading and wting for college suc and the distinctive qualities and demands of academic reading and weting. (Chapter 3 Covers eading actively (pp. 43-60) by undemcanding and responding to reading in writing (pp. 60-65); analyzing and responding co other student! writing (pp. 69 * Chapter Covers thinking eicallyaboue text and images by analyzing the authors ideas (pp. 74-78), use of language (pp. 78-82), assumptions | generalizations, and omissions (pp. 82-85), syacheszing ideas (pp. 87-88): and analyzing photographs and graphics by rading them actively and cially (@p. 88-95). Via LaunchPed": Offers tutorials end activities in Leatning Carve on reading eitclly Pars 3 and 4: Covers chinking ecallyaboue the Featuse f the gene, including ‘thinking cially about characterise laws in the chapers pattern for example, the Making Connections box on p. 277, and the Sytheszing Ideas box on p, 296). Chapter 3: The ene chape: cuss on satis fr reading and seponding to ‘excand visuals including understanding expecstios for eating academic texts and texts wet in a arty of genres or purpors (pp. 4). + Chaper 4: Toludes coverage of asesing evidence (op. 76-77), dsingishing ‘berscen fet and opinion (p78), the roe patterns of development play (9p. 86-88), and the role illastrations (ghotographs end graphs) payin writing p. 88-99), (Chapter 5 Tncldes coverage ofthe importance of audience, purpose, point of view | genre and medium in reading and writing (pp. 103-07) hapter 6: Emphasizes the importance of supporting thes with evklence Chapter 8: Focuses onthe elaonship beeneen a pragraphs topic and use of supporting evidence. Pars 3 and 4: Each ofthe chaper in these parts focuses on pacer of| onganization, with each including section that aks sedents to consider the role of the audience and station (s= Chapter 13, pp. 276-78, for example.) Readings in these chapters range from popula to accesible schol elections (ee "The Bain ofthe Animal Kingdoms," pp. 302-05, “The Pechology of Su and Things” pp. 356-61, for eample)} Where appropriate acts fllowing the readings lo ak sudencs co think eraly abou the reationship between text ae inal Gee Chaper 15, pp. 362-63, for example). Via LaunchPed®, cach chapter dnchudes s mulimedia reading clecon with seafolded atts that challenge scudents to analyze the section and ts wie ofthe medium in which twas created + Chapcer 20: Covers supporting an arguable claim (p. 504), appeals (pp. 505-6), and responses to alternative views (pp. 506-7). Chapcer 24 Address appropriate tone for enysaddesed wo academic audiences (p 603, she tole of esos and evidence in supporting the wits ies (pp. 605, 608-12) tional resource, avallable Fee when packaged with the text, Seep. wi for deals. PREFACE xix Desired Student Outcomes. Relevant Features of Successful College Writing cri linking, Reading, and Composing Locate and evaluate (for credibility, + Chapter 4: Focuses on analyzing selection cially, inching atsessing the qualicy sufficiency, accuracy, timeliness, ofthe evidence and the authors use of language o discover bits a ful reasoning bias, and so on) primary and (p. 74-78). secondary research materials, *+ Chapter 22: Emphasizes choosing appropriate source types fo the project (primary including journal articles, essays, vs secondary sources, p. 566; schol ws. popular sources, pp. 365-68; books books, databases, and informal antes ws. media sources, pp 368-69); evahsating sources for relevance, including, | electronic networks and Internet timeliness and appropriateness for the audience (p. 568), and relabily, inluding sources. fairness and objectivity, verifiable, and bias (pp. 570-71). + Chapter 23: Provides instruction on using library resoures including using key words effectively for searching catalogs and databases (pp, 576-81), using and choosing appropriate research tools suchas subject guides, government dacumenss, Linsers, newsgroups, and 50 on (pp. 581-84), and conducting field research (pp. 584-85). Use strategies —such as + Chapter 3: Covers a varery of strategies, including synthesis, response, and erique interpretation, synthesis, In ts Guide co Responding o Text (pp. 60-55) response, critique, and design/ seer 4: Covers using synthesis and other techniques ro tead extcally redesign-—to compose texts that (pp.74-78). integrate the writer's ideas with + Chapters 12-19: Each chapter concans a section on thinking cxccallyaboue the those from appropriate sources. therorical mode (see Ch. 13, p. 277, for example) and a “Synthesizing Ideas” box (ee Ch, 13, p. 296, for example). The apparatus following ceding scion in the second half ofeach chapee alo includes activites for analying the writers cechnique chinking ric about che hetorel mode, and sexponing to she reading we Ch. 12, pp. 293-98). CChaprer 23: Covers evaluating notes and syshesaing sources pp. 592-95) ‘Chapter 24: Cones integrating infomation fom sours with the stent? ‘own ideas (pp. 605-08): negating quotations, parses, and sumaies (pp. 608-12) wile avoiding plagiarism (pp 602-03). Via LaunchPa, cot in documenting and wosking wih sours ar valabe ‘te: vimaicing aur Toil and practice on ching all kinds of ource. Processes a = a Develop a writing project through + Parc 2: Chapter 5 focuses on finding and focusing ideas Chapter 6 developing ‘multiple crafts. and supporting a thess; Chapter 7—organizing and drafting an esay; Chaprer 8—writing focused, wel supported paragraphs Chapter 9— revising an esa for content and organization, including benefits and processes of per evsing: Chaprer 10—reading and revising 2 draft crtcally: One student’ writing process, from idea ‘generation dough revision, is depiczed across che chaprers in Part 2. + Pars 3-4 The Guided Writing Assignments in each chapter sess the writing proces. (Se, for example, Ch. 15, p. 343-48.) ret 26: Coverage of developing a portfolio emphasizes the importance of demonstrating and seflecring on the writing process (pp. 698-701). Ponfelio Keeping, Second Edition': Emphasies the importance of portfolio keeping asa reflection ofthe writing processes, ‘Additional :esoute,zvalable fice when packaged with the text. Seep. mii for deals "Avalable asa select value package. Se ps for more informtion XX PREFACE Desired Student Outcomes Relevant Features of Successful College Writing Processes Develop flexible strategies for ‘Chapter 2: Inuoduces the Idea of eacning styles (pp. 30-39). reading, drafting, reviowing, Parc 2: Provides an overview of che writing proces, with activities and student Collaborating, revising, rewriting, samples punctating the proces | rereading, and editing, Paris 3 and 4A Guided Writing Assignment in each chapter offers pattrn-spcific | coverage of prewriting, drafting, revision, editing, and proofteading (for example, pp. 343-48). Learning styles options (sep, 89, for example) provide opportunities to allor the writing process to the miter’ needs ‘Chapter 26; Coverage of developing 2 portfolio emphasizes the importance of ‘demonstrating and reflecting on the stadent’s writing process (pp. 698-701), Poifolio Keeping, Second livin: Emphasizes the importance of porflio beeping as a reflection ofthe writing proces. ‘Chapter 5: Covers finding and focusing ides. | ‘Chapter 9: Focuses on revising for content and organization arts 3-4: The chapcers in these pares offer pattcn-specific coverage of prewsiting,

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