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Lunsford
EIGHTH EDITION
Make something happen in the world.
Reflecting on all the writing you create can help you
get the results you want the next time you write —
whether you’re composing a print essay, a tweet,
a classroom presentation, or a YouTube video. Get
to know all that’s in your book so you can use it to
answer your writing questions and get encouragement
The
The
when you’re stuck.
St. Martin’s
St.
Handbook
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BEDFORD
ST. MARTIN’S Andrea A. Lunsford
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Preface
For decades now, it seems, I have been saying, “These are exciting times for writ-
ers and teachers of writing.” And they have been exciting. But today, the word
exciting scarcely begins to convey the wealth of opportunities at hand. Student
writers are engaging with new literacies and with multimodality, creating argu-
ments not simply as academic essays but as documentaries, videos, podcasts,
visual collages, and much, much more. In fact, many teachers and researchers
today regard all writing as multimodal: even a print text that relies only on words
engages not only that linguistic mode but also the visual mode through layout,
fonts, use of white space, and so on. Colleges and universities increasingly reflect
this focus on multimodality, as Writing Centers become Writing and Speaking
Centers or Writing, Media, and Speaking Centers. And writing teachers are
working with a whole new range of media and genres as well, learning how to
teach and assess the products of “new literacies” — while still holding on to the
best of the “old” literacy, with its emphasis on carefully structured argument and
analysis, academic essays, and traditional print texts.
Are student writers and their teachers up to the challenges and opportuni-
ties offered today? Absolutely. Research I (and lots of others) have done shows
that student writers are already far ahead of us in terms of engaging new lit-
eracies outside of school, that they are thinking in sophisticated ways about the
worldwide audiences they may now address, and that they are keenly aware of
the need to adjust their messages according to audience, purpose, and context.
In such an atmosphere of excitement and change, taking a rhetorical perspective
is particularly important. In the first place, rhetoric has always been a multi-
modal art, one that attended to speaking as well as writing, to body language and
illustration. In addition, a rhetorical perspective is particularly important today
because it rejects either/or, right/wrong, black/white approaches to writing in
favor of asking what choices will be most appropriate, effective, and ethical in
any given writing situation, using any genre, any medium, any mode.
The St. Martin’s Handbook has always taken such a perspective, and the numer-
ous changes to the eighth edition reflect this tradition. Throughout, this book
invites student writers to take each choice they make as an opportunity for critical
engagement with ideas, audiences, texts, media, and genre. But as I’ve incorpo-
rated new material, I’ve been careful not to lose sight of the mission of any hand-
book: to be a relevant and accessible reference for students and instructors alike.
Research for The St. Martin’s Handbook

From the beginning, The St. Martin’s Handbook has been informed by research
on student writing. The late Robert J. Connors and I first began work on The

vi Preface
St. Martin’s Handbook in 1983, when we realized that most college handbooks
were based on research into student writing conducted almost fifty years ear-
lier. Our own historical studies had convinced us that student writing and what
teachers think of as “good” writing change over time, so we began by gathering
a nationwide sample of more than twenty-one thousand marked student essays
and carefully analyzing a stratified sample to identify the twenty surface errors
most characteristic of contemporary student writing.
Our analysis of these student essays revealed the twenty errors that most
troubled students and teachers in the 1980s (spelling was by far the most preva-
lent error then) as well as the organizational and other global issues of greatest
concern to teachers. Our findings on the twenty most common errors led to sec-
tions in The St. Martin’s Handbook that attempt to put error in its place, present-
ing the conventions of writing as rhetorical choices a writer must make rather
than as a series of rules that writers must obey.
Every subsequent edition of The St. Martin’s Handbook has been informed
by research, from a national survey of student writers on how they are using
technology, to a series of intensive interviews with students and focus group ses-
sions with first-year writing instructors, to a nationwide study for which Karen
Lunsford and I replicated the research Connors and I did twenty-five years ago.
Our “ ‘Mistakes Are a Fact of Life’: A National Comparative Study” appeared
in the June 2008 issue of College Composition and Communication. In sum, this
study found that students are writing much longer essays than they were twenty-
five years ago; that they are tackling more cognitively demanding topics and
assignments, usually focusing on argument; and that the ratio of errors per one
hundred words has not gone up but has remained almost constant during the
last one hundred years (according to every national study we could find). While
students are not making more mistakes, however, we found that they are mak-
ing different ones — especially having to do with the use of and documenta-
tion of sources. And in an ironic note, we found that while spelling errors have
decreased dramatically with the use of spell checkers, the number of “wrong
word” mistakes has risen — partly because of spell checkers suggesting that
wrong word! Finally, in the midst of national hand-wringing over the damage
texting, chatting, and blogging are doing to writing, our study showed that stu-
dents in first-year writing classes, at least, know perfectly well when to write
“LOL” or “GTG” or a host of other shortcuts and when such Internet lingo is
inappropriate for their audience, purpose, and context. (You can find articles
detailing my research with Bob Connors and with Karen Lunsford in From
Theory to Practice: A Selection of Essays by Andrea A. Lunsford, available free
from Bedford/St. Martin’s.)
These findings are borne out by a five-year longitudinal study of both in-class
and out-of-class writing (in any medium or genre) I have conducted, analyzing
the writing of 189 writers. Again I saw longer pieces of writing and more analyti-
cal topics along with extracurricular writing of all kinds, from blog postings and
emails to multimedia presentations and even a three-hour “hip-hopera.” These

Preface vii
student writers were aware of themselves as writers and rhetors, conscious that
they could reach worldwide audiences at the click of a mouse; intrigued by new
concepts of textual ownership and knowledge production brought about by
collaborative programs like Google Docs and file sharing of all kinds; and con-
vinced that good writing is, as they told me over and over, “writing that makes
something happen in the world.” They see writing, then, as active and performa-
tive, as something that gets up off the page or screen and marches out into the
world to do some good. In addition, they report that their best breakthroughs in
terms of writing development tend to occur during what researcher Paul Rogers
calls “dialogic interaction.” That is, they learned most and best from interactions
with knowledgeable others, whether peers, parents, or instructors — in the kind
of give-and-take during which they could talk through ideas and get an immedi-
ate response.
In my most recent research project, I surveyed writing teachers across the
country, asking them whether they gave multimodal writing assignments and,
if so, what they were like. Some 80 percent of the teachers surveyed said that
they do give multimodal assignments, and they sent in a dizzying array of such
projects, from blogs to vlogs and everything in between: wikis, illustrated story-
books, podcasts and other audio essays, video, film, Twitter contests, animated
smartphone mini-lessons, “pitch” proposals for new apps, PechaKuchas, and
digital research projects, to name just a few. So while traditional academic print
texts are probably still the most common assignment across the disciplines on
college campuses today, that scene is rapidly changing.
So today, nearly thirty years after I started working on The St. Martin’s
Handbook, I am more optimistic about students and student writing than ever.
That optimism and the findings of my most recent research inform this eighth
edition of the text. As always, this book seeks to serve students as a ready refer-
ence that will help them make appropriate grammatical, syntactical, and rhe-
torical choices. Beyond this immediate goal, though, I hope to guide students
in understanding and experiencing for themselves the multiple ways in which
truly good writing always means more than just following any set of rules. Truly
good writing, as the students in the longitudinal study of writing insisted, means
applying those rules in specific rhetorical situations for specific purposes and
with specific audiences in ways that will bring readers and writers, teachers
and students, to spirited conversation as well as to mutual understanding and
respect.
New to this edition

A new approach to U.S. academic English. International students and
Generation 1.5 English speakers aren’t the only students puzzled by English
structures and academic genres. Following best practices in the field of com-
position and rhetoric, coverage of these topics in The St. Martin’s Handbook is

viii Preface
integrated throughout this edition so that the information is accessible to stu-

dents from all language and educational backgrounds. Students can benefit from
learning more about academic genres and formal English structures, and from
understanding more about other Englishes used by their classmates, co-workers,
and neighbors. The advice for multilingual writers comes from expert contributors
Paul Kei Matsuda and Christine Tardy. Look for the “Multilingual” icon to find
Multi- content of particular use to multilingual writers, or see the directory
Lingual on p. 814.
An awareness that today’s academic writing goes beyond print. My

conversations with instructors nationwide show that students engage eagerly
with the many new kinds of academic projects they are asked to create — from
blogs and wikis to presentations and PechaKuchas — but that they still need
help composing such work for academic audiences. Advice in The St. Martin’s
Handbook never assumes that students are producing only traditional print proj-
ects for their coursework. Updated chapters (in the new part “Designing and
Performing Writing”) help students make decisions about design, functional-
ity, and style to create rhetorically effective multimodal texts. Model student
writing in the print book and in the accompanying LaunchPad media includes
presentations, Web pages, essays with live links, and other digital-first texts as
well as print-based genres such as essays, research projects, and analyses.
An explicit focus on reflection to make learning stick. Most chapters

begin with a “Connect, Create, Reflect” box that teachers can incorporate into
their classroom activities or assignments and that students can use on their own.
In each box, the “Connect” question makes explicit connections between the
material in the chapter and material elsewhere in The St. Martin’s Handbook,
encouraging students to become familiar with the handbook and use it to answer
their writing questions. The “Create” suggestion asks students to produce some
kind of text, and the “Reflect” prompt asks students to think about their own
writing processes. Most chapters also end with “Thinking Critically” exercises
that encourage additional reflection. And throughout the “Writing Process”
chapters (Chapters 1–6), I’ve included explicit reminders to reflect — see, for
instance, section 4m, “Reflecting on your writing,” on p. 92.
More help with academic reading. Because reading in print isn’t the same
as reading online, I’ve added a new section 7a, “Reading print and digital texts,”
to give students tools to understand and adapt to the differences. And because
reading scholarly work, such as an article in a journal, will be necessary for most
students throughout their academic years, I’ve worked with two students who
modeled the critical reading process — previewing, annotating, summarizing,
and analyzing an assigned journal article (7b–e).

Preface ix
A focus on the “why” as well as the “how” of documenting sources. New

coverage of the basics of various documentation styles helps students under-
stand why academic work calls for more specific citation than popular writing,
how to tell the difference between a work from a database and a work online,
why medium matters, and more. And additional visual help (including color-
coding) with documentation models makes it easy to see what information writ-
ers should include in citations.
Integrated, interactive, assignable digital content. The LaunchPad for

The St. Martin’s Handbook takes advantage of all the Web can do. You’ll find
videos of student writers talking about their work, with prompts asking students
to reflect on their own processes; texts by student writers in multiple genres
with activities for analysis and reflection; tutorials and visual exercises; and
LearningCurve adaptive quizzing activities that students can use to practice on
their own. LaunchPad for The St. Martin’s Handbook is available free with the
purchase of a new book. See pp. xi–xiii for details.
Features of The St. Martin’s Handbook

Attention to good writing, not just to surface correctness. The St. Martin’s
Handbook helps students understand that effective texts in every genre and me-
dium follow conventions that always depend on their audience, situation, and
discipline.
Help solving the most common writing problems. A nationwide study

that I conducted with Karen Lunsford — revisiting the original 1980s research
that Bob Connors and I did on student writing — shows the problems U.S.
college students are most likely to have in their writing today. In this book, a
special section on pp. 1–11 presents a quick guide to troubleshooting the Top
Twenty — with examples, explanations, and information on where to turn in
the book for more detailed information.
A focus on bridging social and academic writing. My recent research

shows that students today are writing more than any generation ever has, and
that they often make well-informed decisions in their social writing. The St.
Martin’s Handbook helps students recognize and use the rhetorical strategies
that they employ in their extracurricular writing to create more effective aca-
demic writing.
A focus on helping students produce as well as consume texts. Many

students define good writing as active and participatory; they tell me that their
most important writing aims to “make something happen in the world.” Sample

x Preface
student writing in The St. Martin’s Handbook reflects the writing students are
doing today, both in and out of class — from tweets and fundraising pages to
reports and literary analyses. And I encourage students throughout the book
to engage with issues and ideas that interest them and put their growing media
savvy and rhetorical smarts to good use!
Up-to-date advice on research and documentation. As best practices for

research continue to evolve, The St. Martin’s Handbook continues to offer excel-
lent coverage of library and online research to help students find authoritative
and credible information in any medium, plus advice on integrating sources,
avoiding plagiarism, and citing sources in MLA, APA, Chicago, and CSE docu-
mentation styles.
Comprehensive coverage of critical thinking and argument. Because

first-year writing assignments increasingly call for argument, The St. Martin’s
Handbook provides all the information student writers need to respond effec-
tively to their writing assignments, including practical advice on critical reading
and analysis of all kinds of texts, instruction on composing arguments, and two
complete student projects.
Essential help for writing in the disciplines. Student writers will find strat-
egies for understanding discipline-specific assignments, vocabulary, style, and
use of evidence, along with student writing assignments, including research
projects in MLA, APA, Chicago, and CSE styles; first-year writing assignments
in the humanities, social sciences, and natural sciences; and business docu-
ments, including traditional and creative résumés.
Unique coverage of language and style. Unique chapters on language

help students think about language in context and about the consequences that
language choices have on writers and readers. Boxed tips throughout the book
help students communicate effectively across cultures — and use varieties of
language both wisely and well.
A user-friendly, all-in-one index. Entries include both everyday words (such

as that or which) and grammatical terms (such as pronoun, which is defined in
the index), so students can find what they’re looking for quickly and easily.
Get the most out of your course with

The St. Martin’s Handbook
Bedford/St. Martin’s offers resources and format choices that help you and your
students get even more out of your book and course. To learn more about or

Preface xi
to order any of the following products, contact your Bedford/St. Martin’s sales
representative, email sales support (sales_support@bfwpub.com), or visit the
Web site at macmillanhighered.com/smh/catalog.
■■ LaunchPad for The St. Martin’s Handbook: Where

students learn
LaunchPad provides engaging media content and new ways to get the most out
of your course. Get an interactive e-book, and combine it with unique, book-
specific materials in a fully customizable course space; then assign and mix our
resources with yours.
• Multimedia selections. The St. Martin’s Handbook offers videos of student
writers talking about their own processes, with reflective prompts for low-
stakes writing; student writing in many genres with activities; and tutorials
on topics like citing sources and using tools to create multimodal projects.
• Prebuilt units — including readings, videos, quizzes, discussion groups,
and more — are easy to adapt and assign by adding your own materials
and mixing them with our high-quality multimedia content and ready-made
assessment options, such as LearningCurve adaptive quizzing.
• LaunchPad also provides access to a gradebook that provides a clear win-
dow on the performance of your whole class, individual students, and even
individual assignments.
• A streamlined interface helps students focus on what’s due, and social
commenting tools let them engage with content, make connections, and
learn from each other. Use LaunchPad on its own or integrate it with your
school’s learning management system so that your class is always on the
same page.
To get the most out of your course, order LaunchPad for The St. Martin’s Hand
book packaged with the print book free for a limited time. (LaunchPad for The
St. Martin’s Handbook can also be purchased on its own.) An activation code
is required. To order LaunchPad for The St. Martin’s Handbook with the print
book, use the following ISBN:
• with paperback book: ISBN 978-1-319-02137-5
• with hardcover book: ISBN 978-1-319-02136-8
■■ LaunchPad media contents for The St. Martin’s

Handbook
To see a detailed list of the media activities that are available with this book, go
to macmillanhighered.com/smh8e, and click on the Resources tab.

xii Preface
Student writing models

Annotated bibliography: Chan MLA research project: Craig
Annotated bibliography Pitch package: Jane and Burke
(reflective): Sriram Presentation: Song
Annotations of scholarly article: Researched argument project:
Sanchez and Lum Mercer-Golden
APA research project: Bell Résumés: Lange
Blog post: Nguyen Review of literature (biology):
Chicago research project: Rinder Hays
Close reading (literature): Sillay Review of literature
Cover letter: Kung (psychology): Redding
Critical reading: Song Review of literature (public
health): Bell
CSE research project: Hays
Rhetorical analysis: Ateyea
Early draft: Lesk
Synthesis project: Warner
Final draft: Lesk
Web site: Dart
Lab report (chemistry):
Goldberg
Videos of student writers

Brain mapping [on clustering]: Improving with practice: Ly
Nguyen It’s hard to delete things: Song
Correctness in context: Lessons from being a peer
Bridgewater, Chen, Cuervels, reviewer: Edwards, Nguyen
Murray, Quarta, Vanjani
Lessons from informal writing:
Developing a sense of audience: Edwards, Mercer-Golden
Chen, Garry, Harris, Lima,
Matalucci, McElligott, Murray, Lessons from peer review:
Sherman, Vanjani Mercer-Golden
Facing a challenging argument: Looking for the essential points
Chilton [on genres and media]: Song
Filling in the gaps [on drafting]: Pay attention to what you’re
Chilton interested in: Song
Getting ideas from social media: Presentation is performance:
Chilton Song
If I were in the audience [on Researching something
presenting]: Chilton exciting: Chilton

Preface xiii
Revision happens: Cuervels, Working with other people:

Diaz, Harris, Mackler, Edwards, Ly
Murray, Ramirez Writing for the real world: Song
Something to learn from each Writing processes: Bridgewater,
other: Nguyen Chen, Murray, Quarta,
This will take longer than Ramirez, Sherman, Vanjani
I thought [on planning]: You just have to start: Nguyen
Mercer-Golden
You want them to hear you [on
When to stop researching: slide design]: Song
Song
Quizzes, visual exercises, tutorials, and LearningCurve

adaptive quizzing
Top Twenty contextualized editing quizzes
Storyboard visual exercises on rhetorical situations, creating a working
thesis, being a peer reviewer, getting help from peer reviewers, revising
and editing, critical reading, and synthesis
Tutorials on active reading, word processing, reading visuals, online
research tools, citation, presentations, audio editing, photo editing,
and job search
LearningCurve adaptive quizzing on twenty-nine topics (for a complete
list, see p. 818)
■■ Choose from alternative formats of

The St. Martin’s Handbook
Bedford/St. Martin’s offers a range of affordable formats, allowing students to
choose the one that works best for them. For details, visit macmillanhighered
.com/smh/formats.
• Hardcover or paperback. To order the paperback book with free LaunchPad
media access, use ISBN 978-1-319-02137-5. To order the hardcover book
with free LaunchPad media access, use ISBN 978-1-319-02136-8. (If you
prefer the paperback without free LaunchPad access, use ISBN 978-1-4576-
6726-8; for the hardcover without LaunchPad, use ISBN 978-1-4576-6724-4.)
• Bedford e-Book to Go. A portable, downloadable e-book is available at
about half the price of the print book.
• Other popular e-book formats. For details, visit macmillanhighered
.com/ebooks.

xiv Preface
■■ Instructor resources
You have a lot to do in your course. Bedford/St. Martin’s wants to make it easy
for you to find the support you need — and to get it quickly.
Teaching with Lunsford Handbooks is available as a PDF that can be down-
loaded from the Bedford/St. Martin’s online catalog at macmillanhighered
.com/smh/catalog. In addition to chapter overviews and teaching tips, the
instructor’s manual includes several sample syllabi, correlations to the Council
of Writing Program Administrators’ Outcomes Statement, and classroom activi-
ties. If you prefer a print copy, use ISBN 978-1-4576-8170-7.
Teaching Central offers the entire list of Bedford/St. Martin’s print and
online professional resources in one place. You’ll find landmark reference works,
sourcebooks on pedagogical issues, award-winning collections, and practical
advice for the classroom — all free for instructors. Visit macmillanhighered
.com/teachingcentral.
■■ Be a part of Andrea’s teaching community

• Andrea Lunsford’s “Teacher to Teacher” channel on the award-
winning Bits blog brings you new suggestions for the classroom and
invites you to discuss ideas and events that are important to teachers of
writing. When classes are in session, look for multimodal composition
ideas on Andrea’s “Multimodal Mondays” channel. Join the Bits com-
munity to discuss revision, research, grammar and style, technology, peer
review, and much more. Take, use, adapt, and pass the ideas around. Then
come back to the site to comment or share your own suggestion. Visit
bedfordbits.com.
• Andrea is on Twitter! Follow @Lunsfordhandbks to keep up with Andrea’s
tweets.
• Andrea Lunsford’s author page on Facebook also offers regular updates and
links. Find Andrea at facebook.com/AndreaALunsford.
Acknowledgments
The St. Martin’s Handbook remains a collaborative effort in the best and rich-
est sense of the word. For this edition, I am enormously indebted to Carolyn
Lengel, whose meticulous care, tough-minded editing, great good humor, and
sheer hard work are everywhere apparent. Carolyn is ever the consummate
professional — and a very good friend. Leasa Burton, Karen Henry, and Erica
Appel have provided support, encouragement, and good advice, and my former
editor, Marilyn Moller, continues to provide support and friendship.

Preface xv
Ryan Sullivan has managed the entire book from manuscript to bound book
with skill and grace — and together with Steve Cestaro has made an enormously
complex project run smoothly. Wendy Polhemus-Annibell, the Handbook’s tal-
ented copyeditor, and Allison Hart, the new media production editor, have also
provided much-needed support. Thanks also to editor Adam Whitehurst, who
has offered advice on the media content and developed tutorials, and to Leah
Rang and Kathleen Wisneski, who have guided ancillary development and
taken care of countless other details. For the truly snazzy interior design, I am
indebted to Claire Seng-Niemoeller; for the cool cover, to William Boardman;
for the endlessly fascinating part opener images, to photographer Mike Enright
and photo stylist Barbara Lipp; and for sage advice on all design-related mat-
ters, to Anna Palchik. I am fortunate indeed to have had Jane Helms and Emily
Rowin on the marketing team; in my experience, they set the standard. And, as
always, I am grateful to the entire Bedford/St. Martin’s sales force, on whose
wisdom and insights and energy I always depend.
■■ Contributors
For this edition, I owe special thanks to Keith Walters and to Christine Tardy,
both of whom provided extremely helpful advice on integrating the content for
multilingual writers. Special thanks also go to Alyssa O’Brien, Lisa Dresdner, and
Michael Moore for their work on Teaching with Lunsford Handbooks; to Mike
Hennessy for his tutorial in the Handbook; to Adam Banks, with whom I taught a
course at Bread Loaf during summer 2014 that taught me as much as it did our stu-
dents; and to Karen Lunsford, Paul Rogers, Jenn Fishman, Laurie Stapleton, Erin
Krampetz, and Warren Liew, my partners in ongoing research on student writing.
As always, I am extremely fortunate to have had the contributions of very fine
student writers, whose work appears throughout this text or in its accompanying
media: Michelle Abbott, Carina Abernathy, Milena Ateyea, Martha Bell, Deborah
Burke, Tony Chan, David Craig, Justin Dart, Allyson Goldberg, Tara Gupta,
Joanna Hays, James Kung, Megan Lange, Nastassia Lopez, Sarah Lum, Benjy
Mercer-Golden, Alicia Michalski, Jenny Ming, Thanh Nguyen, Stephanie Parker,
Tawnya Redding, Amanda Rinder, Fernando Sanchez, Bonnie Sillay, Nandita
Sriram, and Caroline Warner. I am especially grateful to Emily Lesk, whose imagi-
native and carefully researched essay appears in Chapters 2–6, and to Shuqiao
Song, whose essay and multimedia presentation on Alison Bechdel’s Fun Home
enliven Chapters 7 and 16. And for this edition, I am also indebted to students
who agreed to talk on video about their writing processes: Jamie Bridgewater,
Yishi Chen, Cyana Chilton, Matteo Cuervels, Ayadhiri Diaz, Halle Edwards, John
Garry, Ashley Harris, Isaias Lima, Brandon Ly, Keith Mackler, Luisa Matalucci,
Liz McElligott, Benjy Mercer-Golden, William Murray, Thanh Nguyen, Rachel
Quarta, Rachel Ramirez, David Sherman, Shuqiao Song, and Apeksha Vanjani.

xvi Preface
■■ Reviewers
For The St. Martin’s Handbook, we have been blessed with a group of very special
reviewers whose incisive comments, queries, criticisms, and suggestions have
improved this book immeasurably: Joann Allen, Oral Roberts University; Shan
Ayers, Berea College; Paul Baggett, South Dakota State University; Rachael
Bailey, Purdue University; Paula Barnes, Hampton University; Andrew Baskin,
Berea College; Tanya Bennett, University of North Georgia; Curtis Bobbitt,
University of Great Falls; Michelle Boucher, Southwestern College; Erin Breaux,
South Louisiana Community College; Ellie Bunting, Florida SouthWestern
State College; Mary Jo Caruso, Manhattanville College and Vaughn College
of Aeronautics and Technology; P.J. Colbert, Marshalltown Community Col
lege; Rick Cole, Boston University; Elizabeth Devore, Kent State University
at Ashtabula; Lisa Diehl, University of North Georgia; Dianne Donnelly,
University of South Florida; Darrell Fike, Valdosta State University; Nathan
Fink, DePaul University; Sherry Forkum, Santa Rosa Junior College; Wanda
Fries, Somerset Community College; Chad Fulwider, Centenary College of
Louisiana; Royce Grubic, Western New Mexico University; Jeff Harris, Somerset
Community College; Holly French Hart, Bossier Parish Community College;
Deana Holifield, Pearl River Community College; Matt Hurwitz, University of
Massachusetts Lowell; Lutfi Hussein, Mesa Community College; Guillemette
Johnston, DePaul University; Jean-Marie Kauth, Benedictine University; Casey
Kayser, University of Arkansas; Michael Keller, South Dakota State University;
Marsha Kruger, University of Nebraska Omaha; Alexander Kurian, North
Lake College; Susan Lang, Texas Tech University; John Levine, University of
California–Berkeley; Brooke Lopez, University of Texas at San Antonio; Kevin
Lyon, DePaul University; Cynthia Marshall, Wright State University; Angela
Miss, Belmont Abbey College; Dhrubaa Mukherjee, Texas A&M University;
Courtney Mustoe, University of Nebraska Omaha; Beverly Neiderman, Kent
State University; William Quirk, Rider University; Matthew Parfitt, Boston
University; Charlene Pate, Point Loma Nazarene University; Sabrina Peters-
Whitehead, University of Toledo; Karen Roop, University of North Georgia;
Nathan Serfling, South Dakota State University; Marilyn Seymour, Newberry
College; Erin Smith, University of Arkansas; Jimmy Smith, Union College;
Wes Spratlin, Motlow State Community College; Matthew Stewart, Boston
University; Linda Van Buskirk, Cornell University; Bobby Vasquez, University
of Nebraska Omaha; and Nicole Wilson, Bowie State University.
Finally, I wish to offer very special thanks to the extraordinary community
of teacher-researchers at the Bread Loaf Graduate School of English, whose
responses to this text have helped to shape and refine its goals.
I could go on and on in praise of the support and help I have received, for
I am fortunate to be part of a unique scholarly community, one characterized
by compassion as well as passionate commitment to students and to learning. I
remain grateful to be among you.
Andrea A. Lunsford

HOW TO
USE THIS BOOK
The main goal of The St. Martin’s Handbook is to help you become a more effec-
tive writer, throughout and beyond your student years. To reach that goal, take a
few minutes to learn what’s in your handbook and how to find it quickly. If you
learn to use this tool, it will serve you well any time you need reliable answers to
your questions about writing for years to come.
Finding help
Depending on what information or advice you’re looking for, you may want to
consult any or all of the following:
• BRIEF CONTENTS Inside the front cover is a brief table of contents, which lists
general contents. Start here if you’re looking for advice on a broad topic, and
then just flip to the chapter. The tabs at the top of each page tell you where
you are.
• CONTENTS If you’re looking for specific information, the detailed table of
contents inside the back cover lists chapter titles and major headings.
• THE TOP TWENTY On pp. 1–11 is advice on the twenty common problems
teachers are most likely to identify in academic writing by first-year stu-
dents. The Top Twenty provides examples and brief explanations to guide
you toward recognizing, understanding, and editing these common errors.
Cross-references point to other places in the book where you’ll find more
detailed information.
• MEDIA CONTENT In the preface and in the directory at the back of the book,
you can find a list of all the integrated media — videos about writing issues,
exercises, adaptive quizzing, student writing models, tutorials, and more.
Cross-references at the bottom of a page direct you to macmillanhighered
.com/smh8e for media content related to that section of the book.
• DOCUMENTATION NAVIGATION Each documentation section has its own
color-tabbed pages; look for directories within each section to find models
for citing your sources. Color-coded source maps walk you through the pro-
cess of citing sources.
• GLOSSARY OF USAGE This glossary, on the pages before the index, gives help
with commonly confused words.
• GLOSSARY/INDEX The index lists everything covered in the book. You can
find information by looking up a topic or, if you’re not sure what your topic
xvii

xviii How to Use This Book
is called, by looking up the word you need help with. The index doubles as a
glossary that defines important terms.
• DIRECTORy The directory at the end of the book (after the index) lists types
of content you may need to find quickly in the print book and identifies the
complete contents of the digital media for The St. Martin’s Handbook.
for content in the print book for content in LaunchPad media
For Multilingual Writers model student writing with
content (boxed tips and activities
sections of special interest to videos of student writers
multilingual students)
tutorials
Talking the Talk boxes
quizzes and visual exercises
Considering Disabilities boxes
LearningCurve adaptive quizzing
• REVISION SYMBOLS The symbols at the end of the directory can help you
understand markings an instructor or a reviewer may make on your draft.
Page navigation help

These descriptions correspond to the numbered elements on p. xix.
1 GUIDES ON EVERY PAGE Headings on the left-hand page tell you what part
and chapter you’re in, while headings on the right identify the section. Red
tabs identify the chapter number and section letter. The page number
appears at the outside edge of the page.
2 MULTILINGUAL WRITERS ICONS Help for speakers of all kinds of English,
and from all educational backgrounds, is integrated throughout the book.
Content that may be of particular interest to international students and other
English language learners is identified with the “Multilingual” icon. Boxed
tips for multilingual writers set off additional help. A directory to all con-
tent for multilingual writers appears on p. 814.
3 HAND-EDITED EXAMPLES Example sentences are hand-edited in blue, allow-
ing you to see an error or nonstandard usage and its revision at a glance.
Pointers and boldface type make examples easy to spot on the page.
4 QUICK HELP AND BOXED TIPS Many chapters include Quick Help content
that provides an overview of important information. Look under “Quick
Help” in the index to find a list. Talking the Talk boxes offer help with aca-
demic language and concepts. Considering Disabilities boxes offer tips on
making your work accessible to audiences with different abilities.
5 CROSS-REFERENCES TO MEDIA content Cross-references at the end of a page
point to videos, LearningCurve quizzing, student writing models, and more.

1
n phr n phr
564 38c Grammar • Nouns and Noun Phrases Using articles 38c 565
• all, both, each, every, some, any, either, no, neither, many, much, (a) few, If you want to speak of an indefinite quantity rather than just one indefinite
(a) little, several, enough thing, use some or any with a noncount noun or a plural count noun. Use any in
• the numerals one, two, etc. negative sentences and questions.
o This stew needs some more salt.
■ Using determiners with singular count nouns
o I saw some plates that I liked at Gump’s.
Every singular count noun must be preceded by a determiner. Place any adjec- o This stew doesn’t need any more salt.
tives between the determiner and the noun.
my
o sister ■ Using the
^
o
the
growing population 3 Use the definite article the with both count and noncount nouns whose identity
is known or is about to be made known to readers. The necessary information
^ for identification can come from the noun phrase itself, from elsewhere in the
that text, from context, from general knowledge, or from a superlative.
o old neighborhood
the
^ o Let’s meet at fountain in front of Dwinelle Hall.
^
■ Using determiners with plural nouns or noncount nouns The phrase in front of Dwinelle Hall identifies the specific fountain.
Noncount and plural nouns sometimes have determiners and sometimes do
not. For example, This research is important and Research is important are both o Last Saturday, a fire that started in a restaurant spread to a nearby
The store
acceptable but have different meanings. clothing store. Store was saved, although it suffered water damage.
^
The word store is preceded by the, which directs our attention to the information in
mUlti- the previous sentence, where the store is first identified.
38c Using articles linGUal
the
Articles (a, an, and the) are a type of determiner. In English, choosing which o She asked him to shut door when he left her office.
article to use — or whether to use an article at all — can be challenging. Although ^
The context shows that she is referring to her office door.
there are exceptions, the following general guidelines can help. The pope
o Pope is expected to visit Africa in October.
■ Using a or an ^
There is only one living pope.
Use the indefinite articles a and an with singular count nouns. Use a before the
a consonant sound (a car) and an before a vowel sound (an uncle).
““
Consider o Bill is now best singer in the choir.
sound rather than spelling: a house, an hour. ^
716 to 58c
A or an tells readers they do not have enough information Punctuation
identify specifi- • Quotation Marks The superlative best identifies the noun singer.
cally what the noun refers to. Compare these sentences:
■ Using no article
o I need a new coat for the winter. multi-
lingual QuOTATiON mArks Noncount and plural count nouns can be used without an article when making
o I saw a coat that I liked at Dayton’s, but it wasn’t heavy enough.
2 as in other it is indefi-
languages.
generalizations:
Remember that the way you mark quotations in English (“ ”) may not be the same
The coat in the first sentence is hypothetical rather than actual. Since o In guillemets
In French, for example, quotations are marked with this world nothing is certain but death and taxes.
nite to the writer and the reader, it is used with a, not the.(«The
»), while
secondin German,
sentencequotations take split-level marks (” “). — Benjamin Franklin
refers to an actual coat, but since the writer cannot expect the reader to know
which one, it is used with a rather than the. Franklin refers not to a particular death or specific taxes but to death and taxes in
general, so no article is used with death or with taxes.
o “Dover Beach” moves from calm to sadness. [poem]

appeals
o Walker’s “Everyday Use” is not just about quilts. [short story]
Making emotional appeals 9h 177
o The White Stripes released ten different versions of “The Denial Twist.”
[song]
08_LUN_6724_pt8_533-624.indd 564
ConSideRing diSAbiLiTieS o The description
Atlantic published an article
9/15/14 9:03titled
AM “Illiberal Education.”
08_LUN_6724_pt8_533-624.indd 565 11/13/14 10:54 AM
4
Remember that some members of [article]
your class or peer group may have difficulty see-
o In the
ing visual arguments or recognizing chapter
nuances called
of color “Complexion,”
or spacing. Richard Rodriguez describes his
Be sure to provide
verbal descriptions of visual images. In a video
sensitivity presentation,
about his skinembed
color.voice descrip-
[section of book]
tions of the visual images for members of the class with visual impairments.
o The Nature episode “Echo of the Elephants” denounces ivory
hunters. [television series episode]
subjected to danger), decide Usewhich
italicsemotions
rather thanthequotation
intended marks
audience for would be of television series, books,
the titles
most responsive to, and then look forand
magazines, descriptive
other longer andworks
figurative
(62a).language or
field appropriate visuals to carry outDefinitions such an appeal. are sometimes set off with quotation marks. prep
208 11e ReSeaRChlist,• In a leaflet to be distributed on campus or in an online notice to a student
Conducting Research
for example, the writer o mightThe describe
Frenchthe sceneidée
phrase in a fixe
dimly lit garage
means as a stu-
literally “fixed idea.”
Using prepositions idiomatically 43a 621
dent parks her car and then has to walk to an exit alone down shadowy corridors. In some other languages (Spanish, for instance), these sentences might all use
Talking The Talk WIkIS Or aSsheSourceS
might make a short video in the garage and post it with accompanying the same preposition. Be careful not to assume that what you know about prepo
music from a horror film.
“Why doesn’t my instructor wantIn mea to use Wikipedia
proposal to the as a 58c using
source?”administration,
university Wikis quotation
are sites marks to signal irony
on the other hand, the writer
sitions in another language will help in English.
that users can add to and editmight
as theydescribe
see fit; as past
a result, their contents
attacks and
are notin
on students invented
always
campus garages words and the negative on
completely reliable for research. It’s true that Wikipedia, a hugely popular site, has
publicity and criticism these provoked. For the administration, o Is that a ruby ring in your finger?
such a large and enthusiastic audience that editors and usersTo areshow readers
likely to that
catch mis- you are usingthe writeror
a word might
phrase ironically, or that you ^
takes and remove deliberately compare the lighting
false information fairlyinquickly.
theinvented
garages
But you toit,can
high-risk
enclose
never be itgambling,
in quotationarguing
marks.that increased There is no easy solution to the challenge of using English prepositions idio
lighting
certain that a wiki entry has not would lower
been tampered with.theTheodds of future
best advice is toattacks.
use wikis matically. However, the following strategies can make learning idiomatic uses of
as sources for preliminary research Notice that shaping
— Wikipedia’s o appeal
your
bibliography The
entries toareaoften
“banquet” specific audience
a consisted calls on
mainly you to con-chicken and
of dried-out canned
prepositions less troublesome.
good place to start — and thensider very sure
to make carefully thedouble-check
that you genre, media, anyand
vegetables. language you use. The student arguing
information
you find there. for better lighting in campus parking garages would probably stick to standard HeLp
QUIcK
academic English in a print letter The quotation

or formal marks
email suggest that the
message tomeal
the was anything but a banquet.
university
administration but might well want to use informal language and media content Strategies for learning prepositions idiomatically
when writing for students. o
Your whole first paragraph or first page may have to be guillotined in
any case after your piece is finished: it is a kind of “forebirth.” 1. Keep in mind typical examples of each preposition.
Remember, however, that you can’t always know which audiences will see
Some scholarly journals (such as those from Berkeley Electronic Press) The peaches are in the refrigerator.
— JaCQUes BarZUn, “a Writer’sINDiscipline”
your work — especially if it is posted online where anyone can read it. While
and general-interest magazines (including Slate and Salon) Thearewriter
published
made uponly
the term forebirth. for every audi- There are still some pickles in the jar.
there is no foolproof way to shape an appeal that will be effective
online, and many popular print publications make at least some of their contents The book you are looking for is in the bookcase.
ence everywhere, bear in mind that a variety of people may read your writing,
available free on the Web.
including people from cultures very different from yours and people whose Here the object of the preposition in is a container that encloses some-
ideas or actions you are criticizing. Before making your argument public, take thing.
the time to imagine the response from such audiences. Are your appeals fair and
11e Conductingcivil? field research
In addition, if you are writing on social media networks like Facebook, ask
ON The peaches are on the table.
There are still some pickles on the plate.
For many research projects,how you you
will might
need to limit or shape
collect your The
field data. audience
“field”somaythat you reach those you most
The book you are looking for is on the top shelf.
be many things — a classroom, want atochurch,
talk with. a laboratory, or the corner grocery
11_LUN_6724_pt11_685-728.indd 716 Here the object of the
9/15/14 preposition
12:09 PM on is a horizontal surface that supports
store. As student David Craig discovered, it may even be a collection of instant something with which it is in direct contact.
messages from the Internet.■ Asmaking emotional
a field researcher, then,appeals
you need to with visuals
discover
2. Learn other examples that show some similarities and some differences
where you can find relevant information, how to gather it, and who might provide
the best information. Visuals that make emotional appeals can add substance to an argument. To in meaning.
If you decide to conductmake

fieldsure that visual
research, checkappeals willinstructor
with your serve theabout
purpose you intend, test them IN You shouldn’t drive in a snowstorm.
with some potential readers to see how they
whether your school has a review board that will need to approve your data- interpret the appeal. Consider,
for example, the photograph on p. 178, which shows a funeral arranged by Here there is no container, but like a container, the falling snow surrounds
gathering plan. the driver. The preposition in is used for other weather-related expressions
as well: in a tornado, in the sun, in the rain.
■ Conducting interviews ON Is that a diamond ring on your finger?
Some information is best obtained by interviewing — asking direct questions The preposition on is used to describe things we wear: the hat on his head,
of other people. If you can talk with an expert in person, on the telephone, or the shoes on her feet, the tattoo on his back.
online, you might get information you could not have obtained through any 3. Use your imagination to create mental images that can help you
other kind of research.
02_LUN_6724_pt2_123-188.indd 177 9/17/14 9:23 AM remember figurative uses of prepositions.
Your first step is to find interview subjects. Has your research generated the IN Michael is in love.
names of people you might contact directly? Brainstorm for additional names,
The preposition in is often used to describe a state of being: in love, in
looking for authorities on your topic and people in your community, such as pain, in a panic. As a way to remember this, you might imagine the person
faculty members, war veterans, or food pantry volunteers. Once you identify immersed in this state of being. ▶
some promising possibilities, write, telephone, or email them to see whether
you can arrange an interview.
macmillanhighered.com/smh
43. prepositions > LearningCurve > Prepositions for multilingual writers
03_LUN_6724_pt3_189-260.indd 208 9/23/14 4:39 PM 08_LUN_6724_pt8_533-624.indd 621 11/13/14 10:55 AM
5
xix

this page left intentionally blank
A tutorial on using The St. Martin’s Handbook,
Eighth Edition
For this book to serve you well, you need to get to know it — to know what’s
inside and how to find it. The following tutorial is designed to help you familiar-
ize yourself with The St. Martin’s Handbook.
Getting Started with The St. Martin’s Handbook
1. Where will you find advice on identifying the top twenty issues that instructors
are most likely to consider problems in student writing?
2. Where will you find advice on revising a rough draft of an essay?
3. Where can you find out what a comma splice is and how to fix one?
4. Where will you find guidelines on how to include quotations in your project
without plagiarizing?
Planning and Drafting
5. Where in the Handbook can you find advice on brainstorming to explore a topic?
6. Where can you find general guidelines for developing effective paragraphs?
7. Your instructor wants you to adapt your print essay into a multimodal presenta-
tion. Where would you find an example of this kind of presentation?
Doing Research
8. You have a topic for your research project, but your instructor asks you to
narrow it down. What help can you find in the Handbook?
9. Your midterm assignment is a group research project, and you’ve been
assigned to a group with students who have very different majors and live on
and off campus. Where in your handbook can you find advice for planning and
conducting research as a group?
10. What information can you find in the Handbook for keeping track of your
research?
11. Your instructor has reviewed your bibliography and has asked you to replace
some popular sources with scholarly sources, but you’re not sure how to iden-
tify the differences. Where can you find help in distinguishing them?
12. You are unsure whether you need to cite a paraphrase from a magazine article.
Where can you find the answer in the Handbook?
13. Your instructor has asked you to use MLA style. Where can you find guidelines
for documenting information from an article on a Web site?
xxi

xxii How to Use This Book
Reviewing, Revising, and Editing
14. Your instructor asks your class to work in small groups to review each others’
drafts of a writing project. You aren’t sure where to begin or what kinds of
issues to comment on. Where can you find guidelines for peer review?
15. You need advice on using appropriate prepositions in academic writing — either
because you grew up speaking a language other than English at home or
because you are used to different informal idioms. Where can you look?
16. Your instructor has written wrdy next to this sentence: The person who wrote
the article is a scientist who makes the argument that it seems as though the
scientific phenomenon of global warming is becoming a bigger issue at this
point in time. Where do you look in your handbook for help responding to your
instructor’s comment?
17. As you edit a final draft, you stop at the following passage: Because the actor
had a reputation for delivering Oscar-worthy performances. He received the
best roles. How do you find out if this is a sentence fragment and what you
should do if it is?
18. You have finished your essay and decide to use an unusual font to make your
essay more visually appealing. Is it a good idea to use this font? What informa-
tion does the Handbook provide?
Meeting Your Instructor’s Expectations
19. You are required to turn in a portfolio of writing samples at the end of the
semester, but you’re not sure what to include. What advice can your handbook
give you about building a portfolio?
20. Your instructor returns a draft to you and says that your paper contains mostly
summary and that you need to do more critical thinking and analysis. Where
can you look for information on how to read and write critically?
21. You’ve learned a lot by looking at the samples of good writing that your
instructor has shared with the class. Where in the Handbook can you find more
sample student work?
22. Your professor has created a blog with a discussion forum, and you are
required to comment on the week’s discussion topic. You’re not sure how to
write online as part of a class requirement. Where in the Handbook can you
look for help?
Writing in Any Discipline
23. You need to write a paper for your sociology class, but you’ve never written
a sociology paper before, and you’re unsure what kind of evidence to use.
Where can you look for help in the Handbook?

How to Use This Book xxiii
24. For a chemistry course, you’re writing a lab report, and your instructor wants
you to include a table to detail the results of your experiment. Where can you
look in your handbook for help incorporating visuals?
25. You’re used to writing online for social media sites, but you aren’t sure what
“normal” academic writing should look like. Where can you look in your hand-
book to help you figure out how to write for an academic audience?
Using Multimedia Resources in Your LaunchPad
26. The tutor at your school’s writing center suggested that you work on using
active verbs in your writing. Where can you find quizzes that will help you?
27. Your instructor assigned a research project, but you can’t decide on a topic.
Where can you find a video that might help you figure out what topic would
work for you?
28. Before you write a research essay, you want to see how another student has
incorporated sources. Where can you find an interactive activity that will help
you analyze how a student uses evidence?

xxiv How to Use This Book
■■ Answer key
1. “The Top Twenty” on pp. 1–11. 9. Chapter 6, “Working with Others,”
(Searching for common errors in the can help you plan collaborative proj-
index also points students toward ects in college, divide work effectively,
“The Top Twenty.”) and accommodate your group mem-
2. Chapter 4, “Reviewing, Revising, bers’ talents and needs.
Editing, and Reflecting.” 10. Skimming the brief table of contents
3. Chapter 46, “Comma Splices and under the header “Doing Research
Fused Sentences” (comma splice in the and Using Sources” leads you to
index also helps you find this infor- Chapter 12; section 12c explains how
mation quickly). Or look at “The to keep a working bibliography, and
Top Twenty” — “comma splice” is 12g covers taking notes and annotat-
item 16. ing sources.
4. Chapter 13, on integrating sources 11. Consulting the index under either
into your writing, gives advice on popular sources or scholarly sources
how to use quotations correctly to leads you to 11a, “Differentiating
strengthen your writing. Chapter 14 kinds of sources,” where you can find
focuses on using sources ethically and information on identifying the two
avoiding plagiarism. types of sources.
5. Looking up brainstorming in the index 12. For guidance on whether to cite
leads you to section 3a, on exploring a the article, use the index to find
topic. A cross-reference in this section acknowledgment required for under
directs you to videos of students talking paraphrases, which points you to sec-
about their writing processes, accessible tion 14b, “Knowing which sources
by logging in at macmillanhighered to acknowledge.” To be sure you’ve
.com/smh8e. paraphrased acceptably, look under
6. Looking up paragraphs in the index paraphrases in the index for acceptable
leads you to Chapter 5, on developing and unacceptable. This will lead you
paragraphs. (Check the Quick Help to section 12g, which shows you how
box at the beginning of the chapter to paraphrase without inadvertently
for a list of questions that will help plagiarizing your source.
you compose effective paragraphs 13. The table of contents leads you to
and direct you to other sections in the green-tipped pages in Chap-
Chapter 5 where you can get more ter 32, which provide a full discussion
help.) of MLA documentation conventions.
7. Looking for presentations in the index The directory to MLA style for a list
will lead you to Chapter 17 on pre- of works cited in 32d points you to
sentations. The LaunchPad media at the models for documenting Web site
macmillanhighered.com/smh8e sources on a works-cited page. The
includes both the print essay Shuqiao source map on pp. 432–33 provides a
Song wrote about Fun Home and the visual guide to locating the informa-
multimodal presentation she created tion you need.
from her essay. 14. Looking up peer review in the index
8. Searching for narrowing a topic in the will lead you to the Quick Help box
index will lead you to 3b, “Narrowing in 4b that provides guidelines for
a topic.” reviewers.

How to Use This Book xxv
15. In Chapter 43, “Prepositions and 21. Student writing is listed in small
Prepositional Phrases,” a Quick capital letters in the table of contents.
Help box gives strategies for using Searching for student writing in the
prepositions idiomatically. A cross- index will also lead you to the direc-
reference in Chapter 43 also lets you tory of student writing in the back of
know that there is a LearningCurve your book. This lists all the samples
activity on prepositions for multilin- you can find in your text, as well as
gual writers at macmillanhighered those available in the LaunchPad
.com/smh8e. To find help especially media at macmillanhighered.com
suited for multilingual writers, consult /smh8e.
the directory of content for multilin- 22. Chapter 1, “Expectations for College
gual writers at the back of the book. Writing,” has helpful advice you
16. A list of revision symbols appears can use for any college writing. In
in the directory at the back of the particular, section 1f on using media
Handbook. Consulting this list tells effectively provides guidelines for
you that wrdy refers to “wordy” and writing in online discussion lists,
that wordy writing is addressed in forums, and comments.
Chapter 50, on conciseness. 23. Part 5 (Chapters 19–26) covers writ-
17. The table of contents leads you to ing in the disciplines. Section 19f
Chapter 47, “Fragments,” where you focuses on using appropriate evidence
will find examples of sentence frag- in all academic work, and Chapter 21
ments and several options for revising is dedicated to writing for the social
them. sciences. Searching for social sciences
18. Looking up fonts or type in the index in the index will also lead you to this
will take you to an entry on choos- chapter. Check the orange-tipped
ing appropriate formats in 16c, on pages of Chapter 33 for instruction
formatting print and digital texts. The in using APA style, which includes
information under “Choosing type examples of the types of evidence you
sizes and fonts” in section 16c points might cite in a social science project.
out that most college writing requires 24. Check the index for tables or visuals
a standard font and that unusual fonts and media to find section 16d on con-
may be difficult to read. sidering visuals and media. A Quick
19. Scanning the table of contents or Help box in this section will remind
searching for portfolios in the index you to check Chapters 32–35 on
will lead you to Chapter 25, which documentation. Chapter 35 gives you
includes information on creating guidelines for using tables and other
portfolios as well as examples of a visuals in a CSE-style formatted doc-
student’s portfolio cover letter and a ument. In addition, the LaunchPad
student’s portfolio home page. media at macmillanhighered.com
20. Part 2 (Chapters 7–9) addresses /smh8e includes a student’s chem-
critical thinking and argument, and istry lab report that can serve as a
Chapter 7, “Reading Critically,” model for your own writing.
includes sections on summarizing 25. Browsing the table of contents, you’ll
texts (7d) and analyzing texts (7e). see that Chapter 1 covers expecta-
These include instructions and tions for college writing — section
student writing samples to help you 1a discusses moving between social
distinguish between summarizing and and academic writing. For more
analyzing. help thinking about writing for a

xxvi How to Use This Book
specific audience, check the index for writers discussing relevant topics,
audience. including “Pay attention to what
26. Check the directory at the back of you’re interested in” and “Researching
the book to find a list of topics for something exciting.” In the print
LearningCurve adaptive quizzes Handbook, topics with accompanying
(you can also look in the Resources videos are indicated with a cross-
tab of the LaunchPad media at reference at the bottom of the page.
macmillanhighered.com/smh8e). 28. Go to macmillanhighered.com
The LearningCurve activities on /smh8e, and look for student writing
“Active and passive voice” and “Verbs” in the Resources tab. You’ll find sev-
can both help you practice. eral models that ask you to consider
27. If you navigate to LaunchPad at a student research project, including
macmillanhighered.com/smh8e, an analysis activity that allows you to
clicking on the Resources tab and evaluate Benjy Mercer-Golden’s use
then on “Content by type” will lead of sources in his argument paper.
you to a list of videos of student

The Top Twenty
A Quick Guide to
Troubleshooting Your
Writing
A lthough many people think of correctness as absolute, based on

unchanging rules, instructors and students know that there are rules,
but they change with time. “Is it okay to use I in essays for this class?” asks
one student. “My high school teacher wouldn’t let us.” In the past, use of first
person was discouraged by instructors, sometimes even banned. But today,
most fields accept such usage in moderation. Such examples show that rules
clearly exist but that they are always shifting and that they thus need our
ongoing attention.
The conventions involving surface errors — grammar, punctuation, word

choice, and other small-scale matters — are a case in point. Surface errors don’t
always disturb readers. Whether your instructor marks an error in any particular
assignment will depend on his or her judgment about how serious and distract-
ing it is and what you should be giving priority to at the time. In addition, not all
surface errors are consistently viewed as errors: some of the patterns identified in
the research for this book are considered errors by some instructors but as stylistic
options by others.
Shifting standards do not mean that there is no such thing as correctness in
writing — only that correctness always depends on some context. Correctness is not
so much a question of absolute right or wrong as of the way the choices a writer
makes are perceived by readers. As writers, we all want to be considered compe-
tent and careful. We know that our readers judge us by our control of the conven-
tions we have agreed to use, even if the conventions change from time to time.
To help you in producing writing that is conventionally correct, you
should become familiar with the twenty most common error patterns among
U.S. college students today, listed on the next page in order of frequency.
These twenty errors are the ones most likely to result in negative responses
from your instructors and other readers. A brief explanation and examples
of each error are provided in the following sections, and each error pattern is
1
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top 20
2 1 the top twenty
cross-referenced to other places in this book where you can find more detailed
information and additional examples.
Help
Quick
The Top Twenty

1. Wrong word
2. Missing comma after an introductory element
3. Incomplete or missing documentation
4. Vague pronoun reference
5. Spelling (including homonyms)
6. Mechanical error with a quotation
7. Unnecessary comma
8. Unnecessary or missing capitalization
9. Missing word
10. Faulty sentence structure
11. Missing comma with a nonrestrictive element
12. Unnecessary shift in verb tense
13. Missing comma in a compound sentence
14. Unnecessary or missing apostrophe (including its/it’s)
15. Fused (run-on) sentence
16. Comma splice
17. Lack of pronoun-antecedent agreement
18. Poorly integrated quotation
19. Unnecessary or missing hyphen
20. Sentence fragment
1 Wrong word
precedence
oo Religious texts, for them, take prescience over other kinds of sources.
^
Prescience means “foresight,” and precedence means “priority of importance.”
allergy
oo The child suffered from a severe allegory to peanuts.
^
Allegory, which refers to a symbolic meaning, is a spell checker’s replacement for a
misspelling of allergy.
of
oo The panel discussed the ethical implications on the situation.
^
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top 20
The Top Twenty 3 3
Wrong-word errors can involve using a word with the wrong shade of meaning,
a word with a completely wrong meaning, or a wrong preposition or word in an
idiom. Selecting a word from a thesaurus without being certain of its meaning
or allowing a spell checker to correct your spelling automatically can lead to
wrong-word errors, so use these tools with care. If you have trouble with prepo-
sitions and idioms, memorize the standard usage. (See Chapter 30 on choosing
the correct word, 31f on using spell checkers wisely, and Chapter 43 on using
prepositions and idioms.)
2 Missing comma after an introductory element

oo Determined to get the job done, we worked all weekend.
^
oo In German, nouns are always capitalized.
^
Readers usually need a small pause between an introductory word, phrase,
or clause and the main part of the sentence, a pause most often signaled by
a comma. Try to get into the habit of using a comma after every introduc-
tory element. When the introductory element is very short, you don’t
always need a comma after it. But you’re never wrong if you do use a comma.
(See 54a.)
3 Incomplete or missing documentation

oo Satrapi says, “When we’re afraid, we lose all sense of analysis and
(263).
reflection.”
The writer is ^
citing a print source using MLA style and needs to include the page
number where the quotation appears.
oo According to one source, James Joyce wrote two of the five best novels
(“100 Best Novels”).
of all time.
^ identify the source. Because “100 Best Novels” is an online source,
The writer must
no page number is needed.
Be sure to cite each source as you refer to it in the text, and carefully follow
the guidelines of the documentation style you are using to include all the infor-
mation required (see Chapters 32–35). Omitting documentation can result in
charges of plagiarism (see Chapter 14).
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top 20
4 4 the top twenty
4 Vague pronoun reference

possible reference to more than one word
oo Transmitting radio signals by satellite is a way of overcoming the

the airwaves
problem of scarce airwaves and limiting how they are used.
^ clarifies what is being limited.
Does they refer to the signals or the airwaves? The editing
reference implied but not stated

a policy
oo The company prohibited smoking, which many employees resented.
^
What does which refer to? The editing clarifies what employees resented.
A pronoun — a word such as she, yourself, her, it, this, who, or which — should refer
clearly to the word or words it replaces (called the antecedent) elsewhere in the
sentence or in a previous sentence. If more than one word could be the ante-
cedent, or if no specific antecedent is present in the sentence, edit to make the
meaning clear. (See 41h.)
5 Spelling (including homonyms)

bear
oo No one came forward to bare witness to the crime.
Reagan ^
oo Ronald Regan won the election in a landslide.
^
Everywhere
oo Every where we went, we saw crowds of tourists.
^ until
oo The wolves stayed untill the pups were able to leave the den.
^
The most common kinds of misspellings today are those that spell checkers can-
not identify. The categories that spell checkers are most likely to miss include
homonyms (words that sound alike but have different meanings); compound
words incorrectly spelled as two separate words; and proper nouns, particularly
names. Proofread carefully for errors that a spell checker cannot catch — and be
sure to run the spell checker to catch other kinds of spelling mistakes. (See 31f.)
6 Mechanical error with a quotation

oo “I grew up the victim of a disconcerting confusion,”, Rodriguez says (249).
The comma should be placed inside the quotation marks.
^
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top 20
The Top Twenty 8 5
“
oo Captain Renault (Claude Rains) says that he is shocked — shocked!
^
to find gambling going on in here” (Casablanca).
Both the beginning and the end of the quotation (from the film Casablanca) should
be marked with quotation marks.
Follow conventions when using quotation marks with commas (54i), semico-
lons (55c), question marks (56b), and other punctuation (58e). Always use
quotation marks in pairs, and follow the guidelines of your documentation style
for block quotations and poetry (58a). Use quotation marks to mark titles of
short works (58b), but use italics for titles of long works (62a).
7 Unnecessary comma
before conjunctions in compound constructions that are not
compound sentences
oo This conclusion applies to the United States, and to the rest of the world.
No comma is needed before and because it is joining two phrases that modify the
same verb, applies.
with restrictive elements
oo Many parents, of gifted children, do not want them to skip a grade.

No comma is needed to set off the restrictive phrase of gifted children; it is necessary
to indicate which parents the sentence is talking about.
Do not use commas to set off restrictive elements — those necessary to the mean-
ing of the words they modify. Do not use a comma before a coordinating conjunc-
tion (and, but, for, nor, or, so, yet) when the conjunction is not joining two parts of
a compound sentence. Do not use a comma before the first or after the last item
in a series, and do not use a comma between a subject and verb, between a verb
and its object or complement, or between a preposition and its object. (See 54k.)
8 Unnecessary or missing capitalization

traditional medicines ephedra
oo Some Traditional Chinese Medicines containing Ephedra remain legal.
^ ^ ^
Capitalize proper nouns and proper adjectives, the first words of sentences, and
important words in titles, along with certain words indicating directions and
family relationships. Do not capitalize most other words, and proofread to make
sure your word processor has not automatically added unnecessary capitalization
(after an abbreviation ending with a period, for example). When in doubt, check
a dictionary. (See Chapter 60.)
00_LUN_6724_Intro_001-012.indd 5 12/2/14 3:11 PM

Another random document with
no related content on Scribd:
DANCE ON STILTS AT THE GIRLS’ UNYAGO, NIUCHI
Newala, too, suffers from the distance of its water-supply—at least

the Newala of to-day does; there was once another Newala in a lovely
valley at the foot of the plateau. I visited it and found scarcely a trace
of houses, only a Christian cemetery, with the graves of several
missionaries and their converts, remaining as a monument of its
former glories. But the surroundings are wonderfully beautiful. A
thick grove of splendid mango-trees closes in the weather-worn
crosses and headstones; behind them, combining the useful and the
agreeable, is a whole plantation of lemon-trees covered with ripe
fruit; not the small African kind, but a much larger and also juicier
imported variety, which drops into the hands of the passing traveller,
without calling for any exertion on his part. Old Newala is now under
the jurisdiction of the native pastor, Daudi, at Chingulungulu, who,
as I am on very friendly terms with him, allows me, as a matter of
course, the use of this lemon-grove during my stay at Newala.
FEET MUTILATED BY THE RAVAGES OF THE “JIGGER”
(Sarcopsylla penetrans)
The water-supply of New Newala is in the bottom of the valley,

some 1,600 feet lower down. The way is not only long and fatiguing,
but the water, when we get it, is thoroughly bad. We are suffering not
only from this, but from the fact that the arrangements at Newala are
nothing short of luxurious. We have a separate kitchen—a hut built
against the boma palisade on the right of the baraza, the interior of
which is not visible from our usual position. Our two cooks were not
long in finding this out, and they consequently do—or rather neglect
to do—what they please. In any case they do not seem to be very
particular about the boiling of our drinking-water—at least I can
attribute to no other cause certain attacks of a dysenteric nature,
from which both Knudsen and I have suffered for some time. If a
man like Omari has to be left unwatched for a moment, he is capable
of anything. Besides this complaint, we are inconvenienced by the
state of our nails, which have become as hard as glass, and crack on
the slightest provocation, and I have the additional infliction of
pimples all over me. As if all this were not enough, we have also, for
the last week been waging war against the jigger, who has found his
Eldorado in the hot sand of the Makonde plateau. Our men are seen
all day long—whenever their chronic colds and the dysentery likewise
raging among them permit—occupied in removing this scourge of
Africa from their feet and trying to prevent the disastrous
consequences of its presence. It is quite common to see natives of
this place with one or two toes missing; many have lost all their toes,
or even the whole front part of the foot, so that a well-formed leg
ends in a shapeless stump. These ravages are caused by the female of
Sarcopsylla penetrans, which bores its way under the skin and there
develops an egg-sac the size of a pea. In all books on the subject, it is
stated that one’s attention is called to the presence of this parasite by
an intolerable itching. This agrees very well with my experience, so
far as the softer parts of the sole, the spaces between and under the
toes, and the side of the foot are concerned, but if the creature
penetrates through the harder parts of the heel or ball of the foot, it
may escape even the most careful search till it has reached maturity.
Then there is no time to be lost, if the horrible ulceration, of which
we see cases by the dozen every day, is to be prevented. It is much
easier, by the way, to discover the insect on the white skin of a
European than on that of a native, on which the dark speck scarcely
shows. The four or five jiggers which, in spite of the fact that I
constantly wore high laced boots, chose my feet to settle in, were
taken out for me by the all-accomplished Knudsen, after which I
thought it advisable to wash out the cavities with corrosive
sublimate. The natives have a different sort of disinfectant—they fill
the hole with scraped roots. In a tiny Makua village on the slope of
the plateau south of Newala, we saw an old woman who had filled all
the spaces under her toe-nails with powdered roots by way of
prophylactic treatment. What will be the result, if any, who can say?
The rest of the many trifling ills which trouble our existence are
really more comic than serious. In the absence of anything else to
smoke, Knudsen and I at last opened a box of cigars procured from
the Indian store-keeper at Lindi, and tried them, with the most
distressing results. Whether they contain opium or some other
narcotic, neither of us can say, but after the tenth puff we were both
“off,” three-quarters stupefied and unspeakably wretched. Slowly we
recovered—and what happened next? Half-an-hour later we were
once more smoking these poisonous concoctions—so insatiable is the
craving for tobacco in the tropics.
Even my present attacks of fever scarcely deserve to be taken
seriously. I have had no less than three here at Newala, all of which
have run their course in an incredibly short time. In the early
afternoon, I am busy with my old natives, asking questions and
making notes. The strong midday coffee has stimulated my spirits to
an extraordinary degree, the brain is active and vigorous, and work
progresses rapidly, while a pleasant warmth pervades the whole
body. Suddenly this gives place to a violent chill, forcing me to put on
my overcoat, though it is only half-past three and the afternoon sun
is at its hottest. Now the brain no longer works with such acuteness
and logical precision; more especially does it fail me in trying to
establish the syntax of the difficult Makua language on which I have
ventured, as if I had not enough to do without it. Under the
circumstances it seems advisable to take my temperature, and I do
so, to save trouble, without leaving my seat, and while going on with
my work. On examination, I find it to be 101·48°. My tutors are
abruptly dismissed and my bed set up in the baraza; a few minutes
later I am in it and treating myself internally with hot water and
lemon-juice.
Three hours later, the thermometer marks nearly 104°, and I make
them carry me back into the tent, bed and all, as I am now perspiring
heavily, and exposure to the cold wind just beginning to blow might
mean a fatal chill. I lie still for a little while, and then find, to my
great relief, that the temperature is not rising, but rather falling. This
is about 7.30 p.m. At 8 p.m. I find, to my unbounded astonishment,
that it has fallen below 98·6°, and I feel perfectly well. I read for an
hour or two, and could very well enjoy a smoke, if I had the
wherewithal—Indian cigars being out of the question.
Having no medical training, I am at a loss to account for this state
of things. It is impossible that these transitory attacks of high fever
should be malarial; it seems more probable that they are due to a
kind of sunstroke. On consulting my note-book, I become more and
more inclined to think this is the case, for these attacks regularly
follow extreme fatigue and long exposure to strong sunshine. They at
least have the advantage of being only short interruptions to my
work, as on the following morning I am always quite fresh and fit.
My treasure of a cook is suffering from an enormous hydrocele which
makes it difficult for him to get up, and Moritz is obliged to keep in
the dark on account of his inflamed eyes. Knudsen’s cook, a raw boy
from somewhere in the bush, knows still less of cooking than Omari;
consequently Nils Knudsen himself has been promoted to the vacant
post. Finding that we had come to the end of our supplies, he began
by sending to Chingulungulu for the four sucking-pigs which we had
bought from Matola and temporarily left in his charge; and when
they came up, neatly packed in a large crate, he callously slaughtered
the biggest of them. The first joint we were thoughtless enough to
entrust for roasting to Knudsen’s mshenzi cook, and it was
consequently uneatable; but we made the rest of the animal into a
jelly which we ate with great relish after weeks of underfeeding,
consuming incredible helpings of it at both midday and evening
meals. The only drawback is a certain want of variety in the tinned
vegetables. Dr. Jäger, to whom the Geographical Commission
entrusted the provisioning of the expeditions—mine as well as his
own—because he had more time on his hands than the rest of us,
seems to have laid in a huge stock of Teltow turnips,[46] an article of
food which is all very well for occasional use, but which quickly palls
when set before one every day; and we seem to have no other tins
left. There is no help for it—we must put up with the turnips; but I
am certain that, once I am home again, I shall not touch them for ten
years to come.
Amid all these minor evils, which, after all, go to make up the
genuine flavour of Africa, there is at least one cheering touch:
Knudsen has, with the dexterity of a skilled mechanic, repaired my 9
× 12 cm. camera, at least so far that I can use it with a little care.
How, in the absence of finger-nails, he was able to accomplish such a
ticklish piece of work, having no tool but a clumsy screw-driver for
taking to pieces and putting together again the complicated
mechanism of the instantaneous shutter, is still a mystery to me; but
he did it successfully. The loss of his finger-nails shows him in a light
contrasting curiously enough with the intelligence evinced by the
above operation; though, after all, it is scarcely surprising after his
ten years’ residence in the bush. One day, at Lindi, he had occasion
to wash a dog, which must have been in need of very thorough
cleansing, for the bottle handed to our friend for the purpose had an
extremely strong smell. Having performed his task in the most
conscientious manner, he perceived with some surprise that the dog
did not appear much the better for it, and was further surprised by
finding his own nails ulcerating away in the course of the next few
days. “How was I to know that carbolic acid has to be diluted?” he
mutters indignantly, from time to time, with a troubled gaze at his
mutilated finger-tips.
Since we came to Newala we have been making excursions in all
directions through the surrounding country, in accordance with old
habit, and also because the akida Sefu did not get together the tribal
elders from whom I wanted information so speedily as he had
promised. There is, however, no harm done, as, even if seen only
from the outside, the country and people are interesting enough.
The Makonde plateau is like a large rectangular table rounded off
at the corners. Measured from the Indian Ocean to Newala, it is
about seventy-five miles long, and between the Rovuma and the
Lukuledi it averages fifty miles in breadth, so that its superficial area
is about two-thirds of that of the kingdom of Saxony. The surface,
however, is not level, but uniformly inclined from its south-western
edge to the ocean. From the upper edge, on which Newala lies, the
eye ranges for many miles east and north-east, without encountering
any obstacle, over the Makonde bush. It is a green sea, from which
here and there thick clouds of smoke rise, to show that it, too, is
inhabited by men who carry on their tillage like so many other
primitive peoples, by cutting down and burning the bush, and
manuring with the ashes. Even in the radiant light of a tropical day
such a fire is a grand sight.
Much less effective is the impression produced just now by the
great western plain as seen from the edge of the plateau. As often as
time permits, I stroll along this edge, sometimes in one direction,
sometimes in another, in the hope of finding the air clear enough to
let me enjoy the view; but I have always been disappointed.
Wherever one looks, clouds of smoke rise from the burning bush,
and the air is full of smoke and vapour. It is a pity, for under more
favourable circumstances the panorama of the whole country up to
the distant Majeje hills must be truly magnificent. It is of little use
taking photographs now, and an outline sketch gives a very poor idea
of the scenery. In one of these excursions I went out of my way to
make a personal attempt on the Makonde bush. The present edge of
the plateau is the result of a far-reaching process of destruction
through erosion and denudation. The Makonde strata are
everywhere cut into by ravines, which, though short, are hundreds of
yards in depth. In consequence of the loose stratification of these
beds, not only are the walls of these ravines nearly vertical, but their
upper end is closed by an equally steep escarpment, so that the
western edge of the Makonde plateau is hemmed in by a series of
deep, basin-like valleys. In order to get from one side of such a ravine
to the other, I cut my way through the bush with a dozen of my men.
It was a very open part, with more grass than scrub, but even so the
short stretch of less than two hundred yards was very hard work; at
the end of it the men’s calicoes were in rags and they themselves
bleeding from hundreds of scratches, while even our strong khaki
suits had not escaped scatheless.
NATIVE PATH THROUGH THE MAKONDE BUSH, NEAR

MAHUTA
I see increasing reason to believe that the view formed some time
back as to the origin of the Makonde bush is the correct one. I have
no doubt that it is not a natural product, but the result of human
occupation. Those parts of the high country where man—as a very
slight amount of practice enables the eye to perceive at once—has not
yet penetrated with axe and hoe, are still occupied by a splendid
timber forest quite able to sustain a comparison with our mixed
forests in Germany. But wherever man has once built his hut or tilled
his field, this horrible bush springs up. Every phase of this process
may be seen in the course of a couple of hours’ walk along the main
road. From the bush to right or left, one hears the sound of the axe—
not from one spot only, but from several directions at once. A few
steps further on, we can see what is taking place. The brush has been
cut down and piled up in heaps to the height of a yard or more,
between which the trunks of the large trees stand up like the last
pillars of a magnificent ruined building. These, too, present a
melancholy spectacle: the destructive Makonde have ringed them—
cut a broad strip of bark all round to ensure their dying off—and also
piled up pyramids of brush round them. Father and son, mother and
son-in-law, are chopping away perseveringly in the background—too
busy, almost, to look round at the white stranger, who usually excites
so much interest. If you pass by the same place a week later, the piles
of brushwood have disappeared and a thick layer of ashes has taken
the place of the green forest. The large trees stretch their
smouldering trunks and branches in dumb accusation to heaven—if
they have not already fallen and been more or less reduced to ashes,
perhaps only showing as a white stripe on the dark ground.
This work of destruction is carried out by the Makonde alike on the
virgin forest and on the bush which has sprung up on sites already
cultivated and deserted. In the second case they are saved the trouble
of burning the large trees, these being entirely absent in the
secondary bush.
After burning this piece of forest ground and loosening it with the
hoe, the native sows his corn and plants his vegetables. All over the
country, he goes in for bed-culture, which requires, and, in fact,
receives, the most careful attention. Weeds are nowhere tolerated in
the south of German East Africa. The crops may fail on the plains,
where droughts are frequent, but never on the plateau with its
abundant rains and heavy dews. Its fortunate inhabitants even have
the satisfaction of seeing the proud Wayao and Wamakua working
for them as labourers, driven by hunger to serve where they were
accustomed to rule.
But the light, sandy soil is soon exhausted, and would yield no
harvest the second year if cultivated twice running. This fact has
been familiar to the native for ages; consequently he provides in
time, and, while his crop is growing, prepares the next plot with axe
and firebrand. Next year he plants this with his various crops and
lets the first piece lie fallow. For a short time it remains waste and
desolate; then nature steps in to repair the destruction wrought by
man; a thousand new growths spring out of the exhausted soil, and
even the old stumps put forth fresh shoots. Next year the new growth
is up to one’s knees, and in a few years more it is that terrible,
impenetrable bush, which maintains its position till the black
occupier of the land has made the round of all the available sites and
come back to his starting point.
The Makonde are, body and soul, so to speak, one with this bush.
According to my Yao informants, indeed, their name means nothing
else but “bush people.” Their own tradition says that they have been
settled up here for a very long time, but to my surprise they laid great
stress on an original immigration. Their old homes were in the
south-east, near Mikindani and the mouth of the Rovuma, whence
their peaceful forefathers were driven by the continual raids of the
Sakalavas from Madagascar and the warlike Shirazis[47] of the coast,
to take refuge on the almost inaccessible plateau. I have studied
African ethnology for twenty years, but the fact that changes of
population in this apparently quiet and peaceable corner of the earth
could have been occasioned by outside enterprises taking place on
the high seas, was completely new to me. It is, no doubt, however,
correct.
The charming tribal legend of the Makonde—besides informing us
of other interesting matters—explains why they have to live in the
thickest of the bush and a long way from the edge of the plateau,
instead of making their permanent homes beside the purling brooks
and springs of the low country.
“The place where the tribe originated is Mahuta, on the southern
side of the plateau towards the Rovuma, where of old time there was
nothing but thick bush. Out of this bush came a man who never
washed himself or shaved his head, and who ate and drank but little.
He went out and made a human figure from the wood of a tree
growing in the open country, which he took home to his abode in the
bush and there set it upright. In the night this image came to life and
was a woman. The man and woman went down together to the
Rovuma to wash themselves. Here the woman gave birth to a still-
born child. They left that place and passed over the high land into the
valley of the Mbemkuru, where the woman had another child, which
was also born dead. Then they returned to the high bush country of
Mahuta, where the third child was born, which lived and grew up. In
course of time, the couple had many more children, and called
themselves Wamatanda. These were the ancestral stock of the
Makonde, also called Wamakonde,[48] i.e., aborigines. Their
forefather, the man from the bush, gave his children the command to
bury their dead upright, in memory of the mother of their race who
was cut out of wood and awoke to life when standing upright. He also
warned them against settling in the valleys and near large streams,
for sickness and death dwelt there. They were to make it a rule to
have their huts at least an hour’s walk from the nearest watering-
place; then their children would thrive and escape illness.”
The explanation of the name Makonde given by my informants is
somewhat different from that contained in the above legend, which I
extract from a little book (small, but packed with information), by
Pater Adams, entitled Lindi und sein Hinterland. Otherwise, my
results agree exactly with the statements of the legend. Washing?
Hapana—there is no such thing. Why should they do so? As it is, the
supply of water scarcely suffices for cooking and drinking; other
people do not wash, so why should the Makonde distinguish himself
by such needless eccentricity? As for shaving the head, the short,
woolly crop scarcely needs it,[49] so the second ancestral precept is
likewise easy enough to follow. Beyond this, however, there is
nothing ridiculous in the ancestor’s advice. I have obtained from
various local artists a fairly large number of figures carved in wood,
ranging from fifteen to twenty-three inches in height, and
representing women belonging to the great group of the Mavia,
Makonde, and Matambwe tribes. The carving is remarkably well
done and renders the female type with great accuracy, especially the
keloid ornamentation, to be described later on. As to the object and
meaning of their works the sculptors either could or (more probably)
would tell me nothing, and I was forced to content myself with the
scanty information vouchsafed by one man, who said that the figures
were merely intended to represent the nembo—the artificial
deformations of pelele, ear-discs, and keloids. The legend recorded
by Pater Adams places these figures in a new light. They must surely
be more than mere dolls; and we may even venture to assume that
they are—though the majority of present-day Makonde are probably
unaware of the fact—representations of the tribal ancestress.
The references in the legend to the descent from Mahuta to the
Rovuma, and to a journey across the highlands into the Mbekuru
valley, undoubtedly indicate the previous history of the tribe, the
travels of the ancestral pair typifying the migrations of their
descendants. The descent to the neighbouring Rovuma valley, with
its extraordinary fertility and great abundance of game, is intelligible
at a glance—but the crossing of the Lukuledi depression, the ascent
to the Rondo Plateau and the descent to the Mbemkuru, also lie
within the bounds of probability, for all these districts have exactly
the same character as the extreme south. Now, however, comes a
point of especial interest for our bacteriological age. The primitive
Makonde did not enjoy their lives in the marshy river-valleys.
Disease raged among them, and many died. It was only after they
had returned to their original home near Mahuta, that the health
conditions of these people improved. We are very apt to think of the
African as a stupid person whose ignorance of nature is only equalled
by his fear of it, and who looks on all mishaps as caused by evil
spirits and malignant natural powers. It is much more correct to
assume in this case that the people very early learnt to distinguish
districts infested with malaria from those where it is absent.
This knowledge is crystallized in the
ancestral warning against settling in the
valleys and near the great waters, the
dwelling-places of disease and death. At the
same time, for security against the hostile
Mavia south of the Rovuma, it was enacted
that every settlement must be not less than a
certain distance from the southern edge of the
plateau. Such in fact is their mode of life at the
present day. It is not such a bad one, and
certainly they are both safer and more
comfortable than the Makua, the recent
intruders from the south, who have made USUAL METHOD OF
good their footing on the western edge of the CLOSING HUT-DOOR
plateau, extending over a fairly wide belt of
country. Neither Makua nor Makonde show in their dwellings
anything of the size and comeliness of the Yao houses in the plain,
especially at Masasi, Chingulungulu and Zuza’s. Jumbe Chauro, a
Makonde hamlet not far from Newala, on the road to Mahuta, is the
most important settlement of the tribe I have yet seen, and has fairly
spacious huts. But how slovenly is their construction compared with
the palatial residences of the elephant-hunters living in the plain.
The roofs are still more untidy than in the general run of huts during
the dry season, the walls show here and there the scanty beginnings
or the lamentable remains of the mud plastering, and the interior is a
veritable dog-kennel; dirt, dust and disorder everywhere. A few huts
only show any attempt at division into rooms, and this consists
merely of very roughly-made bamboo partitions. In one point alone
have I noticed any indication of progress—in the method of fastening
the door. Houses all over the south are secured in a simple but
ingenious manner. The door consists of a set of stout pieces of wood
or bamboo, tied with bark-string to two cross-pieces, and moving in
two grooves round one of the door-posts, so as to open inwards. If
the owner wishes to leave home, he takes two logs as thick as a man’s
upper arm and about a yard long. One of these is placed obliquely
against the middle of the door from the inside, so as to form an angle
of from 60° to 75° with the ground. He then places the second piece
horizontally across the first, pressing it downward with all his might.
It is kept in place by two strong posts planted in the ground a few
inches inside the door. This fastening is absolutely safe, but of course
cannot be applied to both doors at once, otherwise how could the
owner leave or enter his house? I have not yet succeeded in finding
out how the back door is fastened.
MAKONDE LOCK AND KEY AT JUMBE CHAURO

This is the general way of closing a house. The Makonde at Jumbe
Chauro, however, have a much more complicated, solid and original
one. Here, too, the door is as already described, except that there is
only one post on the inside, standing by itself about six inches from
one side of the doorway. Opposite this post is a hole in the wall just
large enough to admit a man’s arm. The door is closed inside by a
large wooden bolt passing through a hole in this post and pressing
with its free end against the door. The other end has three holes into
which fit three pegs running in vertical grooves inside the post. The
door is opened with a wooden key about a foot long, somewhat
curved and sloped off at the butt; the other end has three pegs
corresponding to the holes, in the bolt, so that, when it is thrust
through the hole in the wall and inserted into the rectangular
opening in the post, the pegs can be lifted and the bolt drawn out.[50]
MODE OF INSERTING THE KEY
With no small pride first one householder and then a second

showed me on the spot the action of this greatest invention of the
Makonde Highlands. To both with an admiring exclamation of
“Vizuri sana!” (“Very fine!”). I expressed the wish to take back these
marvels with me to Ulaya, to show the Wazungu what clever fellows
the Makonde are. Scarcely five minutes after my return to camp at
Newala, the two men came up sweating under the weight of two
heavy logs which they laid down at my feet, handing over at the same
time the keys of the fallen fortress. Arguing, logically enough, that if
the key was wanted, the lock would be wanted with it, they had taken
their axes and chopped down the posts—as it never occurred to them
to dig them out of the ground and so bring them intact. Thus I have
two badly damaged specimens, and the owners, instead of praise,
come in for a blowing-up.
The Makua huts in the environs of Newala are especially
miserable; their more than slovenly construction reminds one of the
temporary erections of the Makua at Hatia’s, though the people here
have not been concerned in a war. It must therefore be due to
congenital idleness, or else to the absence of a powerful chief. Even
the baraza at Mlipa’s, a short hour’s walk south-east of Newala,
shares in this general neglect. While public buildings in this country
are usually looked after more or less carefully, this is in evident
danger of being blown over by the first strong easterly gale. The only
attractive object in this whole district is the grave of the late chief
Mlipa. I visited it in the morning, while the sun was still trying with
partial success to break through the rolling mists, and the circular
grove of tall euphorbias, which, with a broken pot, is all that marks
the old king’s resting-place, impressed one with a touch of pathos.
Even my very materially-minded carriers seemed to feel something
of the sort, for instead of their usual ribald songs, they chanted
solemnly, as we marched on through the dense green of the Makonde
bush:—
“We shall arrive with the great master; we stand in a row and have
no fear about getting our food and our money from the Serkali (the
Government). We are not afraid; we are going along with the great
master, the lion; we are going down to the coast and back.”
With regard to the characteristic features of the various tribes here
on the western edge of the plateau, I can arrive at no other
conclusion than the one already come to in the plain, viz., that it is
impossible for anyone but a trained anthropologist to assign any
given individual at once to his proper tribe. In fact, I think that even
an anthropological specialist, after the most careful examination,
might find it a difficult task to decide. The whole congeries of peoples
collected in the region bounded on the west by the great Central
African rift, Tanganyika and Nyasa, and on the east by the Indian
Ocean, are closely related to each other—some of their languages are
only distinguished from one another as dialects of the same speech,
and no doubt all the tribes present the same shape of skull and
structure of skeleton. Thus, surely, there can be no very striking
differences in outward appearance.
Even did such exist, I should have no time
to concern myself with them, for day after day,
I have to see or hear, as the case may be—in
any case to grasp and record—an
extraordinary number of ethnographic
phenomena. I am almost disposed to think it
fortunate that some departments of inquiry, at
least, are barred by external circumstances.
Chief among these is the subject of iron-
working. We are apt to think of Africa as a
country where iron ore is everywhere, so to
speak, to be picked up by the roadside, and
where it would be quite surprising if the
inhabitants had not learnt to smelt the
material ready to their hand. In fact, the
knowledge of this art ranges all over the
continent, from the Kabyles in the north to the
Kafirs in the south. Here between the Rovuma
and the Lukuledi the conditions are not so
favourable. According to the statements of the
Makonde, neither ironstone nor any other
form of iron ore is known to them. They have
not therefore advanced to the art of smelting
the metal, but have hitherto bought all their
THE ANCESTRESS OF
THE MAKONDE
iron implements from neighbouring tribes.
Even in the plain the inhabitants are not much
better off. Only one man now living is said to
understand the art of smelting iron. This old fundi lives close to
Huwe, that isolated, steep-sided block of granite which rises out of
the green solitude between Masasi and Chingulungulu, and whose
jagged and splintered top meets the traveller’s eye everywhere. While
still at Masasi I wished to see this man at work, but was told that,
frightened by the rising, he had retired across the Rovuma, though
he would soon return. All subsequent inquiries as to whether the
fundi had come back met with the genuine African answer, “Bado”
(“Not yet”).
BRAZIER
Some consolation was afforded me by a brassfounder, whom I

came across in the bush near Akundonde’s. This man is the favourite
of women, and therefore no doubt of the gods; he welds the glittering
brass rods purchased at the coast into those massive, heavy rings
which, on the wrists and ankles of the local fair ones, continually give
me fresh food for admiration. Like every decent master-craftsman he
had all his tools with him, consisting of a pair of bellows, three
crucibles and a hammer—nothing more, apparently. He was quite
willing to show his skill, and in a twinkling had fixed his bellows on
the ground. They are simply two goat-skins, taken off whole, the four
legs being closed by knots, while the upper opening, intended to
admit the air, is kept stretched by two pieces of wood. At the lower
end of the skin a smaller opening is left into which a wooden tube is
stuck. The fundi has quickly borrowed a heap of wood-embers from
the nearest hut; he then fixes the free ends of the two tubes into an
earthen pipe, and clamps them to the ground by means of a bent
piece of wood. Now he fills one of his small clay crucibles, the dross
on which shows that they have been long in use, with the yellow
material, places it in the midst of the embers, which, at present are
only faintly glimmering, and begins his work. In quick alternation
the smith’s two hands move up and down with the open ends of the
bellows; as he raises his hand he holds the slit wide open, so as to let
the air enter the skin bag unhindered. In pressing it down he closes
the bag, and the air puffs through the bamboo tube and clay pipe into
the fire, which quickly burns up. The smith, however, does not keep
on with this work, but beckons to another man, who relieves him at
the bellows, while he takes some more tools out of a large skin pouch
carried on his back. I look on in wonder as, with a smooth round
stick about the thickness of a finger, he bores a few vertical holes into
the clean sand of the soil. This should not be difficult, yet the man
seems to be taking great pains over it. Then he fastens down to the
ground, with a couple of wooden clamps, a neat little trough made by
splitting a joint of bamboo in half, so that the ends are closed by the
two knots. At last the yellow metal has attained the right consistency,
and the fundi lifts the crucible from the fire by means of two sticks
split at the end to serve as tongs. A short swift turn to the left—a
tilting of the crucible—and the molten brass, hissing and giving forth
clouds of smoke, flows first into the bamboo mould and then into the
holes in the ground.
The technique of this backwoods craftsman may not be very far
advanced, but it cannot be denied that he knows how to obtain an
adequate result by the simplest means. The ladies of highest rank in
this country—that is to say, those who can afford it, wear two kinds
of these massive brass rings, one cylindrical, the other semicircular
in section. The latter are cast in the most ingenious way in the
bamboo mould, the former in the circular hole in the sand. It is quite
a simple matter for the fundi to fit these bars to the limbs of his fair
customers; with a few light strokes of his hammer he bends the
pliable brass round arm or ankle without further inconvenience to
the wearer.
SHAPING THE POT
SMOOTHING WITH MAIZE-COB
CUTTING THE EDGE

FINISHING THE BOTTOM
LAST SMOOTHING BEFORE

BURNING
FIRING THE BRUSH-PILE

LIGHTING THE FARTHER SIDE OF
THE PILE
TURNING THE RED-HOT VESSEL
NYASA WOMAN MAKING POTS AT MASASI

Pottery is an art which must always and everywhere excite the
interest of the student, just because it is so intimately connected with
the development of human culture, and because its relics are one of
the principal factors in the reconstruction of our own condition in
prehistoric times. I shall always remember with pleasure the two or
three afternoons at Masasi when Salim Matola’s mother, a slightly-
built, graceful, pleasant-looking woman, explained to me with
touching patience, by means of concrete illustrations, the ceramic art
of her people. The only implements for this primitive process were a
lump of clay in her left hand, and in the right a calabash containing
the following valuables: the fragment of a maize-cob stripped of all
its grains, a smooth, oval pebble, about the size of a pigeon’s egg, a
few chips of gourd-shell, a bamboo splinter about the length of one’s
hand, a small shell, and a bunch of some herb resembling spinach.
Nothing more. The woman scraped with the
shell a round, shallow hole in the soft, fine
sand of the soil, and, when an active young
girl had filled the calabash with water for her,
she began to knead the clay. As if by magic it
gradually assumed the shape of a rough but
already well-shaped vessel, which only wanted
a little touching up with the instruments
before mentioned. I looked out with the
MAKUA WOMAN closest attention for any indication of the use
MAKING A POT. of the potter’s wheel, in however rudimentary
SHOWS THE a form, but no—hapana (there is none). The
BEGINNINGS OF THE embryo pot stood firmly in its little
POTTER’S WHEEL
depression, and the woman walked round it in
a stooping posture, whether she was removing
small stones or similar foreign bodies with the maize-cob, smoothing
the inner or outer surface with the splinter of bamboo, or later, after
letting it dry for a day, pricking in the ornamentation with a pointed
bit of gourd-shell, or working out the bottom, or cutting the edge
with a sharp bamboo knife, or giving the last touches to the finished
vessel. This occupation of the women is infinitely toilsome, but it is
without doubt an accurate reproduction of the process in use among
our ancestors of the Neolithic and Bronze ages.
There is no doubt that the invention of pottery, an item in human
progress whose importance cannot be over-estimated, is due to
women. Rough, coarse and unfeeling, the men of the horde range
over the countryside. When the united cunning of the hunters has
succeeded in killing the game; not one of them thinks of carrying
home the spoil. A bright fire, kindled by a vigorous wielding of the
drill, is crackling beside them; the animal has been cleaned and cut
up secundum artem, and, after a slight singeing, will soon disappear
under their sharp teeth; no one all this time giving a single thought
to wife or child.
To what shifts, on the other hand, the primitive wife, and still more
the primitive mother, was put! Not even prehistoric stomachs could
endure an unvarying diet of raw food. Something or other suggested
the beneficial effect of hot water on the majority of approved but
indigestible dishes. Perhaps a neighbour had tried holding the hard
roots or tubers over the fire in a calabash filled with water—or maybe
an ostrich-egg-shell, or a hastily improvised vessel of bark. They
became much softer and more palatable than they had previously
been; but, unfortunately, the vessel could not stand the fire and got
charred on the outside. That can be remedied, thought our
ancestress, and plastered a layer of wet clay round a similar vessel.
This is an improvement; the cooking utensil remains uninjured, but
the heat of the fire has shrunk it, so that it is loose in its shell. The
next step is to detach it, so, with a firm grip and a jerk, shell and
kernel are separated, and pottery is invented. Perhaps, however, the
discovery which led to an intelligent use of the burnt-clay shell, was
made in a slightly different way. Ostrich-eggs and calabashes are not
to be found in every part of the world, but everywhere mankind has
arrived at the art of making baskets out of pliant materials, such as
bark, bast, strips of palm-leaf, supple twigs, etc. Our inventor has no
water-tight vessel provided by nature. “Never mind, let us line the
basket with clay.” This answers the purpose, but alas! the basket gets
burnt over the blazing fire, the woman watches the process of
cooking with increasing uneasiness, fearing a leak, but no leak
appears. The food, done to a turn, is eaten with peculiar relish; and
the cooking-vessel is examined, half in curiosity, half in satisfaction
at the result. The plastic clay is now hard as stone, and at the same
time looks exceedingly well, for the neat plaiting of the burnt basket
is traced all over it in a pretty pattern. Thus, simultaneously with
pottery, its ornamentation was invented.
Primitive woman has another claim to respect. It was the man,
roving abroad, who invented the art of producing fire at will, but the
woman, unable to imitate him in this, has been a Vestal from the
earliest times. Nothing gives so much trouble as the keeping alight of
the smouldering brand, and, above all, when all the men are absent
from the camp. Heavy rain-clouds gather, already the first large
drops are falling, the first gusts of the storm rage over the plain. The
little flame, a greater anxiety to the woman than her own children,
flickers unsteadily in the blast. What is to be done? A sudden thought
occurs to her, and in an instant she has constructed a primitive hut
out of strips of bark, to protect the flame against rain and wind.
This, or something very like it, was the way in which the principle
of the house was discovered; and even the most hardened misogynist
cannot fairly refuse a woman the credit of it. The protection of the
hearth-fire from the weather is the germ from which the human
dwelling was evolved. Men had little, if any share, in this forward
step, and that only at a late stage. Even at the present day, the
plastering of the housewall with clay and the manufacture of pottery
are exclusively the women’s business. These are two very significant
survivals. Our European kitchen-garden, too, is originally a woman’s
invention, and the hoe, the primitive instrument of agriculture, is,
characteristically enough, still used in this department. But the
noblest achievement which we owe to the other sex is unquestionably
the art of cookery. Roasting alone—the oldest process—is one for
which men took the hint (a very obvious one) from nature. It must
have been suggested by the scorched carcase of some animal
overtaken by the destructive forest-fires. But boiling—the process of
improving organic substances by the help of water heated to boiling-
point—is a much later discovery. It is so recent that it has not even
yet penetrated to all parts of the world. The Polynesians understand
how to steam food, that is, to cook it, neatly wrapped in leaves, in a
hole in the earth between hot stones, the air being excluded, and
(sometimes) a few drops of water sprinkled on the stones; but they
do not understand boiling.
To come back from this digression, we find that the slender Nyasa
woman has, after once more carefully examining the finished pot,
put it aside in the shade to dry. On the following day she sends me
word by her son, Salim Matola, who is always on hand, that she is
going to do the burning, and, on coming out of my house, I find her
already hard at work. She has spread on the ground a layer of very
dry sticks, about as thick as one’s thumb, has laid the pot (now of a
yellowish-grey colour) on them, and is piling brushwood round it.
My faithful Pesa mbili, the mnyampara, who has been standing by,
most obligingly, with a lighted stick, now hands it to her. Both of
them, blowing steadily, light the pile on the lee side, and, when the
flame begins to catch, on the weather side also. Soon the whole is in a
blaze, but the dry fuel is quickly consumed and the fire dies down, so
that we see the red-hot vessel rising from the ashes. The woman
turns it continually with a long stick, sometimes one way and
sometimes another, so that it may be evenly heated all over. In
twenty minutes she rolls it out of the ash-heap, takes up the bundle
of spinach, which has been lying for two days in a jar of water, and
sprinkles the red-hot clay with it. The places where the drops fall are
marked by black spots on the uniform reddish-brown surface. With a
sigh of relief, and with visible satisfaction, the woman rises to an
erect position; she is standing just in a line between me and the fire,
from which a cloud of smoke is just rising: I press the ball of my
camera, the shutter clicks—the apotheosis is achieved! Like a
priestess, representative of her inventive sex, the graceful woman
stands: at her feet the hearth-fire she has given us beside her the
invention she has devised for us, in the background the home she has
built for us.
At Newala, also, I have had the manufacture of pottery carried on
in my presence. Technically the process is better than that already
described, for here we find the beginnings of the potter’s wheel,
which does not seem to exist in the plains; at least I have seen
nothing of the sort. The artist, a frightfully stupid Makua woman, did
not make a depression in the ground to receive the pot she was about
to shape, but used instead a large potsherd. Otherwise, she went to
work in much the same way as Salim’s mother, except that she saved
herself the trouble of walking round and round her work by squatting
at her ease and letting the pot and potsherd rotate round her; this is
surely the first step towards a machine. But it does not follow that
the pot was improved by the process. It is true that it was beautifully
rounded and presented a very creditable appearance when finished,
but the numerous large and small vessels which I have seen, and, in
part, collected, in the “less advanced” districts, are no less so. We
moderns imagine that instruments of precision are necessary to
produce excellent results. Go to the prehistoric collections of our
museums and look at the pots, urns and bowls of our ancestors in the
dim ages of the past, and you will at once perceive your error.
MAKING LONGITUDINAL CUT IN
BARK
DRAWING THE BARK OFF THE LOG
REMOVING THE OUTER BARK

BEATING THE BARK
WORKING THE BARK-CLOTH AFTER BEATING, TO MAKE IT

SOFT
MANUFACTURE OF BARK-CLOTH AT NEWALA

To-day, nearly the whole population of German East Africa is
clothed in imported calico. This was not always the case; even now in
some parts of the north dressed skins are still the prevailing wear,
and in the north-western districts—east and north of Lake
Tanganyika—lies a zone where bark-cloth has not yet been
superseded. Probably not many generations have passed since such
bark fabrics and kilts of skins were the only clothing even in the
south. Even to-day, large quantities of this bright-red or drab
material are still to be found; but if we wish to see it, we must look in
the granaries and on the drying stages inside the native huts, where
it serves less ambitious uses as wrappings for those seeds and fruits
which require to be packed with special care. The salt produced at
Masasi, too, is packed for transport to a distance in large sheets of
bark-cloth. Wherever I found it in any degree possible, I studied the
process of making this cloth. The native requisitioned for the
purpose arrived, carrying a log between two and three yards long and
as thick as his thigh, and nothing else except a curiously-shaped
mallet and the usual long, sharp and pointed knife which all men and
boys wear in a belt at their backs without a sheath—horribile dictu!
[51]
Silently he squats down before me, and with two rapid cuts has
drawn a couple of circles round the log some two yards apart, and
slits the bark lengthwise between them with the point of his knife.
With evident care, he then scrapes off the outer rind all round the
log, so that in a quarter of an hour the inner red layer of the bark
shows up brightly-coloured between the two untouched ends. With
some trouble and much caution, he now loosens the bark at one end,
and opens the cylinder. He then stands up, takes hold of the free
edge with both hands, and turning it inside out, slowly but steadily
pulls it off in one piece. Now comes the troublesome work of
scraping all superfluous particles of outer bark from the outside of
the long, narrow piece of material, while the inner side is carefully
scrutinised for defective spots. At last it is ready for beating. Having
signalled to a friend, who immediately places a bowl of water beside
him, the artificer damps his sheet of bark all over, seizes his mallet,
lays one end of the stuff on the smoothest spot of the log, and
hammers away slowly but continuously. “Very simple!” I think to
myself. “Why, I could do that, too!”—but I am forced to change my
opinions a little later on; for the beating is quite an art, if the fabric is
not to be beaten to pieces. To prevent the breaking of the fibres, the
stuff is several times folded across, so as to interpose several
thicknesses between the mallet and the block. At last the required
state is reached, and the fundi seizes the sheet, still folded, by both
ends, and wrings it out, or calls an assistant to take one end while he
holds the other. The cloth produced in this way is not nearly so fine
and uniform in texture as the famous Uganda bark-cloth, but it is
quite soft, and, above all, cheap.
Now, too, I examine the mallet. My craftsman has been using the
simpler but better form of this implement, a conical block of some
hard wood, its base—the striking surface—being scored across and
across with more or less deeply-cut grooves, and the handle stuck
into a hole in the middle. The other and earlier form of mallet is
shaped in the same way, but the head is fastened by an ingenious
network of bark strips into the split bamboo serving as a handle. The
observation so often made, that ancient customs persist longest in
connection with religious ceremonies and in the life of children, here
finds confirmation. As we shall soon see, bark-cloth is still worn
during the unyago,[52] having been prepared with special solemn
ceremonies; and many a mother, if she has no other garment handy,
will still put her little one into a kilt of bark-cloth, which, after all,
looks better, besides being more in keeping with its African
surroundings, than the ridiculous bit of print from Ulaya.
MAKUA WOMEN

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Unique coverage of language and style. Unique chapters on language

A user-friendly, all-in-one index. Entries include both everyday words (such

Get the most out of your course with

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■■ LaunchPad for The St. Martin’s Handbook: Where

■■ LaunchPad media contents for The St. Martin’s

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Student writing models

Videos of student writers

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Revision happens: Cuervels, Working with other people:

Quizzes, visual exercises, tutorials, and LearningCurve

■■ Choose from alternative formats of

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■■ Be a part of Andrea’s teaching community

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Page navigation help

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o “Dover Beach” moves from calm to sadness. [poem]

academic English in a print letter The quotation

If you decide to conductmake

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Getting Started with The St. Martin’s Handbook

Planning and Drafting

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Reviewing, Revising, and Editing

Meeting Your Instructor’s Expectations

Writing in Any Discipline

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Using Multimedia Resources in Your LaunchPad

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