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Detailed Contents
Preface To the Instructor xii
Introduction Why We Learn to Write 1
Part 1 Understanding the Elements of Good Writing 7

1 Understanding the Audience, Understanding Yourself 8
Addressing Your Readers 8
Reflecting Yourself 10
Levels of Standard English Writing 12
Reading: Matthew McKinnon,
“The Needle and the Damage Done” 22
2 Understanding the Role of Reading as a Basic
Writing Component 23
Start with Good Reading Skills 24
Skimming 24
Scanning 25
A Note on Speedreading and Increasing Your Reading Speed 25
Summary 33
3 Understanding the Role of Critical Thinking 34
The Interpretive Critical Thinking Model 34
The Toulmin Method of Analysis 43
Part 2 Beginning the Writing Process 49

4 Organizing Your Work and Preparing for Writing 50
Think about Your Subject 50
Make Your Subject Significant 50
Make Your Subject Single 51
Make Your Subject Specific 52
Make Your Subject Supportable 52
Organizing Subject Ideas into Main Points 53
Generating Main Points: The Bottom-Up Approach 54
Generating Main Points: The Top-Down Approach 59
Testing Your Main Points 63
5 Developing the Main Points and Writing an Outline 66
Organizing Your Main Points 66
Preparing the Outline 68
Outline Format 69
6 Writing the Thesis Statement 74
Phrasing Your Statement of Subject 77
Phrasing the Main Points 78
Putting the Thesis Elsewhere in Your Paper 84
NEL v
Copyright 2016 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Part 3 Drafting Your Work 85
7 Understanding the Paragraph 86
What Does a Paragraph Actually Look Like? 86
How Does a Paragraph Function? 87
How Long Should a Paragraph Be? 88
Crafting the Topic Sentence 90
Developing the Topic 93
How Do You End a Paragraph? 101
8 Writing Introductions and Conclusions 102
The Introductory Paragraph 102
Getting and Holding Your Readers’ Attention 103
The Concluding Paragraph 109
9 Summarizing, Paraphrasing, and Quoting 115
Summarizing 116
Paraphrasing 120
Quoting 123
Additional Suggestions for Writing 130
10 Developing Unity, Coherence, and Tone 132
Unity 132
Coherence 134
Tone 140
11 Choosing the Right Words 144
The Writer’s Toolkit 144
The Seven Deadly Errors of Writing 146
Reading: Russell Baker, “Little Red Riding
Hood Revisited” 157
Part 4 Understanding Common Writing Styles 161

12 Academic and Workplace Writing 162
Four Ideas to Consider as You Develop Your
Writing 162
Choosing an Overall Writing Strategy 163
Differences between Workplace and Academic
Writing 164
13 Analytical Writing: Process Analysis, Causal
Analysis, and Classification and Division 165
Analytical Writing 165
Process Analysis 165
Reading: Brian Green, “How To Play Winning Tennis” 168
Causal Analysis 170
Reading: Trina Piscatelli, “The Slender Trap” 171
vi Detailed Contents NEL
Classification and Division 175
Reading: Alice Tam, “On-the-Job Training” 176
14 Persuasive Writing: Description, Narration, and Example 180
Description 180
Narration 182
Example 183
Putting Description, Narration, and Example to Use 185
Reading: Amanda van der Heiden, “Looking Both Ways” 185
15 Comparison and Contrast 188
Tips for Writing a Comparison or Contrast Paper 189
Readings: D’Arcy McHayle, “The Canadian Climate” 189
Aniko Hencz, “Shopping Around” 191
16 Argumentation 194
Choose Your Issue Carefully 194
Consider Your Audience 195
Identify Your Purpose 195
Organize Your Ideas 195
Tips for Writing Argumentation 198
Readings: Aliki Tryphonopoulos, “A City for Students” 198
Walter Isaacs, “Of Pain, Predators, and Pleasure” 200
Part 5 Writing Research Papers 205

17 Preparing for Research and Choosing a Research
Method 206
Tips for Writing a Research Paper 207
Ways of Doing Research 209
18 Formatting a Research Paper 214
Taking Good Research Notes for Informative Writing 214
Basic Formatting Guidelines 216
Formatting an MLA-Style Research Paper 217
Formatting an APA-Style Research Paper 218
Projecting an Image 220
19 Documenting Your Sources 221
Introduction: The Two-Part Principle of Documentation 221
The MLA Style 222
The APA Style 237
20 Writing in the Workplace: Memos, Letters, and Short
Reports 252
Memos 253
Letters 255
Short Reports 259
NEL Detailed Contents vii
Part 6 Undertaking the Revision Process
265
21 Rewriting Your Work 266
The Three Steps of Revision 267
Step 1: Rewriting 268
22 Editing and Proofreading Your Work 273
Step 2: Editing 273
Step 3: Proofreading 277
Working with Rubrics 278
Part 7 Readings
281
Richard Lederer, “How I Write” 283
Malcolm Gladwell, “How to Be a Success” 285
Rick Groen, “The Magic of Moviegoing” 289
Sara R. Howerth, “The Gas–Electric Hybrid
Demystified” 291
Victor Chen, “Justice and Journalism” 293
Olive Skene Johnson, “For Minorities, Timing
Is Everything” 294
Deenu Parmar, “Labouring the Walmart Way” 296
Gabor Maté, “Embraced by the Needle” 298
Rubi Garyfalakis, “No Sweat?” 301
Hal Niedzviecki, “Stupid Jobs Are Good to
Relax With” 305
Maria Amuchastegui, “Farming It Out” 309
Sam McNerney, “Is Creativity Sexy? The Evolutionary
Advantages of Artistic Thinking” 315
Navneet Alang, “Online Freedom Will Depend on
Deeper Forms of Web Literacy” 317
Scott Adams, “The Heady Thrill of Having
Nothing to Do” 319
Annie Murphy Paul, “Your Brain on Fiction” 321
Part 8 Workbook 323
23 A Review of the Basics
324
How to Use This Workbook 324
Cracking the Sentence Code 325
Solving Sentence-Fragment Problems 334
Solving Run-On Problems 340
Solving Modifier Problems 344
The Parallelism Principle 350
Refining by Combining 354
viii Detailed Contents NEL
24 Grammar 359
Mastering Subject–Verb Agreement 359
Using Verbs Effectively 367
Solving Pronoun Problems 378
25 Punctuation 395
The Comma 395
The Semicolon 404
The Colon 406
Quotation Marks 410
The Question Mark 412
The Exclamation Mark 412
Dashes and Parentheses 414
26 Spelling 419
Hazardous Homonyms 419
The Apostrophe 429
The Hyphen 435
Capital Letters 438
Numbers 443
Appendix A: List of Terms: A Vocabulary of Writing 448

Appendix B: Answers for Selected Exercises 458

Index 492
Readings:
Contents by Subject
Work and Leisure
Brian Green, “How To Play Winning Tennis” 168
Hal Niedzviecki, “Stupid Jobs Are Good to Relax With” 305
Deenu Parmar, “Labouring the Walmart Way” 296
Alice Tam, “On-the-Job Training” 176
NEL Detailed Contents ix
Learning and Education
Navneet Alang, “Online Freedom Will Depend on Deeper
Forms of Web Literacy” 317
Mainly Canadian
D’Arcy McHayle, “The Canadian Climate” 189
Aliki Tryphonopoulos, “A City for Students” 198
Communication and Writing

Russell Baker, “Little Red Riding Hood Revisited” 157
Richard Lederer, “How I Write” 283
The Contemporary Scene

Aniko Hencz, “Shopping Around” 191
Gabor Maté, “Embraced by the Needle” 298
Trina Piscatelli, “The Slender Trap” 171
Olive Skene Johnson, “For Minorities, Timing Is
Everything” 294
Aliki Tryphonopoulos, “A City for Students” 198
Amanda van der Heiden, “Looking Both Ways” 185
Media and the Arts

Rick Groen, “The Magic of Moviegoing” 289
Matthew McKinnon, “The Needle and the Damage
Done” 22
x Detailed Contents NEL
Science, Technology, and the Environment

Navneet Alang, “Online Freedom Will Depend on
Deeper Forms of Web Literacy” 317
Sara R. Howerth, “The Gas–Electric Hybrid
Demystified” 291
Ethics and Morality

Walter Isaacs, “Of Pain, Predators, and Pleasure” 200
Olive Skene Johnson, “For Minorities, Timing Is
Everything” 294
NEL Detailed Contents xi
Preface:
To the Instructor
Essay Essentials with Readings, Enhanced Sixth Edition, is designed for all Canadian
post-secondary students who are learning to write academic and professional
prose. The book has been substantially revised and expanded to inclusively fit the
needs of students who want to succeed at school and who require the ability to
bring their developed writing skills to the workplace.
New to the Sixth Edition

The most significant change in the sixth edition is a major revision to the structure
of the book to accommodate courses that focus on integrating the study of writing
with detailed information on critical thinking and innovative ideas about relating
to audiences effectively. Other highlights of the new edition include the following:
● A new chapter on reading strategies (Chapter 2) will give students insight
on how to develop their analytical skills.
● An expansion of the chapter on writing the thesis statement (Chapter 6)
addresses the struggles students have with the process.
● Further discussion about persuasive writing has been added (Chapter 14)
to assist students in learning this important technique for both academic
and workplace writing.
● Coverage of the processes of revising, editing, and proofreading has been
expanded into two chapters: Rewriting Your Work (Chapter 21) and
Editing and Proofreading Your Work (Chapter 22).
● The number of printed readings has been pared to 15, in response to user
comments that the book was growing too long. Four new readings focus
on current and innovative topics. More readings will be available on the
Instructor Resource Centre in MindTap. (See the section on MindTap
later in the preface for more information.)
● A stronger emphasis on workplace writing has been introduced and can
be found in Chapter 20, which is devoted to workplace documents such
as letters and memos; as well, the overall function and form of profes-
sional writing is threaded into discussions throughout each chapter. No
matter what or where your students study, eventually they will need to
transfer their academic writing skills to the workplace. We have attempted
to help you and your students along that path by including some of the
most practical and useful professional formats and writing styles.
● Many of the exercises in the Workbook (Chapters 23–26) are new or
have been revised and updated to allow students at a variety of skill levels
to increase their understanding of grammar and mechanics.
● The presentation of the book has been improved, with a new design that
opens up the look of the textbook for a better student experience.
● A fully online learning solution, MindTap offers further readings and
supplements, allowing for more instructor choice and providing more
content about writing than could be included in the printed version of
the text.
xii Preface NEL
Essay Essentials with Readings is divided into eight parts. Parts 1 through 6
explain, exemplify, and provide practice in planning, drafting, and revising trans-
actional prose, as well as in researching and writing properly formatted and docu-
mented essays and workplace material. Because most adults learn better and with
more satisfaction when they work with other learners, many of the exercises are
interactive.1 Some involve the whole class, but most are designed to be done in
pairs or groups, either in class or online.2
A principal goal of this book is to convince students that good writing involves
rewriting and editing. Part 6, Undertaking the Revision Process, has been adapted
to clarify the distinct but interconnected tasks of rewriting, editing, and proof-
reading, and we have developed new exercises to help students identify and exe-
cute these tasks. To reinforce our goal, we have incorporated many rewriting and
editing exercises throughout the text.
The questions following the essays and readings in Part 7 are designed to pro-
voke thinking and discussion as well as to promote students’ understanding of
structure and development. Teachers will find suggested answers to these questions
in the Instructor’s Manual available on the Essay Essentials website at www.nelson
.com/instructor.
Part 8, the Workbook, reviews the basics of syntax, grammar, punctuation, and
spelling. Many students will be required to work through this workbook on their
own; answers to the asterisked exercises are provided in Appendix B. Answers to
the Mastery Tests are provided in the Instructor’s Manual and on the Instructors’
page of the website. The four chapters of the workbook can be covered in any
order, but the information within each chapter is interdependent and should be
studied sequentially; competency in later parts of each chapter often depends on
mastery of the earlier material.
Appendix A includes a revised glossary containing all the words found in bold
throughout the text. These provide easy reference for students looking for defini-
tions and clarification of terms.
Inside the front cover is a Quick Revision Guide. We encourage students to
use it as a checklist to consult as they revise and edit their work. It also provides
an overall summary of the entire book and lists how each chapter illustrates the
main process of essay writing. Instructors can duplicate the guide, attach a copy
to each student’s paper, and mark ✓ or ✗ beside each item in the guide to identify
the paper’s strengths and weaknesses. This strategy provides students with specific
feedback in a consistent format. It also saves hours of marking time.
MindTap
MindTap for Essay Essentials, Enhanced Sixth Edition, is a personalized teaching expe-
rience with relevant exercises that guide students to practise and master their writing
skills, allowing instructors to measure skills and promote better outcomes with ease.
A fully online learning solution, MindTap combines all student learning tools—
readings, multimedia, activities, and assessments—into a single Learning Path that
guides the student through the curriculum. Instructors personalize the experience by
1 Answers to exercises marked with an asterisk are provided in Appendix B.

2These group exercises can be adapted to individual assignments if the instructor prefers or the
course requires.
NEL Preface xiii
customizing the presentation of these learning tools to their students, even seamlessly
introducing their own content into the Learning Path.
Acknowledgments
We thank the following reviewers who helped us with the content of this edition:
Maria Berrafati, Mohawk College
Thom Bland, Camosun College
Phillip Chaddock, Centennial College
John Lehr, George Brown College
Tanya Lewis, Langara College
Donna Mae Matheson, Georgian College
Ian Stanwood, Kwantlen Polytechnic University
Andrew Stracuzzi, Fanshawe College
We are thankful for the emphasis that the Language Studies department of
Mohawk College has placed on teaching critical thinking, as that work helped us
to realize the value of critical thinking and reading skills to the development of
the sound writing skills we focus on here. Years of fantastic articles used in exams
became excellent new readings in this text.
We are grateful to the publishing team at Nelson Education Ltd. Laura Macleod
and Lisa Berland saw this book through some serious reconditioning. Amanda
Henry and the sales team are always available for quick pick-me-ups. Finally,
Cathy Witlox and her supportive copy editing made all of these words gel together
into something really special.
xiv Acknowledgments NEL
Introduction:
Why We Learn to Write
Writing can be a rewarding and career-enhancing skill. Unlike most of the skills
you acquire in a career program, however, writing is not job-specific. The writing
skills you learn from this book will be useful to you not only in all your college
or university courses but in every job you hold throughout your working life.
Prospective employers will assume that you, as a college or university graduate, are
able to write quickly and skillfully. As you progress through your career and climb
higher on the organizational ladder, you will write more, and your writing tasks
will become more complex. In any job, evaluations of your performance will be
based in part on your communication skills. Essay Essentials with Readings will teach
you to write standard English prose, the kind you can apply to any writing task.
The word essay comes from the French essayer, to try or attempt. Broadly speak-
ing, an essay is an attempt to communicate information, opinion, or emotion.
In college or university, an essay is an exercise that requires students to explore
and explain their own and others’ thoughts about a subject. In the larger world,
essays appear in print and online newspapers and magazines as editorials, reviews,
opinion pieces, and commentaries on news and public affairs. In the workplace,
an essay structure can be used for any email, memo, letter, or report. It can even
form the backbone of a Prezi or PowerPoint presentation.
Thinking, organizing, and researching are fundamental to all practical writing You can learn to write
tasks. From this book, you will learn how to find and organize thoughts, to develop well through practice,
ideas in coherent paragraphs, and to express yourself clearly, correctly, and concisely. perseverance, and a
Once you’ve mastered these basics, you will have no difficulty adapting your skills willingness to believe
to fit the needs of your work environment to create business or technical reports, that writing skills
instructions, proposals, memoranda, sales presentations, commercial scripts, legal develop over time.
briefs, or websites. Those who can write competently are in high demand.
We have designed this book to guide you through focused learning and practice
to develop better writing skills. Because it is more fun and more efficient to learn
with others than to struggle alone, we have included many group-based exercises.
To make the writing process even more relevant to the workplace, we have also
introduced some applicable readings and useful examples of professional writ-
ing. Part 8, our interactive editing workbook, provides handy tools, rules, and
exercises to boost your sentence-writing skills and grammar. We strongly encour-
age you throughout your study to keep a list of the errors that you make most
frequently. Only by recognizing your writing weaknesses can you develop them
into writing strengths. If you follow the guidelines in this text, you will produce
effective essays in school and creditable communications in your career.
Online Supplements
Stay organized and efficient with MindTap—a single destination with all the
course material and study aids you need to succeed. Built-in apps leverage social
media and the latest learning technology. For example,
NEL Introduction: Why We Learn to Write 1
●● ReadSpeaker will read the text to you.
●● Flashcards are pre-populated to provide you with a jump start for
review—or you can create your own.
●● You can highlight text and make notes in your MindTap Reader. Your
notes will flow into Evernote, the electronic notebook app that you can
access anywhere when it’s time to study for the exam.
●● Self-quizzing allows you to assess your understanding.
●● Digital versions of many of the activities are available on MindTap, as are
the exercises.
What the Symbols Mean

This symbol in the margin beside an exercise means the exercise is designed
for two or more students working together. Read the directions that intro-
duce the exercise carefully to find out how many students should participate
and what task is to be performed. Often you are instructed to begin work in
a pair or group, then to work individually on a writing task, and finally to
regroup and review your writing with your partner(s).
This symbol means “note this.” We’ve used it to highlight writing tips, help-
ful hints, hard-to-remember points, and information that you should apply
whenever you write, not just when you are dealing with the specific prin-
ciple covered in the paragraph marked by the icon.
This icon attached to an exercise means that the exercise is a mastery test
designed to check your understanding of the section of the chapter you have
just completed. The answers to these exercises are not in the back of the
book; your instructor will provide them.
The Process of Writing

Writing is a three-step process consisting of
1. planning or prewriting
2. writing (sometimes called drafting)
3. revising
The majority of this book explains the approach to writing that you will take when
you have already been told what to write about, called the conceptual approach. The
conceptual (or top-down) approach is the one you choose when you know what
you want to say before you begin to write. You identify your subject and main
points, and draft a thesis statement (a statement that provides your readers a pre-
view of the content of your paper). Research papers, business reports, and essay
questions on exams are examples of writing that requires a conceptual approach.
The experimental (bottom-up) approach is also useful and should be used
when you do not know ahead of time what you want to say. You discover your
thesis gradually, incrementally, through trial and error, and through several drafts.
Experimental writers often rely on prewriting strategies such as brainstorming and
2 Introduction: Why We Learn to Write NEL
freewriting to kick-start the process. At times throughout the textbook, you will be
given exercises that allow you to use this approach, although we recognize that, at
both school and in the workplace, many topics have been thoughtfully planned
out for you ahead of time.
You should learn to use both approaches. Sometimes you will discover your
subject through writing; at other times, using top-down strategies will help you to
express clearly what you already know. If you are familiar with both approaches,
you can comfortably choose whichever is more appropriate for a particular
writing task.
What Your Readers Expect

Whichever approach you use, your goal is to make your finished writing easy for
your audience to read and understand. To achieve this goal, you must meet your
readers’ expectations.
When your readers begin to read a piece of extended prose, they unconsciously
expect to find
●● a preview (in the introduction) of the content and organization of the
paper
●● paragraphs that contain the necessary content
●● a sentence (usually the first) in each paragraph that identifies its topic
●● unified paragraphs, each of which explores a single topic
●● connections (transitions) within and between paragraphs
Keep in mind that readers want to obtain information quickly and easily, without
backtracking. They rely on the writer—you—to make efficient reading possible.
Your readers will read more easily and remember more of what they have read
if you include a thesis statement to introduce them to the content and organiza-
tion of the paper and if you begin each paragraph with a topic sentence. If you do
not organize and develop your paper and its paragraphs in a clearly identifiable
way, readers will impose their own organization on it. The result will be longer
reading time, difficulty in understanding and remembering the content, or, worse,
the assumption that a paragraph or even the whole paper has a meaning other
than the one you intended.
How to Begin
Having a conversation with someone who never seems to get to the point is a tire-
some and frustrating experience. Similarly, an essay—or any other form of written
communication—that has no point and rambles on will turn readers off. So how
can you avoid boring, confusing, or annoying your readers? To begin with, you
need to have something to say and a reason for saying it. Very few people can
write anything longer than a few sentences from start to finish without taking
time to think about and plan what they’ll say. Prewriting will help you to plan and
develop your writing projects more efficiently. We will explore some prewriting
strategies in Chapter 4.
Once you’ve determined what you want to say, the next step is to arrange your
main points in the most effective order possible. If you organize your ideas care-
fully, you won’t ramble. As a general rule, the more time you spend on prewriting
Writing an essay is like and planning, the less time you’ll need to spend on drafting and revising. Careful
building a house: if you planning will enable you to produce papers that your readers will find clear and
have a clear plan or understandable.
blueprint, you can construct
the house without having The Parts of an Essay
to double back or even
start all over again. A Most students come to college or university with some familiarity with the five-
good plan saves time. paragraph theme, the most basic form of essay composition, so we will start with
it and then move on to adaptations and variations of this basic format.
An essay, like any The beginning, or introduction, tells your reader the thesis (i.e., the single main
document, has a beginning, idea you will explain or prove) and the scope of your essay. If your introduction
a middle, and an end. is well crafted, its thesis statement will identify the points you will discuss in the
paragraphs that follow.
The middle, or body, consists of paragraphs that discuss in detail the points that
have been identified in the introduction. In a short essay, each paragraph develops
a separate main point and each should contain three essential components:
1. a topic sentence, which identifies the point of the paragraph
2. development, or support, of the topic sentence (supporting sentences pro-
vide the detailed information the reader needs in order to understand
the point)
3. a concluding sentence that either brings the discussion of the topic to a
close or provides a transition to the next paragraph
The end, or conclusion, is a brief final paragraph. Unless your essay is very short,
you summarize the main points to reinforce them for readers, and then end with
a statement that will give your readers something to think about after they have
finished reading your essay.
Think of this tightly structured form of prose not as a straitjacket that stifles
your creativity but rather as a pattern to follow while you develop the skills and
abilities you need to build other, more complex prose structures. As you seek out
and find the links between this type of academic format and workplace structures,
you will begin to see all that this deceptively simple form has to offer.
The following essay can serve as a guide, starting point, and reminder of what
a five-paragraph essay can do. The introduction contains a clear thesis. Each body
paragraph has a topic sentence, is well developed, and has a concluding sentence.
The conclusion is brief but leaves the reader with a thoughtful question. Consider
this essay as you read through the textbook—it is the kind of work you will want
to write before you move on to more complex prose.
Failing Better
Something I have learned over the past thirteen years of schooling is
what I call failing better. Failing better is a process of learning to grow
as a person, to feel better, as a result of failed attempts at a variety of
things. From school work to relationships, from D+ essays to fights
to lost friendships, failing better is a process I would recommend
to anyone. More than a process, failing better is a state of mind. By
focusing on seeing failure as a stepping stone, learning to use mistakes
to communicate better, and reflecting on how past challenges can
4 Introduction: Why We Learn to Write NEL
become future successes, failing better can work for anyone who feels a
need for a new way to look at life.
When you see failure, whether it be a bad grade or a failed cus-
tomer service interaction at work, always try to use it as a pathway to
something better. Give yourself some time to feel disappointed, but
try eventually to move past your emotions to consider what led to the
failed experience. You will have another paper to write and another
customer to please. The last time is in the past. Move forward and try to
think of failure as an opportunity not to be missed the next time.
When you feel that you have failed, communication is always a
great option. Is a bad grade a chance to talk to your teacher or professor
and get some new information? Sometimes that conversation can lead
you to grow in ways you might not have imagined. Asking a manager
how you could have better made the customer happy and really lis-
tening to the reply can set the tone for better interactions later. All in
all, you can learn, over time, that there is no such thing as failing.
Really, it is in reflection that failure can be transformed. Talk to
anyone about the past experiences that have been most important
to them. Sure, some of those things might be successes, but overall,
you will most likely find that what most people saw as failures—for
example, failed attempts at getting work or failures to make deadlines
—ended up being really pivotal and eventually positive moments. Make
any experience work for you!
Failing better, in the end, is looking back and seeing any experi-
ence as part of who you are and as an opportunity to imagine who you
might become.
Part 1
Understanding the Elements
of Good Writing
1 Understanding the Audience, Understanding Yourself
2 Understanding the Role of Reading as a Basic Writing Component
3 Understanding the Role of Critical Thinking
All good writing is well thought out, organized, and developed in such a way that the
person or people you are writing for understand the message you are trying to send.
And most good writing contains certain writing components, which we will discuss
throughout this book. These include skills like developing a clear outline and thesis
statement as well as considering the way your paragraphs and ideas fit together.
Grammar and some stylistic elements are also addressed. When you get good enough,
some of these writing components will come naturally to you. In Part I, we are going
to explore the following standard elements of good writing:
●● understanding the role that both you and your audience play in the commu-
nication process (Chapter 1)
●● reading about your topic carefully (Chapter 2)
●● thinking critically about what you have read before you start writing (Chapter 3)
NEL 7
Understanding the
Audience, Understanding
1 Yourself
Chapter
Before you start writing—an essay, a report, an email message—you must

have something to write about (your subject) and someone to write for (your
audience). In order to produce a clear, effective message for your readers, you
must clearly know who they are. A seeming paradox exists in many high school
English classrooms as students walk around whispering about their papers: “You
know, you must write about what Mr. So-and-So wants in order to get a good
grade.…” In other words, many students have learned that writing for readers
and giving them what they want always offers benefits, be it better grades, a job
“Begin at the beginning,”
promotion, or simply a clearer dialogue between two parties. But learning to
the King said gravely,
write for only one audience is not enough. You need to develop a flexible writing
“and go till you come to
style that will allow you to adapt your writing to the various audiences you will
the end; then stop.”
encounter throughout your career. Your boss in the professional world will most
—Lewis Carroll, Alice’s
likely not care what Mr. So-and-So wanted at the beginning of each paragraph.
Adventures in Wonderland
Addressing Your Readers

Knowing your audience is essential to really writing well. As you plan, draft,
and revise your paper with your audience in mind, ask yourself the following
questions:
●● How old are your readers? Might the readers’ generation change their
perceptions?
●● What is their level of education?
●● What do they do for a living?
●● Are your readers busy, or will they be able to give your message a great
deal of consideration?
●● What is their cultural background? Their first language?
●● Do they have any other specific traits that might affect their perception
of what they are reading?
While you must be careful to avoid generalizing or stereotyping (for example,
assuming that women will be more likely than men to accept your position), the
answers to these questions do influence most people’s views, and you would be
wise to consider them before you begin to write, especially if you don’t know your
audience personally or they are hard to categorize.
8 Part 1: Understanding the Elements of Good Writing NEL
Another random document with
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The fur business of Canada has its beginning
when the company trader strikes a bargain with the
Eskimo for his season’s catch of the white fox of the
arctic and other skins.
The Hudson’s Bay Company has more than two
hundred trading posts where Indians, Eskimos, and
white trappers exchange furs for goods. Eighteen of
the stations lie near or north of the Arctic Circle.
Most of the fine fox skins now marketed in
Canada come from animals raised in captivity on fur
farms. Occasionally a cat may act as a substitute
mother for a litter of fox kittens.
Winnipeg has long been an important city in the Canadian fur
trade, and here the world’s greatest fur organization has its
headquarters. I refer, of course, to the Hudson’s Bay Company,
which for more than two hundred and fifty years has been bartering
goods for the furs of British North America. It was founded when the
British had scarcely a foothold in Canada, and its operations won for
them their dominion over the northwestern part of our continent. In
the beginning it was but one of many trading enterprises of the New
World. To-day it has adapted itself to the tremendous changes in our
civilization and it is bigger, stronger, and richer than ever.
Massachusetts Colony was not fifty years old when the
Nonsuch, loaded to the waterline with the first cargo of furs, sailed
for England from Hudson Bay. The success of the voyage led the
dukes and lords who backed the venture to ask King Charles II for a
charter. This was granted in 1670, and thus came into existence, so
far as the word of a king could make it so, “The Governor and
Company of Adventurers of England Trading into Hudson’s Bay,”
exclusive lords and proprietors of a vast and but vaguely known
region extending from Hudson Bay westward, with sole rights to fish,
hunt, and trade therein.
It remained for the Company to make good the privileges
conferred by the charter and maintain the profits, which at that period
sometimes amounted to one hundred per cent. a year. For nearly a
century the company’s ships and forts did battle with the armed
forces of the French. For another long period its factors and traders
had to meet the attacks of rival companies. At times the company
was nearly wiped out by the heavy losses it sustained. For almost
two centuries it furnished the only government of the Canadian
Northwest, and without the use of a standing army it administered a
vast region, out of which provinces and territories have since been
carved.
The “Company of Adventurers” has now become a fifteen million
dollar corporation, paying regularly five per cent. on ten million
dollars’ worth of preferred stock. A fleet of river, lake, and ocean
steamers has succeeded the Nonsuch. The early trading posts,
stocked with crude tools, weapons, and ornaments for the Indians,
have been supplemented by a chain of eleven department stores,
extending from Winnipeg to Vancouver, and at the same time the
number of trading posts exchanging goods for furs is greater than
ever. There are about two hundred of these posts, eighteen of which
are near or north of the arctic circle. The Company no longer actually
governs any territory, and it is selling to settlers the remainder of the
seven million acres in the fertile belt it has received from the
Dominion since the surrender of its ancient rights in the Northwest.
The story of the Hudson’s Bay Company is a large part of the
history of Canada. Many books have been written about it, and
countless romances built upon the lives of its men stationed in the
wilds. Here at Winnipeg the company has an historical exhibit where
one may visualize the life of the trappers and the traders, and gain
an idea of the adventures that are still commonplaces in their day’s
work. The company museum contains specimen skins of every kind
of Canadian fur-bearing animal. The life of the Indians and the
Eskimos is reproduced through the exhibits of their tools, boats,
weapons, and housekeeping equipment.
The success of the Hudson’s Bay Company has rested upon its
relations with the Indians. The organization is proud of the fact that it
has never engaged in wars with the tribes. The business has always
been on a voluntary basis, and the Indians have to come to the
Company posts of their own free will. At first the traders’ stocks were
limited, but through centuries of contact with civilization the wants of
the red man have increased and become more varied. They now
include nearly everything that a white man would wish if he were
living in the woods.
The first skins brought in from Hudson Bay were practically all
beavers. This led to the exchange being based on the value of a
single beaver skin, or “made beaver.” Sticks, quills, or brass tokens
were used, each designating a “made beaver,” or a fraction thereof.
The prices of a pound of powder, a gun, or a quart of glass beads
were reckoned in “made beaver.”
Early in its history the Company decided that Scotchmen made
the best traders and were most successful in dealing with the
Indians. Young Scotchmen were usually apprenticed as clerks on
five-year contracts, and if successful they might hope to become
traders, chief traders, factors, and chief factors. Men in these grades
were considered officers of the company and received commissions.
Mechanics and men engaged in the transport service were known as
“servants” of the company, and the distinction between “servants,”
clerks, and officers was almost as marked as in the various military
ranks of an army. To-day, Canada is divided into eleven districts,
each of which is in charge of a manager, and the old titles are no
longer used.
A trader had to be a diplomat to preserve friendly relations with
the Indians, an administrator to manage the Company’s valuable
properties in his charge, a shrewd bargainer to dispose of his stock
on good terms, and at times soldier and explorer besides. The
Company’s charter authorized it to apply the laws of England in the
territories under its jurisdiction, and its agents frequently had to
administer justice with a stern hand. It early became the inflexible
policy to seek out a horse thief, incendiary, or murderer among the
Indians and impose punishment, and it was the trader who had to
catch his man and sometimes to execute him.
It was the activities of its rivals, and especially of the Northwest
Company, that resulted in the establishment of the inland stations of
the Hudson’s Bay Company. As long as it had a monopoly, the
Company was content to set up posts at points convenient for itself,
and let the Indians do all the travelling, sometimes making them go
as much as one thousand miles to dispose of their furs. The
opposition, however, carried goods to the Indians, and thus
penetrated to the far Northwest and the Mackenzie River country.
This competition compelled the older organization to extend its posts
all over Canada, and finally, in 1821, led to its absorption of the
Northwest Company. To-day the chief competitor of the Hudson’s
Bay Company is the French firm of Revillon Frères.
The merger with the Northwest Company was preceded by
years of violent struggle. The younger concern was the more
aggressive. It tried to keep the Indians from selling furs to the
Hudson’s Bay traders. Its men destroyed the traps and fish nets, and
stole the weapons, ammunition, and furs of their rivals. Neither was
above almost any method of tricking the other if thereby furs might
be gained. Once some Hudson’s Bay men discovered the tracks of
Indians returning from a hunt. They at once gave a great ball, inviting
the men of the near by post of the rival company. While they plied
their guests with all forms of entertainment, a small party packed four
sledges with trade goods and stole off to the Indian camp. The next
day the Northwest men heard of the arrival of the Indians and went
to them to barter for furs, only to find that all had been sold to the
Hudson’s Bay traders. At another time two rival groups of traders
met en route to an Indian camp and decided to make a night of it.
But the Northwest men kept sober, and, when the Hudson’s Bay
men were full of liquor, tied them to their sleds and started their dog
teams back on the trail over which they had come. The Northwest
traders then went on to the Indians and secured all the furs.
The Hudson’s Bay Company sends all of its raw skins to London,
where they are graded and prepared for the auction sales attended
by fur buyers from all over the world. It does not sell any in Canada.
Nevertheless, the Dominion is an important fur-making centre.
During a recent visit to Quebec, I spent a morning with the manager
of a firm which handles millions of dollars’ worth of furs every year. It
has its own workshops where the skins are cured and the furs
dressed and made into garments. The name of this firm is Holt,
Renfrew and Company. Let us go back to Quebec and pay it a visit.
Imagine a quarter of a million dollars’ worth of furs under one
roof! Picture to your minds raw skins in bales, just as they were
unloaded from an Indian canoe, and then look again and see wraps
and coats made from them that would each bring five thousand
dollars when sold on Fifth Avenue. If your imagination is vivid
enough you may see the American beauties who will wear them and
know how the furs will add to the sparkle of their eyes and at the
same time lighten the purses of their sweethearts and husbands.
We shall first go to the cold storage rooms. Here are piles of
sealskins from our Pribilof Islands. Put one of these furs against your
cheek. It feels like velvet. In these rooms are beavers from Labrador,
sables from Russia, and squirrels from Siberia. There are scores of
fox skins—blue, silver, black, and white. Some of them come from
the cold arctic regions and others from fox farms not twenty minutes
distant by motor. Take a look at this cloak of silvery gray fur. A year
ago the skins from which it was made were on the backs of hair
seals swimming in the mouth of the St. Lawrence River.
As we go through the factory, some of the secrets of fur making
are whispered to us. For example, this bale contains fifteen hundred
skins of the muskrat. The animals which produced them will change
their names after a trip to the dyers. They will go into the vats and
when they come out they will be Hudson Bay seals, and eventually
will find their way into a black coat with a wonderful sheen. Years
ago the muskrat skin was despised. Now it is made into coats that,
under the trade name of Hudson seal, bring nearly as much as those
of real seal.
Here are two Russian sables, little fellows of beautiful fur, that
together will form a single neck piece. The undressed skins are
worth seven hundred dollars the pair. As we look, the manager
shows us two native sables that seem to be quite as fine. He tells us
they can be had for eighty-five dollars each, or less than a quarter of
the price of the Russian.
The most valuable fur in the world to-day is the sea otter, of
which this firm gets only three or four skins in a year. But, in contrast,
over there is a whole heap of Labrador otters, beautiful furs, which
will wear almost for ever and will look almost as well as the sea otter
itself. But you can have your choice of these at forty dollars apiece.
They are cheap chiefly because the Labrador skin is not in fashion
with women. Fashion in furs is constantly changing. Not many years
ago a black fox skin often brought as much as fifteen hundred
dollars. To-day, so many are coming from the fur farms that the price
has fallen to one hundred and fifty dollars. Scarcity is one of the chief
considerations in determining the value of furs, and fashion always
counts more than utility. The rich, like the kings of old, demand
something that the poor cannot have, and lose their interest in the
genuine furs when their imitations have become common and cheap.
The dyer and his art have greatly changed the fur trade. It is he
who enables the salesgirl to wear furs that look like those of her
customers. For example, here is a coat made of the best beaver. Its
price is four hundred dollars, and beside it is another made of dyed
rabbit fur, marked one hundred and fifty dollars. It is hard for a novice
to tell which is the better. All sorts of new names have been devised
by the furriers to popularize dyed skins of humble animals, from
house cats to skunks, in order to increase the supply of good-looking
and durable furs. Reliable dealers will tell you just what their
garments are made of, but the unscrupulous pass off the imitations
as the genuine article.
The business of dyeing furs was developed first in Germany,
when that country led the world in making dyes. Now that New York
is competing with London as a great fur market many of the best
German dyers are at work there. From the standpoint of the
consumer, the chief objection to dyed fur is that the natural never
fades, while the dyed one is almost certain to change its hue after a
time.
Now let us go into the rooms where the furs are made up. It is
like a tailor shop. Here is a designer, evolving new patterns out of big
sheets of paper. There are the cutters, making trimmings, stoles,
neck pieces, and coats. Each must be a colour expert, for a large
part of the secret of fashioning a beautiful fur garment is in the skillful
matching of the varying shades to give pleasing effects. Were the
skins for a coat sewn together just as they come from the bale, the
garment resulting would be a weird-looking patchwork. Even before
the skins are selected, they must be graded for the colours and
shadings which go far to determine their value. There are no rules
for this work; it takes a natural aptitude and long experience. In the
London warehouse of the Hudson’s Bay Company, the men of a
single family have superintended the grading of all the millions of
skins handled there for more than one hundred years.
Turn over this unfinished beaver coat lying on the bench and
look at the wrong side. See how small are the pieces of which it is
made and how irregular are their shapes. It is a mass of little
patches, yet the outer, or right side, looks as though it were made of
large skins, all of about the same size and shape. A coat of muskrat,
transformed by dyeing into Hudson seal, may require seventy-five
skins; a moleskin coat may contain six hundred. But in making up
either garment each skin must be cut into a number of pieces and
fitted to others in order to get the blending of light and dark shades
which means beauty and quality.
The Eskimo woman and her children wear as
every-day necessities furs which if made into more
fashionable garments would bring large sums. Usually
the whole family goes on the annual trip to the trading
post.
As Saskatchewan was not made a province until
1904, Regina is one of the youngest capital cities in
Canada. It was for many years the headquarters of
the Mounted Police for all the Northwest.
CHAPTER XXIII
SASKATCHEWAN
We have left Winnipeg and are now travelling across the great
Canadian prairie, which stretches westward to the Rockies for a
distance of eight hundred miles. This land, much of which in summer
is in vast fields of golden grain, is now bare and brown, extending on
and on in rolling treeless plains as far as our eyes can reach. Most of
it is cut up into sections a mile square, divided by highway spaces
one hundred feet wide. However, an automobile or wagon can go
almost anywhere on the prairie, and everyone makes his own road.
Sixty miles west of Winnipeg we pass Portage la Prairie, near
where John Sanderson, the man who filed the first homestead on the
prairies, is still living. This part of the Dominion was then inhabited by
Indians, and its only roads were the buffalo trails made by the great
herds that roamed the country. To-day it is dotted with the
comfortable homes of prosperous farmers, and the transcontinental
railways have brought it within a few days’ travel of the Atlantic and
the Pacific seaboards.
A hundred and fifty miles farther west we cross the boundary into
Saskatchewan, the greatest wheat province of the Dominion. It has
an area larger than that of any European country except Russia, and
is as large as France, Belgium, and Holland combined. From the
United States boundary, rolling grain lands extend northward through
more than one third of its area. The remainder is mostly forest,
thinning out toward Reindeer Lake and Lake Athabaska at the north,
and inhabited chiefly by deer, elk, moose, and black bear. There are
saw-mills at work throughout the central part of the province, and the
annual lumber cut is worth in the neighbourhood of two million
dollars.
Except at the southwest, Saskatchewan is well watered. The
Saskatchewan River, which has many branches, drains the southern
and central sections. This stream in the early days was a canoe
route to the Rockies. For a long time afterward, when the only
railway was the Canadian Pacific line in the southern part of the
province, the river was the highway of commerce for the north. It was
used largely by settlers who floated their belongings down it to the
homesteads they had taken up on its banks. Now the steamboats
that plied there have almost entirely disappeared. The northern part
of the province is made up of lakes and rivers so numerous that
some of them have not yet been named. The southwest is a strip of
semi-arid land that has been brought under cultivation by irrigation
and now raises large crops of alfalfa.
A small part of southwestern Saskatchewan, near the Alberta
boundary, is adapted for cattle and sheep raising. The Chinook
winds from the Pacific keep the winters mild and the snowfall light,
so that live stock may graze in the open all the year round.
Elsewhere the winters are extremely cold. The ground is frozen dry
and hard, the lakes and streams are covered with ice, and the
average elevation of about fifteen hundred feet above sea level
makes the air dry and crisp. The people do not seem to mind the
cold. I have seen children playing out-of-doors when it was twenty-
five degrees below zero. The summers are hot, and the long days of
sunshine are just right for wheat growing.
After travelling fourteen or fifteen hours from Winnipeg, we are in
Regina, the capital of Saskatchewan, on the main line of the
Canadian Pacific, about midway between Winnipeg and the Rockies.
I visited it first in 1905, when the province was less than a year old.
Until that time all the land between Manitoba and British Columbia,
from the United States to the Arctic Ocean, belonged to the
Northwest Territories. It had minor subdivisions, but the country as a
whole was governed by territorial officials with headquarters at
Regina. As the flood of immigrants began to spread over the West,
the people of the wheat belt decided that they wanted more than a
territorial government and so brought the matter before the Canadian
parliament. As a result the great inland provinces of Saskatchewan
and Alberta were formed. They are the only provinces in the
Dominion that do not border on the sea.
Regina was then a town of ragged houses, ungainly buildings,
and wide streets with board sidewalks reaching far out into the
country. One of the streets was two miles long, extending across the
prairie to the mounted police barracks and the government house.
Regina was the headquarters of the Northwest Mounted Police until
that organization was amalgamated with the dominion force as the
Royal Canadian Mounted Police, and the city is still a training camp
for recruits. Saskatchewan was not then old enough to have a state
house, and the government offices were in rooms on the second
floors of various buildings. Most of the provincial business was done
in a little brick structure above the Bank of Commerce.
The hotels of the town were then packed to overflowing, even in
winter, and in the spring and summer it was not uncommon to find
the halls filled with cots. I had to sleep in a room with two beds, and
with a companion who snored so that he shook the door open night
after night. It was of no use to complain, as the landlord could tell
one to go elsewhere, knowing very well that there was no elsewhere
but outdoors.
To-day Regina is ten times as large as it was twenty years ago. It
is a modern city with up-to-date hotels, ten banks, handsome
parliament buildings, and twelve railway lines radiating in every
direction. It is the largest manufacturing centre between Winnipeg
and Calgary, and an important distributing point for farm implements
and supplies.
The dome of the capitol building, which was completed in 1911,
can now be seen from miles away on the prairie. This is an imposing
structure five hundred and forty-two feet long, situated in the midst of
a beautiful park on the banks of an artificial lake made by draining
Wascana Creek. The city has many other parks, and the residence
streets are lined with young trees, planted within the last twenty
years. Forty miles to the east is a government farm at Indian Head,
where experiments are made in growing and testing trees suited to
the prairies. Fifty million seedlings have been distributed in one year
among the farms and towns. Out in the country the trees are planted
as windbreaks and to provide the farmers with fuel. They have
greatly changed the aspect of the prairies within the last two
decades.
The grain lands of western Canada begin in
Manitoba in the fertile Red River valley, which is world
famous for the fine quality of its wheat. From here to
the Rockies is a prairie sea, with farmsteads for
islands.
American windmills tower over Saskatchewan
prairie lands that were largely settled by American
farmers. The province is still so thinly populated that it
has only five people to every ten square miles.
The wheat harvest, like time and tide, waits for no
man and when the crop is ready it must be promptly
cut. The grain is usually threshed in the fields and
sent at once to the nearest elevator.
While in Regina I have had a talk with the governor-general of
Saskatchewan in his big two-story mansion that twenty years ago
seemed to be situated in the middle of the prairie. When I motored
out to visit His Excellency, although I was wrapped in buffalo robes
and wore a coon-skin coat and coon-skin cap, I was almost frozen,
and when I entered the mansion it was like jumping from winter into
the lap of summer. At one end of the house is a conservatory, where
the flowers bloom all the time, although Jack Frost has bitten off all
other vegetation with the “forty-degrees-below-zero teeth” he uses in
this latitude.
From Regina, the main line of the Canadian Pacific Railway runs
west to Calgary. Were we to travel by that route, we should pass
through Moose Jaw and Swift Current, two important commercial
centres for the wheat lands. The story is told that Lord Dunsmore, a
pioneer settler, once mended the wheel of his prairie cart with the
jaw bone of a moose on the site of the former city, and thus gave the
place its name. Moose Jaw is a live stock as well as a wheat
shipping point. It has the largest stock yards west of Winnipeg. An
extensive dairying industry has grown up in that region.
North of Regina are Prince Albert and Battleford, noted for their
fur trade and lumber mills, and also Saskatoon, the second largest
city of the province, which we shall visit on our way to Edmonton. At
Saskatoon is the University of Saskatchewan, which was patterned
largely after the University of Chicago. It has the right to a Rhodes
scholarship; and its departments include all the arts and sciences.
As sixty per cent. of the people are dependent upon agriculture,
farm courses receive much attention. A thousand-acre experimental
farm is owned by the university and the engineering courses include
the designing and operation of farm machinery. Even the elementary
schools are interested in agriculture, a campaign having been
carried on recently to eradicate gophers, which destroy the wheat.
The children killed two million of these little animals in one year,
thereby saving, it is estimated, a million bushels of grain. A
department of ceramics has been organized at the university to
experiment with the extensive clay deposits of the province, the
various grades of which are suited for building brick, tile, pottery, and
china. Saskatchewan’s only other mineral of any importance is lignite
coal, although natural gas has been discovered at Swift Current.
CHAPTER XXIV
THE WORLD’S LARGEST WHEATFIELD
For the past two weeks I have been travelling through lands that
produce ninety per cent. of Canada’s most valuable asset—wheat.
The Dominion is the second greatest wheat country in the world,
ranking next to the United States. It is the granary of the British
Empire, raising annually twice as much wheat as Australia and fifty
million bushels more than India. The wheat crop is increasing and
Canada may some day lead the world in its production. These
prairies contain what is probably the most extensive unbroken area
of grain land on earth. In fact, so much wheat is planted in some
regions that it forms an almost continuous field reaching for
hundreds of miles. The soil is a rich black loam that produces easily
twenty bushels to an acre, and often forty and fifty.
The Canadian wheat belt extends from the Red River valley of
Manitoba to the foothills of the Rockies, and from Minnesota and
North Dakota northward for a distance greater than from
Philadelphia to Pittsburgh. New wheat lands are constantly being
opened, and large crops are now grown in the Peace River country,
three hundred miles north of Edmonton.
A man who is an authority on wheat raising tells me that the
possible acreage in the Canadian West is enormous. Says he:
“We have something like three hundred and twenty thousand
square miles of wheat lands. Divide this in two, setting half aside for
poor soil and mixed farming, and there is left more than one
hundred-thousand square miles. In round numbers, it is one hundred
million acres, and the probability is that it can raise an average of
twenty-five bushels to the acre. This gives us a possible crop of

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Part 1 Understanding the Elements of Good Writing 7

Part 2 Beginning the Writing Process 49

Part 4 Understanding Common Writing Styles 161

vi Detailed Contents NEL

Part 5 Writing Research Papers 205

NEL Detailed Contents vii

viii Detailed Contents NEL

Appendix A: List of Terms: A Vocabulary of Writing 448

NEL Detailed Contents ix

Communication and Writing

The Contemporary Scene

Media and the Arts

x Detailed Contents NEL

Science, Technology, and the Environment

Ethics and Morality

NEL Detailed Contents xi

New to the Sixth Edition

1 Answers to exercises marked with an asterisk are provided in Appendix B.

NEL Preface xiii

xiv Acknowledgments NEL

NEL Introduction: Why We Learn to Write 1

What the Symbols Mean

The Process of Writing

2 Introduction: Why We Learn to Write NEL

What Your Readers Expect

NEL Introduction: Why We Learn to Write 3

4 Introduction: Why We Learn to Write NEL

NEL Introduction: Why We Learn to Write 5

Before you start writing—an essay, a report, an email message—you must

Addressing Your Readers

8 Part 1: Understanding the Elements of Good Writing NEL

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