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 Contents vii

Contents
Essays by Theme xvi
Preface xvii
From the Publisher xxi

PART I Writing 1
1 Essay Writing Basics 2
From Blank Page to Thesis 2
Step One: Pre-writing Techniques 3
Step Two: Finding Support 4
Step Three: Organizing 4
Step Four: Composing 5
Step Five: Revising and Editing 5
Drafting the Essay 7
Writing an Introduction 7
Writing Middle Paragraphs 10
Writing a Conclusion 17

2 Writing Summaries 20
Times and Places for Summaries 20
Summarizing and Research 21
The Stand-Alone Summary: The Précis 22
Pointers for Précis Writing 22
A How-To of Précis Writing 23
A Sample Summary 24

3 Rhetorical Analyses 28
Analyzing Texts 28
Rhetorical Analysis and Essay Type 29
Analysis of Literary Works 29
Analysis of Arguments 29
Organizing a Rhetorical Analysis 29
The Introduction 29
The Body Paragraphs 30
The Conclusion 30
viii Contents

Sample Rhetorical Analysis of an Argument 32

Sample Student Essay “A Rhetorical Analysis of ‘The Science of Fake News,’”
by Emma Doucette 32

4 The Art of Argument 35

Argument and Aristotle 35
Two Modern Models of Argument: Rogers and Toulmin 36
Carl Rogers’s Approach to Argument 36
Stephen Toulmin’s Approach to Argument 37
Purposes for Arguing 38
Opinions versus Arguments 39
Claims in Argument 39
Effective Argumentative Claims 40
Kinds of Evidence in an Argumentative Essay 41
Experts 42
Examples and Illustrations 42
Anecdotal Evidence 42
Personal Experience 43
Facts, Statistics, and Scientific Studies 44
Two Kinds of Reasoning 44
Using Reason in Arguments 45
Failures in Reasoning 46
Argumentative Strategies 48
Visual Arguments 50
Rebuttal Strategies 54
Organizing Your Argument 55
Sample Student Argumentative Essay (APA Style) 55
Sample Student Essay “Student Mental Health: College Support and Awareness,”
by Jaime Stehlik 56

5 Writing the Research Paper 62

Coming up with a Topic 63
Preparing for Research 63
Research Proposals 64
1. Description 65
2. Methodology 65
Sample Proposal 65
Sample Proposal Research Proposal for “The Impacts of Relational Bullying on
School-Age Children in Comparison to Physical Bullying,”
by Bethany Truman 65
Recording Important Information 66
Organizing Research Notes 67
Research Resources for Today’s Student 67
The Research Topic 68
Selecting Resources for Your Research Topic 68
 Contents ix

Search Strategies 71
Using Credible Sources 74
Writing the Rough Draft: Integrating Sources 77
Summary and Paraphrase 77
Direct Quotation 77
Combining Summary/Paraphrase with Direct Quotation 79
Integrating Quotations 79
Using Commas and Periods with Quotations 79
Making Changes to Direct Quotations 80
Writing the Final Draft: Documenting Sources 81
Plagiarism 82
Documenting Your Sources 83
Major Documentation Styles 84
APA (American Psychological Association) Style 85
APA Sample Formats on References Page 87
MLA (Modern Language Association) Style 89
MLA Sample Formats 90
Sample Student Expository Essay (MLA Style) 92
Sample Student Essay “Online Self-Diagnosis: A Cure or a Cautionary Tale?”, by
Tara Mathur 92

PART II Reading 99
6 Interacting with Texts 100
Active Reading 101
Reading Purpose 101
Selective Reading: Scanning and Focused Reading 102
Scanning 102
Focused Reading 103
Word Meanings 104
Connotations and Denotations 104
Determining Word Meanings through Context 104
Family Resemblances 105
Specialized Language 106

7 Critical Thinking 108

Inferences and Critical Thinking 109
Critical Thinking as a Process 111
Breaking Down Critical Thinking: An Example 112
Critical Situations for Critical Thinking 114

8 An Introduction to Academic and Non-academic Texts 118

Kinds of Texts 119
The Reading–Writing Connection 119
Academic versus Non-academic Writing 120
x Contents

Formats and Audience 120

Purposes 120
Other Differences 121
Breaking Down and Putting Together 123

9 Conventions of Academic Writing 125

What Is Academic Writing? 125
Audience: Who Reads Academic Writing? 126
Features of Academic Writing 126
Length and Complexity 126
Research Sources 127
Voice and Style 127
Language 128
Finding Information in Academic Essays 129
Stage 1: “Pre-reading” or Previewing Content 129
Stage 2: After “Pre-reading”—Introductions in Academic Writing 131
Stage 3: Reading Conclusions 133
Stage 4: Reading Paragraphs 134

10 Conventions of Non-academic Writing 140

Analysis or Synthesis? 140
Analysis 140
Synthesis 141
Personal Experience in Non-academic Writing 141
Features of Non-academic Writing 142
Interest-Grabbing Introductions 142
Using a Thesis 143
Organization 143
Language 144
Tone 144
Stylistic and Rhetorical Techniques 145
Journalistic and Scholarly Writing: A Symbiotic Relationship 147

Readings 150
SECTION I Truth or Fiction? 151
Robert Gibson, “Bullshit” 151
Setting the Context 151
Comprehension 153
Organization and Style 153
Critical Thinking 153
Sam Wineburg and Sarah McGrew, “Why Students Can’t Google
Their Way to the Truth” 153
Setting the Context 153
Comprehension 155
Organization and Style 155
 Contents xi

Critical Thinking 156

Crawford Kilian, “‘Health Populism’: A Hazard to Public Health—and Yours” 156
Setting the Context 156
Comprehension 159
Organization and Style 159
Critical Thinking 159
David M.J. Lazer et al., “The Science of Fake News” 159
Setting the Context 159
Comprehension 165
Organization and Style 165
Critical Thinking 165
Karen M. Douglas, Robbie M. Sutton, and Aleksandra Cichocka, “The Psychology of
Conspiracy Theories” 165
Setting the Context 165
Comprehension 172
Organization and Style 172
Critical Thinking 172
Shannon Rupp, “I’ll Take My Coffee with Fiction, Thanks” 173
Setting the Context 173
Comprehension 176
Organization and Style 176
Critical Thinking 176

SECTION II Generational Perspectives 177

Dorothy Woodend, “Generation Velcro” 177
Setting the Context 177
Organization and Style 180
Critical Thinking 180
Adrian Mack and Miranda Nelson, “Vancouver Hockey Riot Is a Symptom of a Larger
Problem” 180
Setting the Context 180
Comprehension 183
Organization and Style 183
Critical Thinking 183
Ulinka Rublack, “The Birth of Power Dressing” 183
Setting the Context 183
Comprehension 190
Organization and Style 190
Critical Thinking 190
Renée Wilson, “In Defence of the iGeneration” 191
Setting the Context 191
Comprehension 195
Organization and Style 195
Critical Thinking 196
Drew Hayden Taylor, “Unsportsmanlike Names and the Time for Change” 197
Setting the Context 197
xii Contents

Comprehension 199
Organization and Style 199
Critical Thinking 199

SECTION III Have We Reached Our Limit with Technology? 200

Jim Harris, “The UnAtomic Age” 200
Setting the Context 200
Comprehension 206
Organization and Style 206
Critical Thinking 207
Scott Feschuk, “The Future of Machines with Feelings” 207
Setting the Context 207
Comprehension 209
Organization and Style 209
Critical Thinking 209
Aviva Romm, “Stop Killing the Good Guys!” 209
Setting the Context 209
Comprehension 213
Organization and Style 213
Critical Thinking 213
Jon Cohen, “How a Horror Story Haunts Science” 214
Setting the Context 214
Comprehension 217
Organization and Style 218
Critical Thinking 218
Rob Salkowitz, “Ready Reader One: Game Developers Look toward Comics” 218
Setting the Context 218
Comprehension 224
Organization and Style 224
Critical Thinking 224
Jeffrey Oberman, “The End of Peak TV?” 224
Setting the Context 224
Comprehension 228
Organization and Style 228
Critical Thinking 228

SECTION IV What Does It Take to Be a Leader? 229

Steven J. Tepper, “Thinking ‘Bigger than Me’ in the Liberal Arts” 229
Setting the Context 229
Comprehension 233
Organization and Style 233
Critical Thinking 233
Joanna Pachner, “Do You Have the Brain of a CEO?” 233
Setting the Context 233
Comprehension 239
Organization and Style 240
Critical Thinking 240
 Contents xiii

Joe Castaldo, “Steal Your Success” 240

Setting the Context 240
Comprehension 243
Organization and Style 244
Critical Thinking 244
Merna Forster, “Women of Worth” 244
Setting the Context 244
Comprehension 249
Organization and Style 249
Critical Thinking 249
Paul Zehr, “Are We Prepared for Humans to Become Real-Life Superheroes?” 250
Setting the Context 250
Comprehension 252
Organization and Style 253
Critical Thinking 253

SECTION V What Is Critical Thinking? 254

Doug Saunders, “When a Cellphone Beats a Royal Flush” 254
Setting the Context 254
Comprehension 256
Organization and Style 256
Critical Thinking 256
Robert J. Sternberg, “Slip-Sliding Away, Down the Ethical Slope” 256
Setting the Context 256
Comprehension 258
Critical Thinking 258
Danny Chivers, “Debunking the Myths” 259
Setting the Context 259
Comprehension 268
Organization and Style 268
Critical Thinking 268
Mary Midgley, “The Selfish Metaphor” 269
Setting the Context 269
Comprehension 271
Organization and Style 271
Critical Thinking 271
Ian Mosby, “Canada 150 and the Truth about Reconciliation” 272
Setting the Context 272
Comprehension 276
Organization and Style 276
Critical Thinking 276
Richelle Dubois and Michelle Stewart, “Colonial Courts and Settler Justice” 277
Setting the Context 277
Comprehension 282
Organization and Style 282
Critical Thinking 282
xiv Contents

SECTION VI Voices from the Academy 284

Steve Loughnan, Brock Bastian, and Nick Haslam, “The Psychology of Eating
Animals” (Annotated Essay) 284
Setting the Context 284
Li Zhao et al., “Praising Young Children for Being Smart Promotes Cheating” 292
Setting the Context 292
Comprehension 295
Organization and Style 296
Critical Thinking 296
Simine Vazire and Erika N. Carlson, “Others Sometimes Know Us Better than We
Know Ourselves” 296
Setting the Context 296
Comprehension 303
Organization and Style 303
Critical Thinking 303
Jenna L. Clark, Sara B. Algoe, and Melanie C. Green, “Social Network Sites and Well-
Being: The Role of Social Connection” 304
Setting the Context 304
Comprehension 310
Organization and Style 311
Critical Thinking 311
Daniel Rosenfield et al., “Canadian Lifestyle Choices: A Public Health Failure” 311
Setting the Context 311
Comprehension 314
Organization and Style 314
Critical Thinking 314
Mathias Wullum Nielsen et al., “Gender Diversity Leads to Better Science” 314
Setting the Context 314
Comprehension 319
Organization and Style 319
Critical Thinking 320

PART III Handbook 321

11 Grammar Fundamentals 322
The Parts of Speech and Their Functions 323
The Take-Charge Nouns 323
The Understudy Pronouns 325
The Busy Verbs 327
The Informative Adjectives 329
The Versatile Adverbs 330
The Overlooked Prepositions 331
The Workhorse Conjunctions 332
Sentences 334
What Is a Sentence? 334
Phrases and Clauses 336
Sentence Fragments: Errors of Incompletion 340
Errors of Joining 343
 Contents xv

12 Punctuation and Apostrophes 348

Joining Independent Clauses 349
1. Comma (,) + Coordinating Conjunction (cc) 349
2. Semicolon (;) 349
3. Semicolon (;) + Adverbial Conjunction (ac) 350
4. Colon (:) 350
Punctuation within Sentences (Internal Punctuation) 351
1. Items in a Series (Three or More Items) 351
2. Sentence Introductions 353
3. Non-essential Information 354
Miscellaneous Uses of the Comma 357
Direct Quotation 357
Adjectives 358
Dates, Addresses, and Numbers 358
Other Punctuation: Question Marks, Dashes, and Parentheses 359
Question Marks 359
Dashes and Parentheses 359
Apostrophes 362
1. Apostrophe Showing Possession and Other Relationships 362
2. Apostrophe for Contractions 365

13 Agreement, Pronoun, Modifier, and Parallelism Errors 368

Subject–Verb Agreement 369
Finding the Subject 369
Intervening Nouns 370
Rules for Compound Subjects 370
Indefinite Pronoun Subject 371
Pronoun–Antecedent Agreement 373
Finding the Antecedent 373
Main Problems in Pronoun–Antecedent Agreement 374
Pronoun Reference, Consistency, and Case 377
Pronoun Reference 377
Pronoun Consistency 379
Pronoun Case 380
Modifier Errors 384
Misplaced Modifiers 384
Dangling Modifiers 385
Parallelism 387
Parallelism in a Compound (Two Items) 388
Parallelism in a Series (More than Two Items) 390

Appendix A: An Academic Writing Checklist for EAL Writers 395

Appendix B: Answers to Exercises 427
Glossary 433
Index 439
Essays by Theme
This list includes essays in Becoming an Active Reader organized by 25 subject categories.

Children and Youth Fashion Personality

Mack and Nelson (180); Stehlik Rublack (183) Douglas, Sutton, and Cichocka
[student essay] (56); Tepper (229); (165); Pachner (233); Vazire and
Feminism Carlson (296)
Wilson (191); Woodend (177); Zhao
Forster (244)
et al. (292)
Racism
Food and Diet
Climate Change Dubois and Stewart (277); Mosby
Loughnan, Bastian, and Haslam
Chivers (259) (272); Taylor (197)
(284)
Comics Social Media
Gender
Salkowitz (218); Zehr (250) Clark, Algoe, and Green
Forster (244); Nielsen et al. (314)
(304); Lazer et al. (159); Wilson
Conspiracy Theories Health (Mental and Physical) (191)
Douglas, Sutton, and Cichocka Kilian (156); Mathur [student
(165) essay] (92); Romm (209); Sports
Rosenfield et al. (311); Stehlik Mack and Nelson (180); Taylor
Creativity/Innovation
[student essay] (56) (107)
Castaldo (240); Nielsen et al. (314);
Tepper (229); Wilson (191) Indigenous Peoples Technology
Dubois and Stewart (277); Mosby Cohen (214); Feschuk (207);
Education
(272); Taylor (197) Harris (200); Lazer et al.
Sternberg (256); Tepper (229);
Wilson (191); Wineburg and The Internet (159); Oberman (224);
McGrew (153); Zhao et al. (292) Clark, Algoe, and Green (304); Saunders (254); Wilson (191);
Lazer et al. (159); Mathur [student Zehr (250)
Ethics
essay] (92); Oberman (224);
Cohen (214); Douglas, Sutton, Television
Wineburg and McGrew (153)
and Cichocka (165); Gibson (151); Oberman (224)
Loughnan, Bastian, and Haslam Lifestyles
(284); Midgley (269); Sternberg Loughnan, Bastian, and Haslam Video Games
(256); Zehr (250); Zhao et al. (292) (284); Rosenfield et al. (311); Salkowitz (218)
Rublack (183)
Fake News The Workplace
Kilian (156); Lazer et al. (159); Rupp Literature Forster (244); Nielsen et al. (314);
(173) Cohen (214); Rupp (173) Pachner (233)
Preface
Becoming an Active Reader is a multi-purpose textbook designed primarily for
first-year college and university students in Canada. It is divided into a rhetoric
and research guide (Part I), a reader with 34 academic and non-academic readings
(Part II), and a writing handbook (Part III). It is essential that today’s textbooks
reflect the needs of both instructors and their students. Becoming an Active Reader
aspires to this goal by providing a review of composition principles and practices
in Chapter 1 and by including common forms of first-year student writing: The
summary, the rhetorical analysis, the argumentative essay, and the research paper
are discussed thoroughly in Chapters 2–5. Points are amply illustrated by examples
from student writing and excerpts from the readings in Part II, making Becoming
an Active Reader a practical, integrated text.
The stress on argument in Part I reflects a trend in composition pedagogy: the
use of argument to introduce students to research. To this end, Chapter 4 features a
student argumentative essay that employs research, with more specific information
on research following in Chapter 5. Chapter 4 begins with the introduction of three
models of argument before breaking down argument into various purposes, giving
students a wider-than-usual frame of reference. Similarly, students are encouraged
to think beyond Aristotle’s three appeals—important as these are—by the inclusion
of specific strategies often used by arguers today.
Many assignments at the college and university level involve writing about
texts. Although reading a text usually precedes writing about it, the writing and
thinking skills discussed in Part I will help maximize reading skills, making it
more likely that texts will be read efficiently and understood thoroughly: a main
goal of Part II. Much of Part II (Chapters 6–10) focuses on areas neglected by tra-
ditional textbooks, which often present readings without concrete strategies for
approaching and analyzing them. However, knowing the techniques and strategies
of academic and non-academic writers, as well as where important information is
located, can make challenging essays more accessible and increase confidence (not
to mention enjoyment) in the reading process—as well as promote class discussion.
xviii Preface

Chapter 6 begins with general reading strategies and concludes with close
reading techniques to ensure understanding of challenging material. Reinforcing
the chapter on argument (Chapter 4), Chapter 7 helps students connect good argu-
ment with critical thinking; the cross-references to Chapter 4 stress this close rela-
tionship. Too often, critical thinking remains an abstract concept as well-meaning
instructors simply encourage students to exercise their critical thinking faculties,
without explaining how this can be done. In this chapter, critical thinking is de-
fined, then broken down through the use of concrete examples, exercises, and ques-
tions designed to engage students deeply and practically in the process of critical
thinking.
In their academic careers, students will be exposed to various kinds of writ-
ing. Through examples and clear explanation, Chapters 8–10 introduce students to
the distinctive features of non-academic and academic prose. Whereas Chapter 8
orients the student by explaining basic similarities and differences, Chapters 9 and
10 identify features of both academic and non-academic writing, discussing them
within the context of the student’s own writing aims and practices.
The readings in Part II introduce students to a variety of types of written
discourse, including across-the-disciplines writing and different essay types,
­especially kinds of non-academic (journalistic) and academic essays, including
scientific papers and review essays. Introductions to each section as well as each
essay promote students’ active reading and critical thinking skills at all stages of the
reading and writing process. The six scholarly essays in Section VI, “Voices from
the Academy,” were chosen for their interest and accessibility (two other academic
essays are placed in earlier sections)—all are relatively short and discuss topics of
interest to many students; they also illustrate key features discussed in Chapter 9.
Part III provides the basic resources for clear, grammatical writing. The stress
falls on common, everyday errors, but more comprehensive information is also in-
cluded (often in summary form, such as tables). Students are encouraged to analyze
their own sentences rather than memorize a set of rules. For example, rather than
dividing the section on punctuation into the comma, the colon, and the semicolon
followed by lists of rules and common errors, Part III teaches students to recognize
specific contexts in their own writing and to approach “correctness” according to
these contexts. In addition, the many examples from student writing (rather than
“made-up” examples) are designed to help students see clear and correct prose as
relevant to the various kinds of writing they do in college or university.
The new Appendix A focuses on grammatical and usage challenges that EAL
students often encounter, drawn from many years of teaching composition to stu-
dents whose first language was not English. This appendix also includes exercises
and a word and phrase index so students can conveniently check the usage of a
word or phrase they are considering in their writing task.
 Preface xix

Of course, such comprehensiveness can be achieved only by some omissions.

For example, exhaustive information on citation styles can be found on college and
university library websites, and so only the more common formats appear in the re-
search guide (Chapter 5). Students can further test their knowledge of grammatical
rules (Chapters 11–13) by accessing the companion website for this book at www.
oup.com/he/HendersonBecoming3e, and the many other online sources sponsored
by educational institutions.
Updates to this third edition include the following:

• The new design layout is now in full colour to enhance the accessibility of
the text.
• Fifteen of the 34 readings in Part II are new, and include high-interest top-
ics such as fake news and conspiracy theories; truth and reconciliation in
Canada; gender diversity and scientific discovery; social network sites and
well-being; and the marketing of comic books with video games.
• Three of the new readings are on Indigenous issues: “Unsportsmanlike
Names and the Time for Change” by Drew Hayden Taylor; “Canada 150 and
the Truth about Reconciliation” by Ian Mosby; and “Colonial Courts and
Settler Justice” by Richelle Dubois and Michelle Stewart.
• In-chapter examples have been updated to include excerpts from the new
readings in Part II.
• Special colour-coding of documentation-style examples in Chapter 5 has
been added to help students see the common elements in the in-text and
reference citations.
• The new Subject Index (in addition to the detailed Index) at the back of
the book shows the topic/thematic linkages among the various readings in
Part II.
• The new Appendix A, “An Academic Writing Checklist for EAL Writers,”
includes grammatical concepts and practice exercises to help EAL students
with common challenges.
xx Preface

Acknowledgements
As always, I wish to gratefully acknowledge the editorial staff at Oxford University
Press Canada for their confidence in my work, as well as their enthusiasm and
expertise in this, my fifth textbook with them. I would particularly like to thank
Leah-Ann Lymer for her wise and discriminating editorial guidance, Wendy Yano
for her thorough and helpful copy-editing, and Michelle Welsh for making the pro-
duction stages virtually stress-free.
Thank you also to reviewers Mark Feltham, Fanshawe College; Terry B.
Jackson, College of New Caledonia; Matt Kavanaugh, Okanagan College; Teresa
MacVicar, Conestoga College; Raj Mehta, Camosun College; Beth Ann Wiersma,
Lambton College; Robert Ackroyd, Northern Alberta Institute of Technology;
Trevor Arkell, Humber College; Tim Chamberlain, Camosun College; Jennifer
Chambers, Sheridan College; Dorritta Fong, Douglas College; Julie Morris,
Sheridan College; Karen Pike, Conestoga College; Janet Bertsch, Northern Alberta
Institute of Technology; Gwendoline Dirk, Medicine Hat College; Michael Gallant,
Sheridan College; Elizabeth Gooding, Kwantlen Polytechnic University; Sean
Johnston, Okanagan College; Christine Kirchner, Camosun College; Claire Laville,
Thompson Rivers University; Tanya Lewis, Langara College; Jan Martin, Northern
Alberta Institute of Technology; Artem Medvedev, Northern Alberta Institute of
Technology; Kathryn A. Pallister, Red Deer College; Deborah Torkko, Vancouver
Island University; Lesley Watts, North Island College; and others who gave feed-
back anonymously, whose comments helped to shape this and previous editions
of Becoming an Active Reader. I also acknowledge the many students who allowed
their writing to be represented here.
I am most grateful to Madeline Sonik for all manner of intellectual and cre-
ative stimulation.
 Preface xxi

From the Publisher

Oxford University Press is pleased to bring you the third edition of Becoming an Active Reader, an
accessible, student-friendly approach to reading and writing effectively. Now in full colour, this
text is a guide to rhetoric and research, a reader, and a grammar handbook, all in one volume, pro-
viding students with everything at their fingertips for success in their post-secondary classrooms
and beyond. This edition also features a new appendix to help EAL writers with English idiomatic
expressions and rules of usage that often prove challenging.

Highlights
24 PART I Writing 52 PART I Writing

of a campaign to attract settlers to the Canadian west. The marketing strategy was so
successful that two new Canadian provinces were soon created: Saskatchewan and
BOX 2.1 Some Summary Writing Strategies Alberta. The annotations here identify verbal and visual features that help to convey
the argument.
In addition to the summarization guidelines listed in this chapter, you might find the follow-
ing strategies helpful:
❒ Read through the essay at least twice before beginning to identify main points and
important sub-points.
❒ If you find it difficult to identify what is important in a passage, ask how it contributes to
the thesis or controlling idea.
EXERCISE 4.2
❒ Pay attention to paragraph structure. For example, does the author use topic sentences?
After reflecting on this more recent ad, use
❒ Put parentheses around what you know are unimportant details and examples. This the questions below to guide you, and, in
will leave you with less to work with. at least one or two well-developed para-
❒ For longer works, pay particular attention to the writer’s own summaries, which may occur graphs, analyze audience and argumen-
Reproduced with permission of Lakeridge Health, lakeridgehealth.on.ca

in the introduction, in the conclusion, or toward the end of detailed or complex sections.
❒ Not all paragraphs are equally important, and not all contain main ideas. In much
non-academic writing, for example, opening paragraphs may serve to attract the
reader’s interest and not contain an important point.
The first sentence
identifies the topic
of this section, while
the second sentence
connects “lower
well-being” with the
authors’ theory that
social networking
can have negative
consequences if it
does not satisfy a
person’s need to
belong.
tative purpose, as well as specific features
that appeal to the intended audience.
1. When you look at this ad, where does
your attention first go? What other
parts of the ad stand out? Why? What
seems least important?
2. Which stands out more: graphics or
2. Identify the most important sub-points (developments) by single under-
text? Both equally?
lining. For information about using contextual cues, such as transitions
3. What is the purpose of the ad? (i.e.,
and prompts to lead you to main ideas, see pp. 135–6.
what argument does it propose?)
3. Prepare an outline with all main points and important sub-points. If you
4. What audience is it intended
wish, indent sub-points as in a formal outline.
mainly to reach? Is there a second-
4. Write your summary from the outline, using your own words as much as
ary audience? (There might be a
possible, and adding transitions to create coherent prose. If the summary
very specific viewer intended, but
exceeds the allowable length, omit the least important point or sub-point.
it could be designed for more gen-
eral viewers as well.)
A Sample Summary 5. Look closely at the image. Human faces and body language can be used to communicate
subtle messages and/or generate specific emotions. Is this true here?
The following is a section from the essay by Jenna Clark, Sara Algoe, and Melanie
6. Look closely at the text. How does it reflect audience and purpose? How does it work with the
Green, “Social Network Sites and Well-Being: The Role of Social Connection” (see
graphic element?
p. 304). Important points are explained in the margin. The passage is 590 words.
7. An ad may directly or indirectly challenge opposing viewpoints and, therefore, act as a
A 118-word summary would represent 20 per cent.
rebuttal (see “Rebuttal Strategies,” p. 54). Does this ad do this? If so, how?
8. Does the ad make logical, emotional, or ethical appeals? Are other argumentative strategies
Associations between Use of Social Network Sites
used, such as appeals to reader interests or common ground?
and Lower Well-Being
[1] A sizable body of research has identified associations between
the use of social network sites and lower well-being. Our framework

Special-topic boxes offer checklists, FAQs, and review tools for quick reference. Individual and collaborative
hen33614_ch02_020-027.indd 24 11/28/19 09:06 PM hen33614_ch04_035-061.indd 52 11/28/19 09:04 PM

exercises provide ample opportunity for practising skills.

xxii From the Publisher

92 PART I Writing

Website
“Bushberg, Jerrold T. “Radiation Injury.” Merck Manual Consumer Ver-
sion, 2019, www.merckmanuals.com/home/injuries-and-poison-
ing/radiation-injury/radiation-injury.

The entry begins with the author’s name (if known) followed by the title in quota-
tion marks and website name in italics. Give the full date (if available) and conclude 5 Writing the Research Paper 93
with the URL omitting http:// or https://. Do not include date of access unless your
instructor requires it. self-diagnosis and how does it differ from face-to-face diagnosis? What are its Academic writers

Film/Video effects on its users, medical professionals and the pharmaceutical industry? often use definition
early in their studies,
[2] Internet self-diagnosis is a common phenomenon today: conducting one’s as Tara does here.
The Battle of Burgledorf. Directed by Richard Olak, performances 5 Writing the Research Paper 97
own research and analysis of symptoms online to diagnose oneself without any Although most
by Krista Mitchell, Matthew Graham, and Nico Santini, Brother- readers would be
consultation with a medical professional (Robertson et al. 246). By contrast, familiar with what
hood, 2015.
medical professionals, such as general practitioners, use a three-step method to each means, the

carry out their diagnosis during appointments: It begins with initiation, where
extended definition Chapter 5 Review Questions
Video Post of face-to-face
the doctor will listen to the complaints and symptoms described by the patient; diagnosis enables
“Youth on Credit and Debt.” YouTube, uploaded by Prosper Canada, her to provide
refinement, when certain diagnostics are ruled out and probabilistic reasoning background 1. What are some strategies for coming up with a topic from scratch?
24 Apr. 2014, https://www.youtube.com/watch?v=0Jgz3rDo6tE. information for the
is applied; and finally, proving the diagnostic, where further tests are ordered 2. What does it mean to “narrow” a broad topic? Why is it necessary, and how
contrasts that follow
to finalize the diagnosis (Goyder et al.). Though these online self-diagnosis in this paragraph could you do it?
Sample Student Expository sites generally use similar computerized algorithms, online self-diagnosis dif-
and the next one.
3. What is the difference between a thesis statement and a research

Essay (MLA Style) fers from an actual doctor’s diagnosis in several significant ways (Semigran et
al. 1). Importantly, there is no human interaction involved and the diagnosis
In this and the
question?
4. What is a peer-reviewed journal? Who would a typical reader be?
next paragraph,
In the following student essay, the writer objectively considers the costs“is
andnot made of
benefits from an objective, caring, therapeutic, humanistic perspective” Tara integrates 5. Choose the best statement among the following:
direct quotations
(Robertson
self-diagnosis, concluding, on the basis of her research, that it should not et al. 249). The medical process with a doctor is also fluid: a patient’s
replace face- by combining a) Academic sources are always better than non-academic sources.
significant phrasing
medical history,
to-face contact with a medical professional. The writer uses MLA documentation style. family history, socioeconomic situation, location and other im- b) Academic sources tend to be more reliable than non-academic
from her sources
For an example of an essay using APA documentation style, seeportant variables are considered. Online self-labelling is static: a website will
Jaime Stehlik’s with her own words. sources.
(See p. 79.)
essay in Chapter 4, p. 56.) rarely factor in the things listed above when determining a diagnosis (249). This c) Research essays should always use a combination of academic and
can be contrasted with the highly nuanced and educated perspective a doctor non-academic sources.
Sample Student Expository Essay (MLA Style) provides. d) No generalizations can be made about academic versus non-
[3] The practice of self-diagnosis has also evolved with technology. Back when academic sources.
Tara chose to use
questions as her the Internet was less accessible, self-help pamphlets and books, often browsed as
thesis, which is Online Self-Diagnosis: A Cure or a Cautionary Tale? 6. What are two functions of research proposals?
one waited in the physician’s office, were a form of self-diagnosis (Ryan and Wil-
appropriate as 7. What three factors should you take into account before beginning your
By Tara Mathur son 227). Today a range of electronic options, like Google search or health fo-
she will be using
[1] With knowledge being more accessible than ever via the Internet, major research?
research to explore
rums, areself-
available (Robertson et al. 248). Taking information beyond the screen
the answers to 8. Answer true or false:
these questions. If
diagnosis is a growing practice among Internet users today. In the UK alone,
is possible: people can even order home tests. Due to the recent expansion of
she were arguing NHS Choices, a health website with a do-it-yourself-diagnosis feature, receives
the D-I-Y medical test industry, these health devices became the “second hottest a) You would typically use subject guides, dictionaries, and encyclope-
in favour of self-
diagnosis, a strongly
more than 15 million visits monthly (Semigran et al. 1). Whether for some-
trend in 2012” (Hynes, E149). For example, a blood test to detect HIV can be dias early in your research.
phrased statement thing minor, like the common cold, or something more complex, like anxi-
purchased online for $90. In contrast, a free self-test for Alzheimer’s can be done b) The library catalogue includes only print sources contained within the
would be better.
(See the student ety or depression, the Internet offers an array of diagnostics at the clickyetofseems
online, a to be “little more than memory exercises” (E149). Overall, the library.
argumentative essay button. Nevertheless, as is the case with much Internet phenomena,
in Chapter 4, p. 56.)
act speed and has found its way out of the doctor’s office and into hands of the
of diagnosis c) Online databases are the best source for the most current research
ease of access do not always equate to a successful outcome. What exactlyconsumer.
connected is available.
[4] Considering that a diagnosis is basically just “giving a name to the beast [to] d) Using limiters in your searches produces more results than not using
make it more bearable and easier to cope with,” the act of self-diagnosis offers them.
Author/creator Title Publication information Electronic source
many advantages (Gass 2). A big benefit for those using online symptom check- 9. The following questions apply to searches using your institution’s
ers and other tools is that it can save them money and time by not having to visit databases:
a doctor’s office (Robertson et al. 246). In countries where even a quick visit to
a) Why is it crucial that you choose your database carefully?
the doctor can be expensive, like the United States, these free websites are valu-
able. Furthermore, b) Identify two ways that using an advanced search could make your
hen33614_ch05_062-098.indd 92 11/28/19 09:02 PM health care is not accessible everywhere. For example, Malawi
lacks qualified clinicians; thus, self-diagnosis and self-medication are supported results more precise.

c) Name two Boolean operators and explain when you would use one
and when the other.

d) What are wildcard and truncation symbols used for?

10. Identify the four “Re’s” of research and explain the importance of each.
11. Explain the differences between a summary and a paraphrase.
hen33614_ch05_062-098.indd 93 11/28/19 09:02 PM

Annotated sample student essays illustrate important

techniques for good writing and rhetorical styles.
hen33614_ch05_062-098.indd 97 11/28/19 09:02 PM

272 PART II Readings

Canada 150 and the Truth

about Reconciliation
Ian Mosby
(1895 words)

276 PART II Readings

Setting the Context

of recognition. As Coultard warns, in his 2014 book and that the federal government has made it clear it
Ian Mosby’s essay, “Canada 150 and the Truth about Reconciliation,” was one of many articles
Red Skin, White Masks, the type of reconciliation has no interest in fully implementing UNDRIP, de-
published after the release of the Truth and Reconciliation Commission of Canada’s Summary
usually promoted by governments in Canada is “tem- spite repeated promises to do so during and after
Report in June 2015, a time when many Canadians were optimistic that changes would be made

Thirty-four accessible
porally framed as the process of individually and col- the last federal election?
in the relations between Indigenous groups and the Canadian government. Mosby expresses his
lectively overcoming the harmful ‘legacy’ left in the 25 It means that, as of now, Canada’s response
own previous optimism at times in his essay while more specifically criticizing the government’s
wake of [past abuses] while leaving the present struc- to the Truth and Reconciliation Commission looks
failure to implement the report’s findings.
“Canada 150 and the Truth about Reconciliation” is an example of a non-academic essay
ture of colonial rule unscathed.” It is a reconciliation
that contains an acknowledgement of past wrongs—
more like a new coat of paint on the old settler-
colonial ship of state. This is not how a nation makes
and engaging readings
on an array of topics
written for a typical reader of the Canadian Centre for Policy Alternatives Monitor, who would
perhaps even an apology—but leaves the basic struc- reparations for the unforgivable crime of genocide.
likely be generally familiar with and interested in the aims of the commission’s findings.
tures of settler colonial domination in place. Until we begin to take meaningful and concrete ac-

demonstrate high-
24 So, what does it mean that only a handful of tion in this direction, Canada doesn’t have much to
Preparing to Read
the TRC ’s 94 Calls to Action have been implemented, celebrate on its 150th anniversary.
1. Access the website National Centre for Truth and Reconciliation (formerly the Truth and
Reconciliation Commission) in order to provide an update on the commission’s goals and
recommendations. Write a brief summary of the website in which you include the kinds of
quality professional and
information and resources available at the site. Comprehension
academic writing, and are
1. a) Explain why the author states that the TRC “was . . . more about truth than reconciliation”

1 In its very first paragraph, the Truth and Rec-
onciliation Commission of Canada’s (TRC) 382-
page executive summary provides one of the most
concise and incisive condemnations of Canadian
settler colonialism published to date:
2 For over a century, the central goals of Cana-
da’s Aboriginal policy were to eliminate Aboriginal
of residential schools were a central element of this
(par. 7).
b) Why does the author use the word “dubious” to describe the 20th anniversary of the
accompanied by pre- and
policy, which can best be described as “cultural
genocide.”
Report on the Royal Commission on Aboriginal Peoples (par. 14)?
post-reading questions.
Organization and Style
3 While many pundits and politicians appeared
taken aback by such blunt forthrightness, it is hard 1. Mosby uses several direct quotations in his essay. New topics include fake
a) Choose one of the quotations in block format (i.e., indented from the rest of the text)
news and conspiracy
not to conclude, after reading any of the six volumes
of the TRC ’s final report, or even just the executive and explain its purpose.

governments; ignore Aboriginal rights; terminate summary, that Canada’s residential school policy b) Choose a direct quotation that is combined with summary or paraphrase,

the Treaties; and, through a process of assimila-
tion, cause Aboriginal peoples to cease to exist as
distinct legal, social, cultural, religious, and racial
entities in Canada. The establishment and operation
was indeed genocidal in both intent and practice.
And while genocide scholars like Andrew Wool-
and explain the importance of the quoted words in the paragraph in which they
occur. (See Chapter 5, “Combining Summary/Paraphrase with Direction Quotation,”
theories, truth and
ford and David MacDonald have made powerful
cases that the residential school system meets the
p. 79.)
2. How Would you characterize the author’s tone in his essay? (Tone can be determined reconciliation in Canada,
gender diversity and
through language—for example, diction—and rhetorical/linguistic devices; see Chapter 10,
“Tone,” p. 144). Do you think the tone is appropriate given the author’s audience and his sub-
ject matter?

scientific discovery, and

Source: From Canadian Centre for Policy Alternatives Monitor, May/June 2017, Vol. 23, Iss. 7, pp. 43–5. Copied under licence from Access Copy-
right. Further reproduction, distribution or transmission is prohibited except as otherwise permitted by law.
Critical Thinking
1. Analyze the author’s use of two of the following argumentative strategies and explain how
they help his argument.
social network sites and
hen33614_sec05_254-283.indd 272 11/28/19 10:05 PM •
•
Precedent
Emotional appeal
well-being.
• Ethical appeal

hen33614_sec05_254-283.indd 276 11/28/19 10:05 PM

 From the Publisher xxiii

5 Writing the Research Paper 87

• Block quotations should be used for important passages more than 40 words
long. They are indented 1.3 cm (half an inch) from the left margin and double
spaced, and do not include quotation marks. The end period precedes the
parenthetical citation.

Final Page (References) Guidelines

• Entries are double spaced with the first line flush left and successive lines in-
dented 1.3 cm (half an inch).
5 Writing the Research Paper 89
• The final page, titled “References,” alphabetically lists by author’s last name all
works used in the essay.
• Authors’ initials are used, not given names. Publication year in parentheses Video Post
follows the last name.
Broken Rhythms Victoria. (2013, August 9). Grim Victoria promo.
• In article and book titles, only the first letter of first words, first words following
[Video file]. Retrieved from http://youtube.com/dAe5b7vUXgU
colons, and proper nouns, along with all letters in acronyms, are capitalized.
Podcasts and blog posts follow a similar format, with the URL preceded by “Podcast
APA Sample Formats on References Page retrieved from” and “Message posted to,” respectively.

Book (One Author) MLA (Modern Language Association) Style

Maskalyk, J. (2017). Life on the ground floor: Letters from the edge of
emergency medicine. Toronto, ON: Doubleday Canada.
In-Text Guidelines
Coverage of
documentation
• MLA uses an “author/number” referencing format. The basic parenthetical format
Book or Journal (Multiple Authors) includes author’s last name and page number with no punctuation between them:
Plester, B., Woods, C., & Bell, V. (2008). Txt msg n school literacy: Does
texting and knowledge of text abbreviations adversely affect
(Slotkin 75)
styles includes new
(Rusel and Wilson 122)
children’s literacy attainment? Literacy, 42(3), 137–144. doi:
10.1111/j.1741-4369.2008.00489.x
• With a signal phrase, only the page number is in parentheses. The page num-
colour coding of in-
• All authors’ names begin with the surname followed by initial(s).
ber follows the reference.
text and reference
• Two to seven authors: List all authors. Arango et al. found that a large proportion of children who exceed
• More than seven authors: List the first six authors followed by three points of the recommended number of TV -viewing hours per day have low citations to help
ellipsis (. . .) and the last author’s name. HRQo L scores (71).
• Two or more works by same author: List chronologically, beginning with the students recognize
earliest work. • No signal phrase:
• Organization as author: Organization name is used in place of author’s name:
A large proportion of children who exceed the recommended
their common
American Board for Plastic Surgery. (2010). National average for
physician/surgeon fees per procedure. Retrieved from www.
number of TV-viewing hours per day have low HRQoL scores
(Arango et al. 71). elements.
cosmeticplasticsurgerystatistics.com/costs.html
• No author: Use the name of the organization in place of author’s name (e.g.,
Canada Wildlife Federation). If there is no author or organization, such as
some encyclopedia entries, use the title in place of author (or a shortened
version if the title is long).
Author/creator Title Publication information Electronic source • Indirect source: Author A (where you found the quotation) quotes Author B
(indirect source). Name Author B in your sentence (list Author A, the indirect
source, on the Works Cited page—i.e., Jones) followed by the phrase qtd. in,
then Author B (last name and page number) in parentheses. Do not use an
indirect source often in your essay; it is better to locate the source of the quo-
hen33614_ch05_062-098.indd 87 11/28/19 09:02 PM tation and cite the relevant bibliographic information there rather than the
information from the indirect source.

Bechard says embryo testing will produce “a culture of intoler-

ance” (qtd. in Jones 88).

Author/creator Title Publication information Electronic source

hen33614_ch05_062-098.indd 89 11/28/19 09:02 PM

398 Appendix A An Academic Writing Checklist for EAL Writers

Adverbs
Adverbs modifying adjectives
APPENDIX A
An Academic Writing Checklist
Adverbs can modify adjectives and other adverbs, along with verbs. Ensure you always
use the correct adverbial form. In the sentence below, environmental is the adjectival form; New Appendix:
An Academic
environmentally is the adverbial one and is needed to modify the adjective conscious.
for EAL Writers
Writing Checklist
The average Canadian household has become more environmentally
Academic writing is formal writing that requires you to follow specific conventions.
conscious than in the past.
One of these conventions is that your writing is clear and error-free. By using the
checklist below, you will be taking an important step toward clear, grammatical writing.
The following are some English idiomatic expressions and rules for usage which
Although many adverbs end in –ly, some do not. Furthermore, some adjectives for EAL Writers
end in –ly and modify nouns.
often give EAL writers trouble. They are organized alphabetically by subject.
provides
a friendly neighbour, some fatherly advice, a cowardly act
Adjectives explanation of
These adjectives cannot be made into adverbs.
English idiomatic
One-word adjectives usually precede the word(s) they modify, except predicate ad-
jectives that follow linking verbs. However, relative (adjectival) clauses (see p. 339)
follow the noun they modify and present special challenges for writers. EXERCISE 1
expressions
Few versus a few
Both can precede nouns that can be counted, but few means “not many,” and a few
Correct the adjectival/adverbial errors in the following sentences. There is one error in each sentence.
and usage rules
means “some.” Few, then, refers to fewer of something than a few! Since a few has 1. Tina felt intimidating by the amount of reading that was required in her history class.
more letters, you can associate it with more of something than few. 2. Gender discrimination in the workplace is an important issue has persisted despite recent
attempts to end it.
that often prove
Few Canadians know how to play cricket, but a few of my friends are
interested in learning how to play it.
3. Magnus was considering giving up his gas-power vehicle for an electric vehicle.
4. Using computer simulations rather than animals is getting to be the more acceptable to
challenging for
Participles as adjectives
researchers than in the past.
5. Hiking the West Coast Trail on Vancouver Island is approximately a 5-days journey.
EAL writers, and
When a participle ending in –ed or –en precedes a noun and acts as an adjective, keep
the ending it requires as a past participle.
includes practice
Articles—A, An, and The
Although Patrick lived a fast-paced [not fast-pace] life, he had the
Articles can be considered a category of adjectives and precede some nouns. Indefi-
exercises.
old-fashioned [not old-fashion] habit of reading a newspaper every
nite articles precede some singular nouns, and definite articles precede some singular
day before work.
and plural nouns. Context often determines whether an article precedes a noun or
whether it is omitted; idiom also can determine usage. However, you can use the
guidelines below to decide whether to include the article or not.

The indefinite article

hen33614_appA_395-426.indd 395 11/28/19 09:57 PM
General rule: Use the indefinite article a or an to identify a general or nonspecific
noun. Use an rather than a if the noun begins with a vowel that is not pronounced
or with a silent “h.”

hen33614_appA_395-426.indd 398 11/28/19 09:57 PM

xxiv From the Publisher
8 An Introduction
Most texts, whether
written, oral, or visual,
are directed to an
intended audience—
for writing, a group of
readers. Each writer
is keenly aware of his
or her audience and
uses the most effective
methods possible to
reach this audience.
hen33614_ch08_118-124.indd
Supportive pedagogy includes learning objectives, key
terms defined in the margins and glossary, chapter-end
review questions, and hints to help students remember
grammatical structures and functions.
to Academic and
Non-academic Texts
In this chapter, you will learn:
• How writers consider their audience
• How to identify two common kinds of writing, and their
formats and purposes
• How to distinguish between academic and
non-academic texts
• How writers use analysis and synthesis in the writing
process
Many tasks you undertake in your academic career will require you to read texts.
Through careful reading, you can inform yourself on issues relevant to your world.
Perhaps more important, by incorporating your reading experiences into your writ-
ing, you can inform others and shape the way they understand these issues.
6 Interacting with Texts 107
Most forms of communication, including writing, assume the existence of an
audience, a community of potential readers. Who are these readers? For research-
ers, they are other researchers, as well as decision makers who hope to make use of
Chapter 6 Review Questions
the research—from local school board administrators to national governments. For
journalists, they are members of the public they hope to reach. Each writer is aware
1. a) What factors could affect the way you interact with a text?
of his or her audience and uses the most effective methods possible to reach this
b) In what ways does an “active reader” read a text?
audience.
2. Why is it important to annotate a text you read for class or for an
For student writers, the reader may be an instructor or, possibly, another student
assignment?
who will respond to your writing. Learning to write for your audience prepares you
3. a) What is the difference between a general scan and a target scan?
for any public writing you might do.
b) Identify one reading purpose for each of the strategies in 3a).
c) What is focused reading and when should you use it?
4. Answer true or false:
a) Context clues refer to determining a word’s meaning by looking at the
words around it.
b) A word’s connotations are its associations or shades of meaning.
118 c) You should always
11/28/19 use a dictionary to look up every word you’re un-
09:28 PM
sure of.
5. What is jargon? Give an example of jargon in an area that interests you (for
example, a sport or activity you’re familiar with, or a hobby).
Key Terms
324 PART III Handbook
active reading (p. 101) jargon (p. 106)
connotation (p. 104) selective reading (p. 102)
denotation (p. 104) subject index (p. 103)
What Nouns Do
focused reading (p. 103) target scan (p. 102)
general scan (p. 102) 1. Subject of Verb
The subject performs A noun acts as a subject of the verb if it performs the verb’s action. (We speak of
the verb’s action.
subjects performing the action of a verb, but many verbs convey a state or condition
rather than an action.) See “The Busy Verbs,” page 327. The noun subject is italicized
and the verb is underlined below.
Beyoncé, a world renowned singer, supports many humanitarian
causes.
Hint: A subject usually precedes its verb. (See p. 369 for exceptions.)
2. Object of Verb
The object receives the A noun acts as an object of the verb (direct object) if it receives the verb’s action. The
verb’s action.
noun object is italicized and the verb is underlined below.
Beyoncé, a world renowned singer, supports many humanitarian
causes.
Hint: An object usually follows its verb.
3. Object of Preposition
The object of a A noun can act as an object of a preposition (indirect object). The indirect object is
preposition is the
hen33614_ch06_099-107.indd 107 indirect object of
italicized and the preposition is underlined
11/28/19 09:21 PM below.
the verb.
Beyoncé, a world renowned singer, supports many humanitarian
causes around the globe.
Hint: An indirect object may follow the direct object, if there is one, and is usu-
ally preceded by a preposition.
4. Appositive
A noun can act as an A noun can act as an appositive, naming or rephrasing a preceding noun or noun
appositive, naming or
rephrasing a preceding
phrase. The appositive is italicized and the preceding noun is underlined below.
noun or noun phrase.
Beyoncé, a world renowned singer, supports many humanitarian
causes.
Hint: An appositive follows a noun or noun phrase.
hen33614_ch11_321-347.indd 324 11/28/19 09:53 PM
Another random document with
no related content on Scribd:
jonka hän oli saanut senaattorivainajalta, ja joka oli väljänlainen
laihalle Kello-Mikolle, mutta siitä huolimatta arvon mukainen asu
puhemiehelle.

Jo aukeni kansliahuoneen ovi ja rovasti tuli paitahihasillaan

verannalle.

— Hyvää huomenta!

— Huomenta, huomenta!

Iisakki kumarsi niin syvään, että pitkät hiukset valahtivat silmille ja

Eedla niiasi vielä syvempään, sipaisten suortuvia huivinsa alle.

— Huomenta vaan, rovasti, virkkoi kellonsoittaja. Tässä tulee taas

yksi pari liittoaan vahvistamaan herra rovastin luokse. Aina sitä minä
saan olla vaan liehtaamassa näitä arvoisäntiä siihen aviosäätyyn.

— Vai naimisiin se jo Iisakki aikoo… ja vielä näin kesäkuumalla,

naureskeli rovasti.

— Kerranhan sitä on siihenkin säätyyn astuttava, virkkoi Kello-

Mikko juhlallisesti ja lisäsi:

— Ennenhän sitä mies vuoden lehmättä kuin Mittumaarina

eukotta.

Käytiin sisään ja oli sangen juhlallista.

— No tämä Iisakki sitten ottaa avioksi tämän Miirun Eedlan? kysyi

rovasti.

— Niinhän tämä nyt ottaa, vastasi puhemies. Ja nuhteettomia ja

kunniallisia ovat molemmat.
 — Otanhan minä, vahvisti Iisakki.

Mutta eteisestä oli kuulunut raskaita askeleita ja Rietula astui

huohottaen sisään ja hänen perässään kauppias Kilpummi, jonka
Rietula oli saanut puhemiehekseen. Rietula oli juuri astunut
huoneeseen, kun Iisakki sanoi Eedlan ottavansa, ja hän karjaisi:

— Etkä ota!

Iisakki hätkähti niin, että oli vähällä istuimeltaan pudota. Rovastikin

katsoi ihmetellen Rietulaa, jonka leuka tärisi mielenkuohusta.
Kellonsoittaja katseli suu auki rauhan häiritsijöitä.

— Tämä Kyrmyniska aikoo riistää minulta morsiamen, mutta

minäpä en nyt sitä annakaan, puhui Rietula. Jo on siinä mies, kun ei
saa itselleen omituista, kun pitää riistää toiselta… ja sitten vielä kuin
varkain lähtee pappilaan.

Iisakin luontokin jo nousi, eikä hän sitä nyt katsonut tarpeelliseksi

hillitä, kun oli näin tiukka paikka kyseessä. Tulipunaisena kasvoiltaan
nousi hän seisomaan ja kivahti:

— Tämä Eedla on minun ja minä sitä olen katsellut paljon

ennemmin kuin sinä, ja kun Eedlan äiti kerran antoi sinulle potkut,
niin ei luulisi kehtaavan enää tulla tällaiseen pyhään paikkaan. Ja
kun kerran Eedla on suostunut lähtemään minun kanssani pappilaan
ja kun kerran minä rakastan Eedlaa, niin minulla on oikeus myöskin
saada tyttö aviokseni.

— Juuri niin, herra rovasti, vahvisti kellonsoittaja. Se on laki ja

oikeus, että Iisakki saa Eedlan, kun kerran sen on jo pappilaankin
tuonut.
 — Älä sinä, vanha varis, puhu laista ja oikeudesta, puhkui Rietula.
Tottakai minä tiedän lain ja oikeuden, kun olen lautamies.

Kello-Mikonkin viha nousi jo korkeampaan asteeseen. Vaikka hän

oli laiha, oli hän voimissa väkevä ja kykeni käymään käsiksi
julmimpaankin mieheen, jos niikseen tuli.

— Saanko minä heittää Rietulan ulos, herra rovasti? kysyi hän

lähentyen
Rietulaa.

— Älä satuta käsiäsi lautamieheen, kivahti Rietula. Muuten laki lyö

sinua raskaasti.

— Antaahan nyt olla, virkkoi rovastikin. Jos tässä selvittäisi

muutenkin. Istukaahan nyt ja olkaa hosaamatta, kehoitti hän
asianomaisia.

— No, kumpaisenko tämä morsian nyt sitten oikein on? kysyi

rovasti.

— Minun se on, vahvisti Rietula.

— Eipäs kuin minun, ja minulle on Eedla lupautunut tulemaan,

puolustautui Iisakki.

— Mutta Eedla sanoi minulle siellä Ala-Rietulan ladon takana…

— Milloinka sinä olet minun morsiantani siellä kuljettanut, kivahti

Iisakki.

— Olehan siinä… siellä ladon takana, että kyllähän minä

mieluummin… joo… tuota lautamiehen ottaisin, mutta kun se
Kyrmyniska tuppasi väkisten ne kihlansa…

— Sanoppas, Eedla, annoinko minä väkipakolla ne kihlat,

keskeytti Iisakki. Kun otit kellonkin ja ihastelit, että koreapa on ja
panit kaulaasi ja…

— En minä häntä tiedä, enkä muista niin tarkkaan, sanoi Eedla.

— Pitäisi ne toki muistaa semmoiset asiat.

— Onko tämä Rietula sitten ennemmin puhunut niistä asioista

Eedlalle, kyseli rovasti naureskellen.

— Onhan tämä joskus monkattanut, että pitäisi muka naimisiin, ja

on tämä antanut karamelleja, kun…

— No ei nyt niistä, keskeytti Rietula, vaan sanoppas, Eedla, nyt

oikein sydämesi pohjasta, kumpainenko meistä on parempi sinun
mielestäsi?

Eedla mietti hetkisen ja arveli:

— Eipä taida olla mitään väliä.

— No johan nyt, työlästyi Rietula, mutta sinähän sanoit silloin

siellä maantiellä että… mitenkä se nyt olikaan?

— No, kumpaisenko näistä nyt Eedla tahtoo aviokseen? kysyi

rovasti.

— Min' en tahdo kumpaistakaan. Nämä ukothan ne rupesivat

tahtomaan, kivahti Eedla.

— Mutta kumpaisenko nyt ottaisit mieluummin?

 — Minulla ei ole mitään väliä, kumpaisen nyt vaan rovasti antaa,
arveli
Eedla lattialautoja katsellen.

Iisakki heilahti kärsimättömästi ja rovasti hymyili edelleen. Mutta

kellonsoittaja virkkoi kunnioittavasti seisoalleen nousten:

— Kun nämä sulhaset ovat puhuneet jo minun mielestäni

tarpeeksi, niin jos nyt puhemiehet jatkaisivat. Ja minä otan nyt
ensiksi puhevuoron:

Kun tulin tänne tänä aamuna näitä avioon aikovia avustamaan,

huomasin minä ilokseni, miten onnellisena ja rakkaudessa he istuivat
tuossa verannan portailla. Eedlan käsi oli Iisakin kaulalla ja…

— Eläpä nyt! Vaikka Iisakki pani kätensä minun olkapäälleni ja

minä sysäsin sen siitä pois, keskeytti Eedla.

— Kyllä se oli Eedlan käsi, joka oli Iisakin kaulalla, jatkoi Kello-
Mikko, ja nämä puhuivat, minä varmasti kuulin sen, että syntyy siinä
Mikkolassa…

— No ne nyt ovat semmoiset turhia puheita, aloitti nyt kauppias

Kilpummi keskeyttäen kellonsoittajan ja röyhistäen rintaansa. Tässä
on nyt vaan kysymys siitä, kuka on ensiksi saanut aviolupauksen
Eedlalta, ja jos se on tämä lautamies, niinkuin minusta tuntuu, niin
painele silloin, Iisakki, ovesta ulos ja jätä meidät rauhaan!

Mutta nyt näytti Iisakki jo hätäytyvän:

— Minä en anna Eedlaa teille jumalattomille, jotka tulette kuin

haaskalinnut ryöstämään toisen saalista ja…
 — Kuka tässä on haaskalintu, kiehahti Rietula ja kina jatkui
hillitysti edelleen.

Pappilaan oli tullut vierailemaan auskultantti Kennäs ja rovasti oli

poistunut hetkiseksi sisähuoneisiin hänen kanssaan juttelemaan.
Palattuaan ja istuttuaan pöydän ääreen kysyi rovasti:

— Tuleeko tästä mitään selvää?

Kellonsoittaja nousi istuimeltaan, sylkäisi mällin suustaan ja

pyyhkäisten hikeä otsaltaan virkkoi:

— Ei, hyvä herra rovasti, tästä tule nyt mitään selvää. Ja tämä on
ensimäinen kerta, kun minä haalaan tällaista naimaväkeä pappilaan,
ja herra rovasti tietää, että minä olen parhaani tehnyt tässä asiassa,
mutta järkipuhe ei näy heihin pystyvän ja siksi minä alankin tällä
kertaa jo kyllästyä koko tehtävään.

Rovasti hymähti.

— Tulisikohan selvä, jos me tässä perustaisimme pienen sovinto-

oikeuden. Minulla sattui olemaan vieraana tuomari ja jos minä
kutsun hänet puheenjohtajaksi? esitti hän.

— Suostutaan, lupasi Rietula, mutta Iisakki puolusteli

epätoivoisena asiaansa.

— Ei tässä tarvita tuomareita eikä oikeuksia, ei muuta kuin rovasti

panee minut ja Eedlan kuulutuksiin.

— Miks' ei, jos vaan morsian sanoo siihen suostuvansa, lupasi

rovasti.
 — No, rakas Eedla, sano nyt sille, että suostunhan minä, supatti
Iisakki Eedlan korvan juuressa.

Mutta Eedla vaikeni kuin muuri ja sormeili vain kihlakellonsa

ketjua.

— No, perhana! pääsi Iisakilta. Kaikkia tuppisuita tässä…!

— Jos minä kutsun tuomarin, vai mitä? kysyi rovasti hymyillen.

— Kutsukaa, hyvä rovasti, vaikka maaherra. En minä nyt ole

itsekään selvillä tästä Eedlasta, vaikeroi Iisakki.

Rovasti meni sisään ja tuli kiusallinen hiljaisuus. Kärpäset vain

surisivat kansliahuoneessa ja napsuttelivat kattoon. Iisakki puri
vihaisesti sikaarin päätä suuhunsa.

Auskultantti Kennäs tuli sisään rovastin seuraamana. Istui pöydän

ääreen ja muhoillen aloitti kuulustelun. Äsken oli hän jo avonaisesta
ovesta kuullut asianomaisten keskustelun ja kysyi nyt Iisakilta:

— No, milloinka Iisakki katseli Eedlaa sillä silmällä että

vaimokseen?

— Se oli… tuota, se oli silloin, kun oli se Korpijoen

osuuskauppakokous Miirussa.

— Muistatteko päivän?

— Eikö liene ollut perjantai, arveli Iisakki.

Kilpummi sipatti jotain Rietulan korvaan ja Rietula virkkoi

seisoalleen nousten:
 — Herra puheenjohtaja ja korkea oikeus. Saanen sanoa, että minä
katselin Eedlaa jo paljon aikaisemmin sillä silmällä. Se oli Marian
päivä, kun kävin Miirussa ja silloin minä sen päätin, että otan Eedlan.

Mutta Rietula valehteli nyt kouraantuntuvasti. Lukija muistaa, että

Rietula meni Miiruun osuuskauppakokoukseen hetkistä myöhemmin
kuin
Iisakki, joka oli joen sillalla katsellut Eedlaa pesupuuhissaan
ja tehnyt valintansa. Mutta Kilpummi oli neuvonut tämän valheen
Rietulalle, joka sitä häikäilemättä käytti nyt hyväkseen.

— Kyllä sitä minäkin oikeastaan katselin jo aikaisemmin, aloitti

Iisakki hätäisesti.

— Mutta itsehän myönsitte katsoneenne myöhemmin, huomautti

Kennäs ja kysyi Eedlalta:

— Katseliko tämä Rietula teitä silloin Marian päivänä.

— En minä niin tarkkaan muista, mutta kyllä tämä Mooses kävi

meillä Marian päivänä ja istua kyönätti koko päivän ja näytti
vahtaavan sinne karsinapuolelle, todisti Eedla ja veti huivinsa
solmua tiukempaan leuan alle.

— Korkea oikeus ja herra tuomari, nyt kuulette asian Eedlan

omasta suusta ja minä pyydän oikeuden mukaista päätöstä tästä
asiasta.

— No kumpaisenko nyt Eedla haluaisi miehekseen? kääntyi

Kennäs kysymään hymyillen morsiamelta.

— Eipä ole mitään väliä, laukaisi Eedla.

 — Siis määrää asian, että se, joka on katsellut Eedlaa ensiksi,
tulee hänet myöskin saamaan, ja kun Rietula on tehnyt sen ensiksi,
kuuluu näin ollen Eedla Rietulalle. Ja tämä on oikeuden päätös.

— Mutta kun Eedla on ottanut kihlatkin jo minulta, virkkoi Iisakki

alakuloisesti.

Rovasti käveli hyvätuulisena kanslian permannolla ja kysyi

muhoillen
Eedlalta:

— Onko Eedla istunut Iisakin kanssa kahdenkeskisessä paikassa?

— Istutuinhan sitä siellä Miirun tupakkamaassa Vapun päivänä,

kiirehti
Iisakki selittämään, mutta Eedla kivahti ihmeen terävästi:

— Se on vale! Minähän käänsin tupakkamaata ja Iisakki istui ihan

yksin siankaukalolla.

— No, onko tämä Rietula sitten istunut Eedlan kanssa, kysyi

Kennäs hymyillen.

Rietula ei virkkanut sanaakaan, mutta Eedla virkkoi empimättä:

— On istuttu.

— Asia on siis selvä ja minä julistan päätöksen.

Seurasi pieni hiljaisuus, ja Kennäs niisteli hyvin kuuluvasti

nenäänsä. Iisakki istui kuin ankaran iskun saaneena, mutta Rietula
röyhisteli rintaansa. Hän oli jo varma siitä, mille puolelle oikeuden
vaaka tulisi kallistumaan. Eedla pyöritteli peukaloitaan ja
kellonsoittaja tuijotti vihaisesti lattiaan.

— Peruuttamaton päätös on tässä asiassa seuraava: lautamies

Rietula on huomattu ensiksi aikoneen avioliittoon Eedlan kanssa ja
tulee siis hänet saamaan. Eedlan on kumminkin annettava Iisakille
hänen antamansa kihlat takaisin.

— Jo tuli nyt perhanat, jurahti Iisakki ja haukkasi ison palan

sikaaria poskeensa. Hetkisen hän näytti asiata aprikoivan, mutta
pian hän rauhoittui ja virkkoi:

— Jaa, Mikkolan isäntä ei ole kuunaan yhden akan vaivanen. Kun

sinä, lunttu, teit tällaisen hävittömyyden vanhalle miehelle, niin pidä
ne kihlat palkastasi. Ei tarvitse Rietulankaan uusia ostaa!

Ja puheensa vahvikkeeksi purautti Iisakki vahvan tupakkasyljen,

joka sattui vahingossa Eedlan hameelle.

Eedla oli riisunut korunsa ja laskenut ne pöydän kulmalle.

Vastahakoisesti näytti Iisakki ne ottavan, mutta otti kumminkin ja pisti
housujensa taskuun ja sen tehtyään astui ulos, paukauttaen kanslian
oven kiinni mennessään, niin että seinät huojahtivat.

— Jopa tuli lain mukainen päätös, riemuitsi Rietula.

— Oliko se ihme, kun minä olin puhemiehenä, kehuskeli Kilpummi.

Jos huonomman miehen sait, niin huonosti kävi.

Pappilan sisähuoneista kuului vallatonta naurua, mutta Rietula

pantiin kuulutuksiin Eedlan kanssa.
XVIII.

Iisakki seisoi rattailla, löi ohjasperillä hevosta ja hihkaisi. Kotimatka

alkoi olla jo puolessa, ennenkuin Iisakki rauhoittui ja painui istumaan.

— Olenpa hullu, kun hevoseen vihani viskaan, mutisi hän.

Jos jutkauttivat, ja kyllähän ne nyt jutkauttivatkin oikein aikatavalla,

niin mitäpä tuosta. Kaipa se niin oli sallittu, että Eedlan koikale ei
joutunut minun leipiini.

Jo kaivoi Iisakki rakkaan piippunsa, rakkaimman kaikista

maailmassa, ja saatuaan sen käryämään, rauhoittui kokonaan.

— Hoh… hoo, olipa surullinen loppu sillä naima-asialla, huokasi

vielä kumminkin.

Hevonen sai nyt kävellä myötä- ja vastamäet ja Iisakki mietti otsa

kurtussa, mistä nyt lähtisi eukonpuolta paremmalla onnella itselleen
koettamaan.

— Onhan niitä akkoja siellä Korpijoen jos Kolmonkin puolella,

mutta mikä niitä kaikkia… Vaikka lieneeköpä heillä niin suurta eroa,
akka kuin akka. Jos vaikka ottaisin sen Möttösen Taavan. Tosin se
on Kolmon puolella, mutta kyllä kai Taava tulisi sieltäkin.

Uudelleen painui Iisakki miettimään ja harkitsi asiaa joka puolelta.

Noustiin Kilpismäen päälle ja siihen näkyi jo kotikylät ja päivässä

välkkyvä joki niiden välissä. Näkyivät talot peltojensa keskeltä ja
maantie keltaisena nauhana.

Hiljainen tuuli leyhytteli etelän mailta ja syleillen ensin suvista

metsää, veti juovan Kolmojärven pintaan, joka näkyi lähempää kylien
eteläpuolella. Olivatpahan nuotalla Ylä-Rietulan rannassa.

Mietittyään vielä tovin, oli Iisakki tehnyt päätöksensä. Hän menee

nyt samaa tietä Möttöseen ja puhuu asian selväksi Taavalle. Nuori
ihminenhän se vielä… ja järkevämpi kuin Eedla. Ja hän oli kuullutkin
Sarvi-Kaisalta, että Taava tulisi mielellään Mikkolaan emännäksi.

Iisakki nykäisi hevosen juoksuun. Alkoi jo kotikylä puiden välistä

näkyä. Miirun pellolla aurasi renki kesantopeltoa. Näkyi sitten
pysäyttävän hevosensa ja alkoi laulaa surunvoittoisesti:

"Rikkaat ne riiaa hopealla ja komeilla kartanoilla, vaan

renkipoika se heilinsä ottaa lantin kolikoilla.

Ja on niitä tyttöjä muualla, ei tämän kylän emännillä. Ja on

niitä heiloja rakkaampia tuolla Karjalan kankahilla".

— Juuri niin! ilostui Iisakki kuunnellessaan renkipojan laulua.

On tosiaankin tyttöjä, jos akkojakin, muualla, ei vaan Korpijoella.

Ja kun tuli Mikkolan tiehaara, iski Iisakki tammaa lautaselle ja ajoi
joen sillalle, niin että silta kumeasti jyrähti. Ajoi siitäkin vielä
eteenpäin ja käänsi hevosensa Möttösen tielle.

Horttanaisen akka oli maantiellä ja huomattuaan, että Iisakki ajeli

yksin kirkonkylästä, huusi hänen jälkeensä:

— Ähä!… Olipa sillä Miirun tyttärellä paremmat haltijat. Pitkän

nenän nyt sait, Kyrmyniska!

Iisakki ei ollut kuulevinaankaan. Sitoi hevosensa Möttösen

portinpieleen ja astui tupaan.
XIX.

Ala-Rietulan Vernand oli myöskin hiljaisuudessa suunnitellut

poikansa avioliitto-asiaa. Hesekiel oli täyttänyt jo viidennenkolmatta
vuotensa, eikä näyttänyt vieläkään minkäänlaisia oireita edes
isälleen, että aikoisi tyttöasioihin kajota. Ja Vernand tämän
itsepäisyyden nähtyään ja kerran siitä jo puhuttuaankin pojalleen
tuloksettomasti, päätti ottaa Hesekielin eukkopuuhat omiin käsiinsä.

Suunniteltuaan perusteellisesti asiaa, oli hän tullut siihen varmaan

vakaumukseen, että parempaa aviota ei hän voisi pojalleen saada,
kuin Möttösen Taava. Tämä tyttölapsi oli vuosi sitten täyttänyt
neljännenkymmenennen ikävuotensa, mutta siitä huolimatta näytti
nuorekkaalta terveessä lihavuudessaan.

Ja eräänä päivänä sanoi Vernand pojalleen, että nyt on sopiva

morsian tiedossa ja nyt sitä on mentävä kysymään.

— Missähän tuo olisi? jurahti poika ja katseli alta kulmain isäänsä.

— Möttösessä… Se Taava…

Enempää ei isä selittänyt, eikä mitenkään ylistänytkään morsianta.

Tottapahan poika itse älyää, miten onnellisen ja kaikinpuolin
edullisen valinnan hän oli tehnyt.

— Vanhapa on, jurahti poika, mutta isä arveli:

— Joutaa olla… onhan siihen sijaan rikas ja lihava.

— Mitäpä sillä vanhalla lihalla, urisi poika edelleen, mutta Vernand

päätti katkaista kaikki murinat ja karjasi:

— Vai vanha… kun mies on kuin lammas akka-asioissa ja vaivaa

semmoisilla vanhaa isäänsä, niin vielä sitten ilkeää jorista. Pistä
ehjemmät housut jalkaasi, nyt sitä mennään!

Eikä poika enää vastustellut.

Ja nyt istui Vernand poikansa kanssa Möttösen tuvassa, kun

Iisakki astui sisään.

Taava pesi karsinapuolella astioita eikä voinut aavistaa, että kauan

odotetut kosijat olivat vihdoinkin tulleet, vieläpä kaksikin samalla
kertaa.

Vernand oli poikineen hetkistä aikaisemmin istahtanut penkille,

kun
Iisakki sitoi hevosensa portin pieleen. Ei ollut asiataan vielä ehtinyt
Taavalle selvittää.

Vernand ilostui nähdessään Iisakin astuvan tupaan. Kun oli

hetkinen ilmoista juteltu, siirtyi Vernand Iisakin viereen ja alkoi hiljaa
supatella:

— Tämä meidän Hesekiel kun meinaa tätä Möttösen Taavaa

niinkuin eukokseen, niin etkö rupeisi puhemieheksi? Ei sattunut
tässä muitakaan.

Mutta Iisakki karjasi heti niin että tupa kajahti:

— En!

Ja siirtyi peräpenkille istumaan, sadatellen mielessään

tämänpäiväistä huonoa onneaan. Hän oli valmis uskomaan, että
Taava ottaa mieluummin Hesekielin kuin hänet.

Oli painava hiljaisuus, jonka rikkoi vain pihamaalta kuuluva kukon

laulu. Taava oli aavistanut jotain erikoista tapahtuvaksi ja käynyt
vaihtamassa vaatteita. Nyt tuli hän koreana penkille ikkunan pieleen
istumaan ja jäi odottamaan.

Vernand siirtyi hänen viereensä ja alkoi suu naurun mareessa

supatella
Taavalle:

— Kun siinä meillä ei ole vakituista emäntää, niin talouskin menee

rempalleen. Olisi tämä Hesekiel jo naimaijässä, vaan ei pahus kajoa
naisihmisiin, vaikka olen sitä toivonut. Ota sinä Hesekiel ja muuta
sinne meille, niin hoitelet sitäkin taloutta siinä.

Iisakki istui peräpenkillä ja puri mälliä vihoissaan. Luonto pyrki jo

laukeamaan, mutta koetti sitä vielä pidätellä, ja se ponnistus sai
miehen ankarasti hikoomaan.

Taava odotti, että Iisakki puhuisi asiansa. Tosin hän tiesi, että
Iisakki oli aamulla varhain mennyt Eedlan kanssa pappilaan, mutta
kuullut myöskin, että Rietula läksi jälestä ajamaan ja Taava oli
melkein varma siitä, että Rietula oli vienyt Iisakilta morsiamen. Iisakki
taisi nyt olla uusilla yrityksillä Möttösessä.
 Vernandin korvallisille nousi myöskin hiki.

— … koko toljake tuo poika, kun ei puhu mitään.

Ja pojalleen:

— No ottaisitko sinä tämän Taavan, jos se niinkuin suostuisi…

Poika katseli kenkäinsä kärkiä ja jurahti:

— Mikäpä tuossa muukaan auttanee… ja kun siitä yhtämittaa

minulle jurnutetaan.

Mutta Iisakki ei jaksanut enää pidättäytyä. Viittasi Taavan luokseen

ja virkkoi kuin hengästyneenä:

— Tuletko sinä Mikkolaan?… ja otatko sinä kihlat…? ja sopiiko,

että ensi sunnuntaina kuulutetaan…? ja annatko sinä korvalle tuota
Hesekieliä vai pitääkö minun…?

Taava löi kämmenensä yhteen.

— Kävipäs se niin kuin minä siitä unestani ennustin! Ja toki minä

tulen Mikkolaan ja olisin tullut jo kymmenen vuotta aikaisemmin, kun
olisit pyytänyt. Ja se sopii hyvin että ensipyhänä…

Ja Taava riensi kuin tuuliaispää keittämään kihlajaiskahvia.

Mutta Vernand sanoi pojalleen:

— Nyt sinä sait Taavalta rukkaset.

— Enhän minä ole kosinutkaan, kivahti Hesekiel. Itsehän sitä

tolkutit.
 Kun Ala-Rietulan isäntä oli poikineen lähtenyt kihlajaiskahvit
juotuaan, nousi hetken perästä myöskin Iisakki kotiin aikoen. Mitä
teki silloin Taava? Rajun riemunsa vallassa syöksähti Iisakin kaulaan
ja puristi niin, että Iisakki oli tukehtua. Tuli siinä Iisakkikin laskeneeksi
kätensä Taavan vyötäiselle ja kun tunsi pehmeän vartalon kätensä
alla, niin jopa villi ilo leimahti silmäkulmassa.

— Oli onni, että jäi sen Eedlan kanssa. Sinustahan minä, näen
mä, pidänkin.

— Rakas Iisakki!

— Rakas Taava!

Ja kun Iisakki nousi rattaille ja käänsi maantielle, niin jopa hihkaisi,

mutta tällä kertaa rintaa paisuttavasta riemusta.
XX.

Korpijoen osuuskaupan hallituksen puheenjohtajana oli Iisakki ja

Kolmon uuden kaupan Rietula, mutta aviopuuhat olivat vieneet
miesten ajan ja ajatukset niin, että tuskin kertaakaan joutivat
kokouksissa käymään ja sitäkin vähemmin valvomaan kaupan
asioita. Kauppoja hoitivat kirjanpitoa taitamattomat miehet,
varsinkaan Nuusperi Korpijoen puolella ei ollut ollenkaan perillä
kirjanpidosta.

Mutta miehet ajattelivat, että kunhan saadaan emännät taloon, niin

sitten joutaa paremmin pitämään kauppojen asioita silmällä.

Kylien välit olivat käyneet yhä kireämmiksi.

Miksi meni Iisakki kosimaan Möttösen Taavaa ja miksi Rietula ei

tyytynyt oman kylän naisväkeen, vaan otti Miirun Eedlan?
Kumpainenkin heistä oli tehnyt rikoksen, jota eivät kyenneet
sovittamaan. Rietulaa haukuttiin jo aivan omalla pihallaan ja Iisakille
sateli pistopuheita korpijokelaisilta.

Miirun Eveliina, kuultuaan, miten pappilassa oli käynyt, oli

nostanut kauhean elämän ja uhkasi nyt edelleen vävypoikaansa. Ja
tavattuaan eräänä päivänä Iisakin maantiellä, alkoi pauhata:
 — Siin' on mies, kun antaa morsiamensa toiselle? Kaikki lampaat
ne vielä eukkoa itselleen honikoivatkin! Eikö sinulle emäntä
kelvannut muualta, kun piti Kolmon puolelta mennä hakemaan.

Iisakki hymähteli ja virkkoi:

— Eedla ei ollut sallittu minulle. Ja eikö ne vaimonpuolet liene yhtä

kärtyisiä ja suulaita Korpijoenkin puolella.

Rietulalta kyseltiin röyhkeästi, että milloinka hän tuo sen "variksen

pelätin" sieltä Miirusta. Rietula kirosi ja sanoi tuovansa silloin kun
tahtoo ja ettei hänen asiansa kyläläisiä liikuta.

Ja siihen se aina kerrakseen loppui, mutta sopivassa tilaisuudessa

alkoi uudelleen.

Mikkolassa valmisteltiin suurenmoisia häitä. Äkäinen sonnikin oli

saanut kuoliniskun ja kirkonkylästä haettiin keittäjä ja paistaja.

Kun Rietulassa kuultiin Mikkolan häävalmistuksista, päätteli isäntä,

että kahta komeammat hän laittaa Eedlan tupaan tuliaiset.

Kyläläiset seurasivat jännityksellä kumpaisenkin talon

häävalmistuksia. Suutari Horttanainen julisti itselleen ja akalleen
useita päiviä kestävän paaston saadakseen nauttia Rietulan
juhlaruuista perusteellisesti.

Kunhan vaan häät olisivat jo piankin joutuneet.