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 Read
Write
Connect

8
Second Edition

9
 Read
Write
Connect
A Guide to College
Reading and Writing

Kathleen Green
Pasadena City College
Amy Lawlor
City College of San Francisco

Boston | New York

10
For Bedford/St. Martin’s
Vice President, Editorial, Macmillan Learning Humanities: Edwin Hill
Editorial Director, English: Karen S. Henry
Executive Editor: Karita dos Santos
Senior Developmental Editor: Caroline Thompson
Assistant Editor: Cara Kaufman
Senior Production Editor: Kendra LeFleur
Media Producer: Sarah O’Connor
Production Supervisor: Lisa McDowell
Marketing Manager: Joy Fisher Williams
Copy Editor: Susan Zorn
Indexer: Jake Kawatski
Photo Editor: Martha Friedman
Photo Researcher: Sheri Blaney
Permissions Manager: Kalina K. Ingham
Permissions Editor: Kathleen Karcher
Senior Art Director: Anna Palchik
Text Design: Jerilyn Bockorick
Cover Design: John Callahan
Cover Art/Cover Photo: robodread/Shutterstock
Composition: Cenevo Publisher Services
Printing and Binding: RR Donnelly and Sons

Copyright © 2016, 2014 by Bedford/St. Martin’s.

All rights reserved. No part of this book may be reproduced, stored in a retrieval
system, or transmitted in any form or by any means, electronic, mechanical,
photocopying, recording, or otherwise, except as may be expressly permitted by
the applicable copyright statutes or in writing by the Publisher.

Manufactured in the United States of America.

109876
fedcba

For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston, MA

02116 (617-399-4000)

ISBN 978-1-319-03596-9

Acknowledgments
Text acknowledgments and copyrights appear at the back of the book on pages
738-39, which constitute an extension of the copyright page. Art
acknowledgments and copyrights appear on the same page as the art selections

11
they cover.

12
 Preface

B orn out of our collective years of experience in the classroom, as well as

countless hours of one-on-one tutoring sessions with inquisitive students in
office hours and tutoring centers, Read, Write, Connect helps students understand
that being a good writer requires being a good reader, both of published texts and
one’s own writing. With lots of guidance and practice in both reading and
writing, Read, Write, Connect is designed to help students meet the challenges of
college courses that require them to integrate reading and writing skills and make
connections among a wide variety of texts.
Our students are like most college students: diverse in their backgrounds and
experiences, varied in their educational and career interests, and eager for
challenging work that will inspire them. We wrote Read, Write, Connect for
them. Our guiding principles in deciding what to include in this book have been
the questions: “Do students need help with that?” “Is that the way you explain it
in class?” and “Does it work?” As a result, the explanations in the book are
student-centered and eminently practical.
In preparing this second edition of Read, Write, Connect, we gathered
feedback from instructors teaching the book as well as from our students. We
streamlined some of the content and added new material, including a full chapter
on strategies for reading textbooks, more discussion of how to read and write
about visuals and charts, and more paragraph editing exercises for sentence-level
concerns. We also added a new thematic unit of readings as well as new readings
in the existing units. Some content from the previous edition’s e-Pages has been
moved into the print book. The result of these changes is a text that is now even
better equipped to meet the needs of quickly evolving developmental
composition curricula.

13
Organization
In order to meaningfully integrate the recursive processes of reading and writing,
Read, Write, Connect’s design and organization take a steep departure from
traditional rhetorics.

PART 1: THE WALK-THROUGH

Designed as a walk-through of the entire reading and writing process, Chapters
1–4 guide students step-by-step from pre-reading to proofreading, beginning with
how to read actively and ending with revising and proofreading their first out-of-
class essay. The walk-through forms the basis of a strong reading and writing
practice that students will follow not only in subsequent essays, but ideally in all
of their college courses requiring reading and writing. We begin with a brief
article by Carol S. Dweck that can be used as an ice-breaker to introduce the
concept of the growth mind-set, which sets the tone for a process-oriented
classroom. The major theme of the walk-through, financial literacy, has been
tweaked to better address issues of college students, with an overall emphasis on
financial literacy across various life stages. We consistently receive positive
feedback from instructors and students regarding the topic of financial literacy
and find that it has broad appeal as the first thematic unit of the book. While
instructors do not have to assign all the readings in the walk-through, we find it
helpful to assign as many as possible so that students have weighty enough
readings with which to learn and practice new skills, and so that they have
sufficient schema to write meaningfully about the topic.

PART 2: READING AND WRITING WORKSHOPS

The workshop chapters (Chapters 5–23) offer a deeper understanding of the
reading and writing processes by focusing on and expanding coverage of specific
topics that many students need to practice more deeply to master—such as note
taking, essay organization and outlining, and vocabulary building. The
workshops offer tremendous flexibility to instructors, who can assign them at any
point in the semester to emphasize a particular topic in more depth for the class
as a whole or for an individual student struggling with a particular concept. The
instruction, examples, and practice exercises make the workshop chapters fairly
self-contained; as such, they can serve as the focus of classroom instruction or for
independent practice. By making connections between the initial lessons of the
semester and the more advanced lessons and activities of the workshops, students
can reflect on the increasing sophistication of their writing and reading skills as
well as the recursive nature of the reading and writing processes. The workshops
also address integrated reading and writing instruction in a natural way that
makes sense in the classroom.

PART 3: THEMATIC READINGS

14
The thematic reading units combine readings from a variety of sources into a
conversation around a popular theme that most college students will find relevant
and thought provoking. The themes cover many disciplines and interests, ranging
from business and finance to the arts to psychology and science, so they will
appeal to students with a variety of career interests and majors. Chapter 2 in Part
1 contains readings on the theme of Money, Wealth, and Financial Literacy, and
Part 3 (Chapters 24–26) includes three additional themes—Curiosity, Public Art,
and Fame and Celebrity. Each of the thematic reading units, class-tested by us to
assure they work both together and individually for students at this level,
includes texts of varying lengths drawn from a variety of sources. The units are
designed to be flexible so that an instructor can assign all or a few of the
readings.

PART 4: GRAMMAR, STYLE, AND MECHANICS WORKSHOPS

The grammar section of Read, Write, Connect (Chapters 27–41) begins with a
workshop that encourages students to take stock of their strengths and
weaknesses as writers. Chapter 27 leads students through the process of
identifying the errors that they commonly make, studying the rules about their
errors, recording those errors and notes about how to fix them in a personalized
Grammar Log, and undertaking systematic practice in editing for those particular
errors. The remainder of the grammar workshops offer focused instruction and
practice in the areas of grammar and mechanics. While many instructors may
spend some class time with those chapters that cover the major errors, such as
fragments, the chapters can also be studied individually, on an as-needed basis.
Like the rest of the book, this section explains how to find and fix errors in a
student-friendly, straightforward manner. All the grammar workshops have
detailed explanations as well as realistic examples, practice exercises, helpful
tips, and chapter reviews.

15
Features
“PRACTICE IT” ACTIVITIES
Students need to practice the techniques of successful readers and writers, so we
created the Practice It activities to provide lower-stakes assignments that prepare
them for their larger assignments and offer them an immediate opportunity to
apply what they learn to a concrete, real-life practice of reading or writing. These
activities are deeply embedded in the instruction—often asking students to refer
to the readings in the themed chapters for models, or requiring them to apply
what they learn to their own assignments. Such activities are designed to offer
authentic and useful practice to students, and can be assigned individually or to
the class as a whole, as homework or as in-class activities. We numbered the
Practice Its in the second edition to make them easier to assign.

TIPS
Practical in nature, these helpful tips appear in the margin and guide students so
that they can avoid repeating some common mistakes that our students have
made over the years. They also provide students with an easier way to perform a
task in the writing or reading process.

VOCABULARY PRACTICE
Read, Write, Connect addresses vocabulary in several ways. Students are
instructed to mark, look up, and write definitions for unfamiliar words they
encounter as part of annotating. In all the readings, potentially unfamiliar words
are marked with a dotted underscore and repeated in the margin. Students are
prompted to look up the words they don’t know and fill in the definitions in their
own words. Additionally, Chapter 9 is devoted entirely to vocabulary building.

COMPREHENSION AND DISCUSSION QUESTIONS

Each reading selection in the thematic units is followed by comprehension
questions and discussion questions. Both types of questions are open-ended to
take students beyond a search for “correct” answers and toward deeper thinking
about the ideas in the readings.

STEP-BY-STEP HELP FOR WRITING ABOUT THE READINGS

Each thematic reading unit closes with strategies for synthesizing the readings, a
step-by-step guide to writing an essay, a variety of writing assignments in
different modes, and a list of online and media resources to spark further ideas.

16
17
New to This Edition
The second edition offers new chapters and new features devoted to stronger,
more integrated coverage of reading; expanded coverage of research and
grammar; and exciting new readings, class-tested with our own students.

MODEL READING STRATEGIES

A new feature, Model Reading Strategies, visually demonstrates possible
approaches to key reading selections. One selection in each thematic unit of
readings is visually annotated to demonstrate an active reading strategy such as
using context clues to understand vocabulary, mapping the structure of a text,
asking questions, or connecting images to text. This features gives students a
foothold on more challenging readings and models a variety of ways to approach
other texts they will encounter. To explore this feature, see pages 46, 449, 486,
and 551.

ADVICE FOR READING TEXTBOOKS

A new Chapter 6, Reading Textbooks, helps students get the most out of
textbook reading assignments by introducing them to pre-reading, annotating,
and other strategies as well as showing them how to use common textbook
features effectively. Additional sample readings from textbooks have been
incorporated into the thematic reading units, retaining their original design
whenever possible. These readings are called out in the table of contents and in
the text with the textbook icon shown in the margin.

STRATEGIES FOR USING VISUALS IN READING AND WRITING

Many of our students are visual learners, and we also find that developing
students often struggle to map out their ideas, so we explain and model
throughout the book many visual techniques for reading comprehension and
textual analysis including mapping and charting. We have expanded Chapter 5
on active reading with advice for reading charts, graphs, infographics, photos,
and videos. Visuals and graphic organizers are incorporated throughout the book.

NEW READING SELECTIONS

An engaging new unit of readings on the theme of curiosity invites students to
consider the connections between curiosity and their own learning. Other
thematic units have been updated with new readings on financial literacy, fame,
and public art. The new readings update the discussions and also provide a wider
variety of types of sources (such as infographics, excerpts from scholarly
journals, and excerpts from textbooks). We class test all of the readings with our
own students, so we can be sure these are readings students will want to read and
write about.

18
EXPANDED GRAMMAR COVERAGE
Instructors who taught with the first edition told us that additional grammar
exercises would be helpful, so we have added paragraph-editing Practice It
exercises for each grammar topic. The Practice Its are numbered in this edition to
make them easier to assign. We have also strengthened our grammar coverage
with new chapters on basic sentence components, sentence structure, and major
verb errors, and expanded discussions of misplaced and dangling modifiers.

MORE HELP WITH RESEARCH

A new chapter on APA documentation and expanded discussions of avoiding
plagiarism provide stronger support in this edition for students writing source-
based essays. Advice for documenting sources in MLA style has been updated in
accordance with 2016 MLA guidelines.

NEW CHAPTER REVIEWS

Our new Chapter Review feature promotes metacognition and can help with
student learning outcomes (SLO) assessment by prompting students to
paraphrase what they’ve learned and reflect on it in their own words, in writing,
at the end of each chapter.

19
Acknowledgments
The following reviewers were very helpful during the revision of this book: Jean
Armstrong, Delaware Technical Community College; Jenny Billings Beaver,
Rowan Cabarrus Community College; Tiffany Daniel, Oconee Fall Line
Technical College; Kimberly Koledoye, Houston Community College; Diane
Lerma, Palo Alto College; Daryl Long, Waubonsee Community College; Barbara
Overgaard, Pikes Peak Community College; Dorothy Reade, Lone Star System–
North Harris; Lelamay Seely, Chaffey College; Cheryle Snead-Greene, Prairie
View A&M University; Matilda Staudt, Palo Alto College; Minnie Thomas,
Texas Southern University; Tondalaya VanLear, Dabney S. Lancaster
Community College; and Jonathan Wise, Asheville-Buncombe Technical
Community College.
Working with a publishing company that values collaboration as much as
Bedford/St. Martin’s, necessarily we have many people to thank. Among them,
we owe a deep debt of gratitude to those who helped breathe life into the first
edition of this book: Nick Carbone, Kimberly Hampton, Alexis Walker, Ellen
Darion, Joan Feinberg, and Denise Wydra. Without them, we would never have
started on this journey. This second edition of the book has been inspired by
Vivian Garcia, Executive Editor, our supporter and friend, and Edwin Hill, Vice
President Editorial, Humanities, whose practical advice has kept us on track. Our
profound thanks go to the many people whose efforts have helped us to look
polished: Kendra LeFleur, Senior Production Editor; Cara Kaufman, Assistant
Editor; Anna Palchik, Senior Art Director; Susan Zorn, copyeditor; Sheri Blaney
and Kathleen Karcher for art and text permissions research, respectively; and Joy
Fisher Williams, marketing manager. We would also like to especially thank our
editor Caroline Thompson, who has given us excellent guidance and advice for
the second edition of this book.
And finally, to all of our students, who have been guinea pigs and sources of
inspiration, we owe the deepest thanks. Every time we tried to explain something
and didn’t get through, and a student had the strength of mind and purpose to say
“Wait, that doesn’t make sense” or “This reading is boring” made us better
teachers, teachers who had to reach down a little deeper to find a way to explain
it all better.
Amy would like to thank her many students over the years who have given
her as many opportunities to learn as to teach. She would also like to thank her
many colleagues who have offered inspiration, courage, guidance, humor and, on
countless occasions, copies of excellent handouts! She is grateful especially to
her parents, Marty and Bill, who were her first and continue to be her most
important teachers. She would also like to thank her brothers and sister and
friends who have supported her and keep asking “When can we see the book?”
And finally, she would like to thank Brian and Gracie for their tireless support,
love, and understanding while she was buried in the writing of this book.

20
 Kathy would like to thank the students of Pasadena City College, particularly
her student veterans, who taught her how to teach developing students. She
would also like to thank all the marvelous colleagues and fellow teachers whose
passion for developing writers is a constant source of inspiration. Finally, the
biggest thanks go to Jo, Hana, and Ben, for their extreme patience and
understanding and their amazing ability to read hand signals during conference
calls.
Kathleen Green
Amy Lawlor

21
Get the Most Out of Your Course with Read, Write,
Connect
Bedford/St. Martin’s offers resources and format choices that help you and your
students get even more out of your book and course. To learn more about or to
order any of the following products, contact your Bedford/St. Martin’s sales
representative, e-mail sales support (sales_support@bfwpub.com), or visit the
Web site at macmillanlearning.com.

CHOOSE FROM ALTERNATIVE FORMATS OF Read, Write, Connect

Bedford/St. Martin’s offers a range of affordable formats, allowing students to
choose the one that works best for them. For details, visit
macmillanlearning.com.
Paperback To order the paperback edition, use ISBN 978-1-319-03596-9.
Loose-leaf edition The loose-leaf edition does not have a traditional binding;
its pages are loose and hole-punched to provide flexibility and a low price to
students. To order the loose-leaf edition, use ISBN 978-1-319-03642-3.
Other popular e-book formats Read, Write, Connect is available in a variety
of e-book formats. For details about our e-book partners, visit
macmillanlearning.com/ebooks.

SELECT VALUE PACKAGES

Add value to your text by packaging one of the following resources with Read,
Write, Connect. To learn more about package options for any of the following
products, contact your Bedford/St. Martin’s sales representative or visit
macmillanlearning.com.
LaunchPad Solo for Readers and Writers allows students to work on
whatever they need help with the most. At home or in class, students learn at
their own pace, with instruction tailored to each student’s unique needs.
LaunchPad Solo for Readers and Writers features:
Pre-built units that support a learning arc. Each easy-to-assign unit is
comprised of a pre-test check, multimedia instruction and assessment, and a
post-test that assesses what students have learned about critical reading,
writing process, using sources, grammar, style, mechanics, and help for
multilingual writers.
A video introduction to many topics. Introductions offer an overview of the
unit’s topic, and many include a brief, accessible video to illustrate the
concepts at hand.
Adaptive quizzing for targeted learning. Most units include LearningCurve,

22
 game-like adaptive quizzing that focuses on the areas in which each student
needs the most help.
The ability to monitor student progress. Use our gradebook to see which
students are on track and which need additional help with specific topics.
LaunchPad Solo for Readers and Writers can be packaged at a significant
discount. Order ISBN 978-1-319-10376-7 to package LaunchPad Solo with
Read, Write, Connect to ensure your students can take full advantage. Visit
macmillanlearning.com/readwrite for more information.
Writer’s Help 2.0 is a powerful online writing resource that helps students
find answers whether they are searching for writing advice on their own or as
part of an assignment.
Smart search. Built on research with more than 1,600 student writers, the
smart search in Writer’s Help provides reliable results even when students
use novice terms, such as flow and unstuck.
Trusted content from our best-selling handbooks. Choose Writer’s Help 2.0,
Hacker Version or Writer’s Help 2.0, Lunsford Version and ensure that
students have clear advice and examples for all of their writing questions.
Adaptive exercises that engage students. Writer’s Help includes Learning
Curve, game-like online quizzing that adapts to what students already know
and helps them focus on what they need to learn.
Student access is packaged with Read, Write, Connect at a significant
discount. Contact your sales representative for a package ISBN to ensure your
students have easy access to online writing support. Students who rent a book or
buy a used book can purchase access to Writer’s Help 2.0 at
macmillanlearning.com/writershelp2. Instructors may request free access by
registering as an instructor at macmillanlearning.com/writershelp2. For technical
support, visit macmillanlearning.com/getsupport.
Portfolio Keeping, Third Edition, by Nedra Reynolds and Elizabeth
Davis, provides all the information students need to use the portfolio method
successfully in a writing course. Portfolio Teaching, a companion guide for
instructors, provides the practical information instructors and writing program
administrators need to use the portfolio method successfully in a writing course.
To order Portfolio Keeping packaged with this text, contact your sale
representative for a package ISBN.
LearningCurve for Readers and Writers, Bedford/St. Martin’s adaptive
quizzing program, quickly learns what students already know and helps them
practice what they don’t yet understand. Game-like quizzing motivates students
to engage with their course, and reporting tools help teachers discern their
students’ needs. LearningCurve for Readers and Writers can be packaged with
Read, Write, Connect at a significant discount. An activation code is required. To
order LearningCurve packaged with the print book, contact your sales

23
representative for a package ISBN. For details, visit learningcurveworks.com.
The Bedford/St. Martin’s ESL Workbook includes a broad range of
exercises covering grammar issues for multilingual students of varying language
skills and backgrounds. Answers are at the back. To order the ESL Workbook
packaged with the print book, contact your sales representative for a package
ISBN.
Bedford/St. Martin’s Planner includes everything that students need to plan
and use their time effectively, with advice on preparing schedules and to-do lists
plus blank schedules and calendars (monthly and weekly). The planner fits easily
into a backpack or purse, so students can take it anywhere. To order the Planner
packaged with the print book, contact your sales representative for a package
ISBN.

INSTRUCTOR RESOURCES

macmillanlearning.com
You have a lot to do in your course. Bedford/St. Martin’s wants to make it easy
for you to find the support you need—and to get it quickly.
The Instructor’s Edition of Read, Write, Connect includes the complete
text of the student edition plus the instructor’s manual, including suggested
responses for all the Comprehension Questions and Practice It activities. To order
the Instructor’s Edition, contact your Macmillan sales representative or use ISBN
978-1-319-03640-9.
The Instructor’s Manual for Read, Write, Connect is available as a PDF
that can be downloaded from the Bedford/St. Martin’s online catalog at the URL
above. Visit the instructor resources tab for Read, Write, Connect. The manual
offers sample syllabi, tips for teaching the course and insights into teaching each
chapter, and suggested responses for Comprehension Questions and Practice It
activities.
Join Our Community! At Bedford, providing support to teachers and their
students who choose our books and digital tools is our first priority. The
Bedford/St. Martin’s English Community is now our home for professional
resources, featuring Bedford Bits, our popular blog site offering new ideas for the
composition classroom and composition teachers. Connect and converse with a
growing team of Bedford authors and top scholars who blog on Bits: Barclay
Barrios, Steve Bernhardt, Susan Bernstein, Traci Gardner, Elizabeth Losh,
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development webinars, start a discussion, ask a question, and follow your
favorite members. Visit community.macmillan.com to join the conversation
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