College Writing Skills, 11e John Langan, Zoe Albright (Instructor Manual All Chapters, 100% original verified,

A+ Grade)

Editing for Sentence-Skills Mistakes

Locate and correct the ten sentence skills mistakes in the following passage. The mistakes are
listed in the box below. As you locate mistakes, place checks in the spaces provided. Then make
your corrections directly to the passage.

Two sentence fragments ______ ______ One missing comma after

introductory words _____

Two run-ons ______ ______ One missing commas

around an interrupter ______ ______

One inconsistent verb tense ______ One nonparallel structure ______

One apostrophe mistake ______

Another field that seems to attract eccentric teachers is English. One of my high
school English teachers Mr. Karlinsky used to carry a long wooden pointer around the
room. When he spotted a student who was not paying attention. He would sneak up from
behind and rap the pointer as hard as possible on the student’s desk. The unexpected and
earsplitting crack would cause the victims body to rise at least 6 in. from the desk chair.
College has its share of strange English teachers as well, for example, one of my
professors liked to draw on the board. Dr. Sandlin would stroll around the room, chalk in
hand, waiting for the chance to draw something. Then she would spend 30 min of a 50-
min class drawing Shakespeare’s Globe Theater or a 17th-century sword. The oddest
English teacher I have had was Mr. Shaw, who taught a drama course. Mr. Shaw loved
the sound of his own voice, when we read a play, he would take all the parts. Standing
behind the lectern Mr. Shaw would run through an entire play by himself. While the
students either fell asleep, doing homework for other classes, or read magazines. Mr.
Shaw was so happy to be acting he did not seem to mind. At the end of class, as we
picked up our books and head out the door, Mr. Shaw could still be heard booming out
the end of a scene from Hamlet or The Glass Menagerie.

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Chapter 2
Editing for Sentence Skills Mistakes

Locate and correct the 10 sentence skills mistakes in the following passage. The mistakes are
listed in the box below. As you locate mistakes, place checks in the spaces provided. Then make
your corrections directly to the passage.

Two sentence fragments ______ ______ One missing comma after

introductory words ______

Two run-ons ______ ______ Two missing commas

around an interrupter ______ ______

One inconsistent verb tense ______ One nonparallel structure ______

One apostrophe mistake ______

Another field that seems to attract eccentric teachers is English. One of my high school
English teachers, Mr. Karlinsky, used to carry a long wooden pointer around the room. (Commas
around an interrupter corrected.) When he spotted a student who was not paying attention, he
would sneak up from behind and rap the pointer as hard as possible on the student’s desk.
(Fragment corrected.) The unexpected and earsplitting crack would cause the victim’s body to
rise at least 6 in. from the desk chair. (Apostrophe corrected.) College has its share of strange
English teachers as well. For example, one of my professors liked to draw on the board. (Run-on
corrected.) Dr. Sandlin would stroll around the room, chalk in hand, waiting for the chance to
draw something. Then she would spend thirty minutes of a 50-min class drawing Shakespeare’s
Globe Theater or a 17th-century sword. The oddest teacher I have had was Mr. Shaw, who
taught a drama course. Mr. Shaw loved the sound of his own voice. When we read a play, he
would take all the parts. (Run-on corrected.) Standing behind the lectern, Mr. Shaw would run
through an entire play by himself while the students either fell asleep, did homework for other
classes, or read magazines. (Comma after introductory words, fragment, nonparallel structure
corrected.) Mr. Shaw was so happy to be acting he did not seem to mind. At the end of class, as
we picked up our books and headed out the door, Mr. Shaw could still be heard booming out the
end of a scene from Hamlet or The Glass Menagerie. (Inconsistent verb tense corrected.)

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 Supplementary Activities and Mastery Tests
Evaluating an Essay for Coherence

Read the essay below and then answer the questions about coherence that follow.

Labeling Animals

A. In some ways, the human race seems to be in its childhood. The conventional
attitude toward animals, for example, makes humanity seem like a tribe of 7-year-olds
pulling the wings off flies. Instead of respecting all animals as important parts of the
chain of life, humans rate them according to their usefulness. Historically, humankind has
failed to recognize animals as anything other than products, toys, or monsters.
B. There are the products. These are the animals, such as cattle, pigs, and sheep, that
provide much of the world’s food. For this reason, people tend to think of them less as
living creatures than as growing crops, fattening them up, herding them into
slaughterhouses, and carving them into edible portions. These animals are “useful,” so
the general population has typically positive feelings about them. Humankind’s actions
show that most people are not actually fond of them. People are willing to lock baby
calves into dark boxes for months and then kill them for veal, or cram thousands of
chickens into tiny pens and allow them to live for only 6 weeks. Increased production,
not humane treatment, is the bottom line.
C. Perhaps the most harmful label that humans pin on animals, though, is that of monster.
The general population has use at all for these creatures. They are taught from birth that
sharks, snakes, bats, and alligators, for instance, are evil and dangerous. The facts about these
animals make no difference to people’s emotions. The fact that being attacked by a shark is
less likely than being struck by lightning does not stop fishermen from holding shark-killing
contests. The fact that a snake is harmless does not stop sadistic hikers from crushing it. Very
few will ever be mauled by a grizzly or bobcat or torn apart by wolves, yet many support the
extermination of these animals in the name of “safety.”
D Advertisers label some animals as toys. These are the lucky ones—the puppies,
kittens, pandas, koala bears, bunnies, and porpoises that children consider cute. Toys
make people feel sentimental and protective. Many are willing to devote 5 min on the
evening news to a baby panda, they stock their children’s room with stuffed bunnies, and
watch movies about friendly, funny porpoises. No one in their right mind would advocate
a puppy-shoot or a koala-killing contest. Toy-like animals may occasionally be neglected
or abused by individual owners, but polite society does not allow them to be destroyed on
a wholesale basis.
E. Labeling animals is not a harmless little quirk that humans have. In separating the
animal kingdom into products, toys, and monsters, society has made it easier to brutalize
these defenseless creatures. The practice of categorizing has dulled humanity’s respect
for other living beings and even led to the destruction of entire species. As people
dominate animals, they forget to behave as caretakers. This results in a loss of dignity and
humanity—not only for the victimized animals, but for their human counterparts as well.

1. What are the first several words of the sentence to which the transition word First could be
added in the first supporting paragraph? _______

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2. What are the first several words of the sentence to which the transition word However could
be added in the first supporting paragraph? ______

3. What word is a synonym for animals in the second supporting paragraph? ______
4. To what does the pronoun them refer in the third supporting paragraph? ______
5. The emphatic order of the three supporting paragraphs is confused. Which supporting
paragraph should come first? ______ Second? ______ Third? ______

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Test – Evaluating an Essay for Coherence - Answers

1. “There are the . . .”

2. “Humankind’s actions show . . .”
3. “creatures”
4. “Toy-like animals”
5. b., d., c.

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 Supplementary Activities and Mastery Tests
Evaluating an Essay for Support

The essay below lacks details at certain key spots in its three supporting paragraphs. In the
spaces provided at the bottom, write in the numbers of the five sentences after which more
details are needed.

Leaving Home

(1) Everyone must leave the protection of the nest sooner or later. (2) Whether young
adults leave for college or rent a first apartment, they are certain to encounter problems during
this transitional period. The benefits of facing down the pressures and complications of the real
world cannot be overstated. Maturity can only be achieved after one leaves the comforts of
childhood behind and grapples with the uncertainty and peril that attend personal freedom. (3)
Therefore, young people must learn to handle their own finances, take responsibility for their
lives, and cope with loneliness.
(4) Being independent means dealing with money problems. (5) First of all, a young
person has to learn to stick to a budget. (6) Another part of becoming a financial grown-up is
being disciplined enough to save money for emergencies. (7) Putting money aside in a savings
account, instead of spending it instantly, takes maturity and planning. (8) Such a rainy-day fund
can take the panic out of unexpected expenses, such as car repairs, that inevitably occur. (9) A
young person must also work at building a good credit record. (10) There are some
recommended ways to do that. (11) Bad credit references can haunt people for years.
(12) Second, young adults are faced with taking responsibility for many aspects of their
personal lives—perhaps for the first time. (13) They must learn to meet daily obligations,
without being prodded by parents or teachers. (14) Young people must also take responsibility
for household chores. (15) Suddenly, there is no one to wash dishes, make beds, clean toilets, or
do the laundry for them. (16) Putting off the chores becomes very inconvenient after a while;
there are no clean clothes, and dishes have to be scraped off and reused. (17) The realization that
there’s no one else to do the chores can sometimes be a shock. (18) A third important
responsibility young people confront is learning to look after their own health.
(19) Finally, young adults must learn to cope with loneliness. (20) The everyday kind of
loneliness can be very painful. (21) Coming home to an empty apartment, with only a television
for company, may give someone an empty, aching feeling. (22) But a young person can feel
lonely surrounded by other people, too. (23) Sometimes, a campus filled with students or a dorm
room with two other roommates in it can be a lonely place. (24) There is another kind of
loneliness, even sharper, that young people must live with: spending certain special days alone.
(25) Leaving home is a major transition in life. (26) Losing touch with familiar faces and
settings, even temporarily, can be very difficult. (27) However, all the problems young adults
face are necessary ones; they build character and shape previously immature citizens into active
contributors. (28) Learning to fly means taking risks and acquiring new skills, but this cannot be
achieved without a period of discomfort. Though our youngest generation may resist the
responsibilities of adulthood at first, they must surmount the obstacles that life places before
them. Emerging successful and capable on the other side, they will one day be thankful for
having left the nest.

Complete the following: The spots in the first supporting paragraphs where more details are
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needed occur after sentences number ______ and ______; the spots in the second supporting
paragraph where more details are needed occur after sentences number ______ and ______; the
spot in the third supporting paragraph where more details are needed occurs after sentence
number ______.

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Test – Evaluating an Essay for Support

Answers: 5, 10, 13, 18, 24

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Evaluating an Essay for Unity

The supporting paragraphs in the essay below contain four irrelevant sentences that do not relate
to the thesis of the paper or support the topic sentences of the paragraph in which they appear.
Read the essay carefully; then write the numbers of the four irrelevant sentences in the spaces
provided at the bottom.

The Dangers of Housecleaning

(1) Many of the dangers of modern life are not out on the highway or in the workplace. (2)
Instead, dangers lurk where they are least unexpected: at home. (3) I don’t mean the dangers of
faulty wiring, cheap ladders, or leaking microwaves. (4) No, I’ve found that trying to keep a clean
house can be very hazardous to my health. Though our culture associates cleanliness with health
and wellness, the truth is quite the opposite. Housekeeping is a deceptively risky act, forcing the
cleaner to confront several potential health risks.
(5) For one thing, it does not pay to keep a clean kitchen. (6) The oven, for instance, fights
back. (7) Whenever I stick my head into the oven’s greasy interior to spray it with Easy-Off, I end
up being choked by a chemical cloud. (8) I am glad I don’t live in the city, where I would have to
put up with air pollution as well. (9) When I scrub off the foam, I always break off my nails on
the black, rock-hard globs cemented to the oven door. (10) Cleaning the refrigerator can be
dangerous, too. (11) As I lean down to wipe out the vegetable drawer, the open freezer lies in
wait. (12) It knows I must straighten up again, and that I will inevitably bang my head on the
freezer door. (13) Garbage bags also resist tidiness. (14) When I pull a bag out of the kitchen can,
seams split and liquid seeps out onto my shoes. (15) A jagged can lid slices through the bag,
ready to slash my legs if I should bump the bag. (16) The only bags that don’t rip open, it seems,
are the ones that cost a fortune to buy.
(17) The living room becomes another danger zone when I attempt to clean. (18) The light
fixtures on the ceiling, for example, resent being taken down for cleaning. (19) They refuse to come
loose from the screws that anchor them; then they drop like rocks to the floor. (20) Moving furniture
to vacuum the rug underneath causes trouble, too. (21) If I drag a heavy armchair across the rug, one
of its legs will snap off. (22) If I try to lift one side of the heavy sofa, the vacuum cord will wrap
around my ankle and trip me. (23) Moving furniture in general is a lot easier to do when there is
someone around to help.
(24) Finally, the most dangerous room to clean is the bathroom. (25) The bathtub will seek
revenge if I try to clean it, for instance. (26) It will become so slippery that even a rubber bathmat
won’t stay put. (27) My particular bathtub is an odd lavender color and has such a curved bottom
anyway that it is a hazard to stand in whether it is clean or not. (28) Taking a shower in my clean tub
can end up in a disastrous slip. (29) The bathroom floor, too, enjoys a layer of dirt. (30) A clean,
waxed floor will attract any stray drops of water in the room in order to turn itself into a slippery
skating rink. (31) A job that always leads to danger is cleaning out the medicine cabinet over the
sink. (32) No matter how careful I am, glass bottles have a way of spilling from the shelves and
shattering in the sink. (33) And finding all the missing slivers is impossible no matter how well I
clean up. (34) Later, as I pad into the bathroom, a glass splinter will dig itself into my foot.
(35) After the experiences I have had in my house, I have decided that keeping a clean house is
not as important as I thought. Until homes are safeguarded against the hazards I’ve described—and
chemical companies can promise healthy organic substitutes for products like Easy-Off—there is no
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sense in risking my well-being in the pursuit of tidiness. (36) Cleanliness is, in the final estimation,
not worth the risk. I would rather live with the dust and grime—and stay healthy.

Numbers of the four irrelevant sentences: ______ ______ ______ ______

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Test– Evaluating an Essay for Unity

Answers: 8, 23, 27, 29

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 Supplementary Activities and Mastery Tests
Evaluating an Essay for Unity, Support, Coherence, and Sentence Skills (I)

In this activity, you will evaluate an essay in terms of the four bases of unity, support, coherence,
and sentence skills. Evaluative comments follow each supporting paragraph in the essay below.
Circle the letter of the one statement that applies in each case.

Rock Concert Fans

If rock-concert audiences are viewed only on TV or in photos, the people at these events
may all seem to be excited teenagers. However, to those who have actually attended a few rock
shows, it is clear that several kinds of people make up the crowd. At any concert, there is the
typical fan, the out-of-place person, and the troublemaker.

Typical fans, first of all, are the people one would expect to see at a particular kind of
concert, these fans will vary according to the group that is playing. If the attraction is a loud,
heavy-metal band, for instance. Typical fans will have long hair, drink lots of beer, and leave on
motorcycles. A hip-hop group, in contrast, will attract the people who copy the group’s baggy
clothes and rhythmic dancing. At a concert featuring a smooth-jazz sound, fans will be clean-cut,
calm, and conservatively dressed in pressed pants and knit polo shirts.
A. The paragraph contains an irrelevant sentence.
B. The paragraph lacks key supporting details at one spot.
C. The paragraph lacks transitional words.
D. The paragraph contains a fragment and a run-on.

Looking around the arena, the concert-goer will quickly spot another category of people: the
ones who look out of place. This group includes uncomfortable-looking parents who insisted on
coming along with their 13-year-olds. Parents usually appear stunned by the noise level of the
band, and they check their watches every few minutes. Parents will also drag their child away
before any encores so that they can get out of the parking lot quickly. Out-of-place people might
include, too, the Alicia Keys fan trapped on a date with a Metallica heavy-metal freak. This fan
can be seen stuffing rolled-up Kleenex into their ears to block out at least some of the sound. The
loud guitars and rebellious attitude of heavy-metal bands mean that these concerts usually attract
the rowdiest crowds, as security guards will attest.
A. The paragraph contains an irrelevant sentence.
B. The paragraph lacks key supporting details at one spot.
C. The paragraph lacks transitional words.
D. The paragraph contains a fragment and a run-on.

The third type of person at a large rock concert is the troublemaker. This is usually a male
who has decided that the concert is a place where law and order do not exist. People like this
will, for example, bring all kinds of forbidden items into the arena or stadium. Troublemakers
also ignore basic concert manners. They will try to sit in seats that have been assigned to other
people, or they will stand directly in front of a row of people who are trying to see the stage.
Finally, troublemakers seem to feel that a rock concert is not worthwhile without at least one
fistfight. They may scuffle with a police officer who is guarding the stage, an usher who is trying
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to remove them from already-taken seats, or innocent bystanders who are waiting in line at the
refreshment stand.
A. The paragraph contains an irrelevant sentence.
B. The paragraph lacks key supporting details at one spot.
C. The paragraph lacks transitional words.
D. The paragraph contains a fragment and a run-on.

A rock concert brings together a wide variety of people to see a show. Some attend to see
their idols, others are there to guard their children, and a few want to raise a little hell. This
combination of people is sometimes more intriguing than the singer prancing around up on the
stage.

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 Supplementary Activities and Mastery Tests

Evaluating an Essay for Unity, Support, Coherence, and Sentence Skills (I)

First supporting paragraph: D

Fragment: If the attraction . . . for instance.
Run-on: Typical fan . . . that is playing.

Second supporting paragraph: A

Irrelevant sentence: The loud guitars . . . will attest.

Third supporting paragraph: B

Sentence after which support is needed: People like this . . . arena or stadium.

In this activity, you will evaluate an essay in terms of the four bases of unity, support, coherence,
and sentence skills. Evaluative comments follow each supporting paragraph in the essay below.
Circle the letter of the one statement that applies in each case.

Rock Concert Fans

If rock-concert audiences are viewed only on television or in photos, the people at these
events may all seem to be excited teenagers. However, to those who have actually attended a few
rock shows, it is clear that several kinds of people make up the crowd. At any concert, there is
the typical fan, the out-of-place person, and the troublemaker.

Typical fans, first of all, are the people one would expect to see at a particular kind of
concert, these fans will vary according to the group that is playing. If the attraction is a loud,
heavy-metal band, for instance. Typical fans will have long hair, drink lots of beer, and leave on
motorcycles. A hip-hop group, in contrast, will attract the people who copy the group’s baggy
clothes and rhythmic dancing. At a concert featuring a smooth-jazz sound, fans will be clean-cut,
calm, and conservatively dressed in pressed pants and knit polo shirts.
A. The paragraph contains an irrelevant sentence.
B. The paragraph lacks key supporting details at one spot.
C. The paragraph lacks transitional words.
D. The paragraph contains a fragment and a run-on.

Looking around the arena, the concert-goer will quickly spot another category of people:
The ones who look out of place. This group includes uncomfortable-looking parents who insisted
on coming along with their 13-year-olds. Parents usually appear stunned by the noise level of the
band, and they check their watches every few minutes. Parents will also drag their child away
before any encores so that they can get out of the parking lot quickly. Out-of-place people might
include, too, the Alicia Keys fan trapped on a date with a Metallica heavy-metal freak. This fan
can be seen stuffing rolled-up Kleenex into their ears to block out at least some of the sound. The
loud guitars and rebellious attitude of heavy-metal bands mean that these concerts usually attract
the rowdiest crowds, as security guards will attest.

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 Supplementary Activities and Mastery Tests

A. The paragraph contains an irrelevant sentence.

B. The paragraph lacks key supporting details at one spot.
C. The paragraph lacks transitional words.
D. The paragraph contains a fragment and a run-on.

The third type of person at a large rock concert is the troublemaker. This is usually a male
who has decided that the concert is a place where law and order do not exist. People like this
will, for example, bring all kinds of forbidden items into the arena or stadium. Troublemakers
also ignore basic concert manners. They will try to sit in seats that have been assigned to other
people, or they will stand directly in front of a row of people who are trying to see the stage.
Finally, troublemakers seem to feel that a rock concert is not worthwhile without at least one
fistfight. They may scuffle with a police officer who is guarding the stage, an usher who is trying
to remove them from already-taken seats, or innocent bystanders who are waiting in line at the
refreshment stand.
A. The paragraph contains an irrelevant sentence.
B. The paragraph lacks key supporting details at one spot.
C. The paragraph lacks transitional words.
D. The paragraph contains a fragment and a run-on.

A rock concert brings together a wide variety of people to see a show. Some attend to see
their idols, others are there to guard their children, and a few want to raise a little hell. This
combination of people is sometimes more intriguing than the singer prancing around up on the
stage.

Langan, College Writing Skills with Readings, 11e IM - 2

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 Supplementary Activities and Mastery Tests
Evaluating an Essay for Unity, Support, Coherence,
and Sentence Skills (II)

In this activity, you will evaluate an essay in terms of the four bases of unity, support, coherence,
and sentence skills. Evaluative comments follow each supporting paragraph in the essay below.
Circle the letter of the one statement that applies in each case.

My Parents’ Vulnerability

As I’ve watched my parents get older, my perception of them has completely changed. Our
roles seem to be reversing. They were once the strong ones, and I was the dependent child. But
now they sometimes turn to me for help, and I feel they are no longer as powerful as I thought
they were. In many ways, my parents are now very weak. This shift has forced me to confront an
uncomfortable truth. As people age, they become increasingly vulnerable and susceptible to
danger.
For one thing, my parents are more vulnerable than ever to money problems. They live in a
mobile home park; they bought their trailer with the savings they managed to accumulate over
the years. My parents worry that the rent for their lot will go up again, as it has in the past. They
also worry about the rumor that the park is being sold and all the tenants may be evicted; they
know they cannot afford to move on their social security income and my father’s small pension.
A car problem can be a big trouble for my parents too. Because they live on a very tight budget.
An unexpected car repair can mean that they must cut back on food and other essentials. Since
my parents walk a financial tightrope, they are liable to be badly hurt at any time.

A. The paragraph contains an irrelevant sentence.

B. The paragraph lacks key supporting details at one spot.
C. The paragraph lacks transitions.
D. The paragraph contains a run-on and a fragment.

In addition, my parents are vulnerable to health problems. My mother has always had
problems with her inner ear, and this affects her sense of balance. Her dizzy spells are more
frequent now, and we are thus concerned that she may fall and break a leg or hip. She is also
susceptible to bronchitis and flu. As she gets older, every episode seems to get worse and to
leave her weaker than ever. My father’s health problems are even more severe than my mother’s.
I know that either one of my parents could become terribly sick at any moment.

A. The paragraph contains an irrelevant sentence.

B. The paragraph lacks key supporting details at one spot.
C. The paragraph lacks transitional words.
D. The paragraph contains a run-on and a fragment.

Finally, my parents are very vulnerable to dishonest people and others who want to do them
harm. Last year, for example, while my parents were at the supermarket, someone broke into
their trailer and stole their TV. The police told my parents that burglars like to prey on old people
because they can’t fight back. Burglars have even been known to take advantage of people with
disabilities for the same reason. In addition, some people have tried to use my parents for their
own gain. A salesman almost talked them into signing an expensive contract for lawn work they
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didn’t need. Another time, one of my teenage cousins tried to borrow $300 from them, claiming
he wanted to buy a car. He really wanted the money to buy drugs to sell.

A. The paragraph contains an irrelevant sentence.

B. The paragraph lacks key supporting details at one spot.
C. The paragraph lacks transitional words.
D. The paragraph contains a run-on and a fragment.

In conclusion, my parents seem to need more protection now that they are older. They can
be easily hurt by money troubles, health problems, and unkind people. Seeing them falter in their
old age has prompted me to rethink my notions of “aging with grace” and commit myself to
helping this vulnerable population. Though I wish I could singlehandedly protect them from the
difficulties they confront, the perils faced by our elder population must be answered by the
culture at large. Together, we must rethink the way we treat and ignore elderly men and
women—like my parents.

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Test ‒ Evaluating and Essay for Unity, Support, Coherence, and Sentence Skills (II)
– Answers

1. D.
2. B.
3. A.

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 Supplementary Activities and Mastery Tests
General Outlining Activities

Under each of the three thesis statements that follow is a scrambled list of primary and secondary
supporting ideas. Put the ideas into logical order by filling in the outline to the right of each list.
1. Thesis: In today’s world, people try to avoid silence as much as possible.
On vacation ______
TV on as background noise ______
At school ______
Background music in cafeteria ______
Computers with internet streaming nonstop ______
Noisy “toys” such as snowmobiles and dirt bikes ______
At home ______
Noisy places such as crowded beaches and ______
amusement parks
TV talk shows on in lounges ______

2. Thesis: A marriage improves when both partners work.

Helps relationship ______
Able to afford some luxuries ______
Gives feeling of achievement ______
Helps each individual ______
Learn to appreciate time together ______
Helps financially ______
Eases paying monthly bills ______
Gives feeling of independence ______
Able to talk together about outside activities ______

3. Thesis: A few tips can help you to be a smarter car buyer.

Agreeing on a price ______
Consult Consumer Reports and reputable online sites ______
Signing the final papers ______
Shopping around ______
Ask for a discount if you’re paying cash ______
Visit several dealers ______
Make sure the loan interest rate you want is ______
specified on paper
Watch out for added contract clauses such as ______
insurance and special warranties
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Start with a lower price than you’re willing to pay ______

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General Outlining Activities

1. A. At home
1. TV on as background noise
2. Computers with internet streaming nonstop
B. At school
1. Background music in cafeteria
2. TV talk shows on in lounges
C. On vacation
1. Noisy “toys” such as snowmobiles and dirt bikes
2. Noisy places such as crowded beaches and amusement parks

2. A. Helps financially
1. Able to afford some luxuries
2. Eases paying monthly bills
B. Helps each individual
1. Gives feeling of achievement
2. Gives feeling of independence
C. Helps relationship
1. Learn to appreciate time together
2. Able to talk together about outside activities

3. A. Shopping around
1. Visit several dealers
2. Consult Consumer Reports and reputable online sites
B. Agreeing on a price
1. Start with a lower price than you’re willing to pay
2. Ask for a discount if you’re paying cash
C. Signing the final papers
1. Make sure the loan interest rate you want is specified on paper
2. Watch out for added contract clauses such as insurance and special warranties

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 Supplementary Activities and Mastery Tests
Identifying Adequately Developed Paragraphs

Each of the following body paragraphs is part of a larger essay. Two of the paragraphs provide
sufficient details to support their topic sentences convincingly. Write AD for adequate
development beside those paragraphs. There are also two paragraphs that, in the large part, use
vague, wordy, or general sentences as a substitute for real supporting details. Write U for
underdeveloped beside those paragraphs.

______ 1. Chaperoning a group of Girl Scouts on a canoe trip turned out to be one of the three
worst experiences of my summer. The day started out wrong, first, when a
scheduling mix-up occurred. A great deal of time had to be spent just getting this
exasperating matter straightened out. Once we reached the river, we had problems
teaching the girls how to handle their crafts. There was not the cooperation and the
simple skill at moving the crafts that might have been assumed. Finally, the loss of
some important supplies and some unexpected bad weather turned the whole outing
into a horror show. Feeling altogether frustrated because of the many things that
went wrong, I vowed that I would never again volunteer for a Scout field trip.

______ 2. Owning a new car can have its drawbacks. For instance, the new car owner parks in
the farthest-out parking spaces so that their car won’t be scratched or dented. Then
they wind up hiking a quarter mile or so to reach the shopping center. A new car also
demands constant attention. The owner feels he or she must immediately wipe off
any bird droppings, mud splashes, or water stains from the exterior, chores that those
with “junkers” never bother about. A new car, in addition, forces its owner to avoid
all indoor parking garages or restaurants with valet parking. The sight of a car
attendant gunning that brand-new car up a ramp or squeezing it into a tiny space
could cause heart failure.

______ 3. One way we could improve our lives would be by banning cars. The environment
would improve, and the change for the better would be apparent in healthier lives for
all of us. Without cars, Americans would have other benefits as well. An important
one that should not be forgotten is the safety factor. There are many accidents that
occur every year in which cars are involved. If all of these accidents could be
avoided, everyone would benefit, and the country would be safer for all of us in
living our everyday lives. In addition, the pace of our lives would slow down. There
would be less worry and anxiety to deal with if people were not moving about in
cars.
______ 4. Another strange habit shoppers have is rejecting any item that is on top, first in line,
or up front. For example, no one takes the top newspaper in a stack or the first
magazine in the rack; instead, the shopper takes the second one. Customers also
choose the milk or yogurt carton that is farthest away from the front of the shelf,
even if the freshness dates are identical. The same principle works with fruit or
vegetables. The apple on top of the pile or the stalk of celery nearest the aisle may be
perfect, but it will be passed over. Shoppers will stand on tiptoe to reach the rear of
the bin or tunnel beneath the pile of produce to find a superior item they believe is
Langan, College Writing Skills with Readings, 11e IM - 1
 Supplementary Activities and Mastery Tests
hidden there.

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 Supplementary Activities and Mastery Tests

Identifying Adequately Developed Paragraphs

U 1.
AD 2.
U 3.
AD 4.

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 Supplementary Activities and Mastery Tests
Identifying Introductions and Conclusions

The box below lists six common kinds of introductions and three common kinds of conclusions.
Read the two sets of introductory and concluding paragraphs that follow. Then, in the space
provided, write the number of the kind of introduction or conclusion used in each case.

Introductions Conclusions

1. General to narrow 1. Summary and final thought

2. Starting with an opposite 2. Quotation
3. Stating importance of topic 3. Prediction or recommendation
4. Incident or story
5. Quotation

______ Some of my most successful friends cannot balance a budget. One good friend,
an assistant manager at a large store, isn’t able to keep track of how much money is
in his own checking account. He often lives right on the edge of overdrafting his
funds; in fact, once he did write a check that bounced. He is an intelligent
individual, but managing his own finances causes him to sing the blues. Although I
am not a whiz at math, I keep my budget in harmony by following a few simple
hints. . . .

______ So, by keeping my financial records organized in one place, by using my online
account daily to keep track of my income and expenses, and by filling out my check
register each time I write a check or make a deposit, I find that balancing my budget
can be painless. And knowing how much money I have left at the end of the month
makes life a lot easier.

______ Crime is increasing, pollution threatens our planet, and widespread poverty
lowers the quality of human life. Surely these are enormous problems that have
little to do with fuzzy thinking or imprecise language. George Orwell, however,
believes that language does influence events; in his essay, “Politics and the English
Language,” he argues that the misuse of language obscures clear thinking. This
distorted thinking, in turn, allows political corruption to flourish. If Orwell were to
update his essay to our own time, he would see that the state of the English
language has declined even further. . . .

______ The use of vague and dishonest language is dangerous. Language is filled with
meaning, and its continued abuse and manipulation could have frightening
consequences. We are more likely to follow leaders who cloak their real thoughts
and use euphemisms than ones who speak openly of war or genocide. The misuse of
language could literally kill us.

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 Supplementary Activities and Mastery Tests
Identifying Introductions and Conclusions

4 Incident or story
1 Summary and final thought
1 General to narrow
3 Prediction

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 Supplementary Activities and Mastery Tests
Identifying Transitions and Other Connecting Words

The following selections use transitions, repeated words, synonyms, and pronouns to tie together
ideas. The connecting words you are to identify have been boldfaced. In the space provided,
write T for Transition, RW for Repeated Word, S for Synonym, or P for Pronoun.

______ 1. Charles Goodyear invented the process that produces rubber. But he died in poverty
in 1860, more than $200,000 in debt.

______ 2. An all-out nuclear war might destroy the earth’s ozone layer. Without it, we would
be exposed to cancer-causing ultraviolet radiation.

______ 3. My new running shoes don’t have laces that have to be tied. Instead, their Velcro
opening allows them to be slipped on in an instant.

______ 4. The finest sandpapers can buff eggshells and hull peanut skins. In contrast, the
toughest abrasives can grind through inches of steel in seconds.

______ 5. Too much intensive exercise can actually hurt the body. Muscles usually need a 48-
hr rest after a good workout.

______ 6. The barrel of a gun is marked with grooves that leave unique marks on the bullet it
fires. An expert can match the bullet exactly to the gun it came from.

______ 7. Ticks can carry Rocky Mountain spotted fever. They have also been identified as
the cause of Lyme disease, a severe form of arthritis.

______ 8. In 2012, McDonald’s, the fast-food giant, launched a pilot program to phase out
polystyrene hot beverage cups. Polystyrene cups cannot be recycled.

______ 9. Lola loves to watch gymnastics and ice skating on television. She also enjoys
demolition derbies.

______ 10. With a tractor trailer on the highway in front of me and another one on the side, I
began to feel claustrophobic. This closed-in feeling increased when a large bus
came up close behind me.

Langan, College Writing Skills with Readings, 11e IM - 1

 Supplementary Activities and Mastery Tests
Identifying Transitions and Other Connecting Words

The following selections use transitions, repeated words, synonyms, and pronouns to tie together
ideas. The connecting words you are to identify have been boldfaced. In the space provided,
write T for Transition, RW for Repeated Word, S for Synonym, or P for Pronoun.

______ 1. Charles Goodyear invented the process that produces rubber. But he died in poverty
in 1860, more than $200,000 in debt.

______ 2. An all-out nuclear war might destroy the earth’s ozone layer. Without it, we would
be exposed to cancer-causing ultraviolet radiation.

______ 3. My new running shoes don’t have laces that have to be tied. Instead, their Velcro
opening allows them to be slipped on in an instant.

______ 4. The finest sandpapers can buff eggshells and hull peanut skins. In contrast, the
toughest abrasives can grind through inches of steel in seconds.

______ 5. Too much intensive exercise can actually hurt the body. Muscles usually need a 48-
hr rest after a good workout.

______ 6. The barrel of a gun is marked with grooves that leave unique marks on the bullet it
fires. An expert can match the bullet exactly to the gun it came from.

______ 7. Ticks can carry Rocky Mountain spotted fever. They have also been identified as
the cause of Lyme disease, a severe form of arthritis.

______ 8. In 2012, McDonald’s, the fast-food giant, launched a pilot program to phase out
polystyrene hot beverage cups. Polystyrene cups cannot be recycled.

______ 9. Lola loves to watch gymnastics and ice skating on TV. She also enjoys demolition
derbies.

______ 10. With a tractor trailer on the highway in front of me and another one on the side, I
began to feel claustrophobic. This closed-in feeling increased when a large bus
came up close behind me.

Identifying Transitions and Other Connecting Words

1. T 6. RW
2. P 7. P
3. T 8. RW
4. T 9. T
5. S 10. S

Langan, College Writing Skills with Readings, 11e IM - 1

 Supplementary Activities and Mastery Tests
Mastery Test: An Introduction to Writing
Some of the questions that follow are True‒False or multiple choice questions, and some require
you to write short answers.
1. An important difference between writing and talking is that ______.
A. writers make more points than speakers
B. writers always use better English than speakers
C. writers do not write about personal matters
D. writers have to give specific reasons for their statements

2. Fill-In: In most writing, your general aim should be to first advance a point and then ______
that point.

3. True or False: ______ The introductory paragraph of an essay should always begin by
stating the point the essay will prove.

4. The plan of development in an essay is ______.

A. the structure of a body paragraph
B. the same as a thesis statement
C. a preview of the major points that support the essay
D. always part of an introductory paragraph

5. True or False: ______ Supporting paragraphs in an essay need their own topic sentences.

6. What is the advantage of learning how to write essays?

A. Makes you a better writer
B. Strengthens your skills as a reader and listener
C. Makes you a stronger thinker
D. All of the these

7. The body of an essay consists of ______

A. paragraphs that support the thesis. C. introduction, development, and conclusion.
B. the thesis. D. topic sentences.

8. True or False: ______ The concluding paragraph of an essay can include both a summary of
the main point and a final thought on the subject.

9. True or False: ______ If you don’t know your subject when you begin to write, you may
discover it as you write.

10. In which stage of the writing process is a computer helpful?

A. Generating a list of items to write about.
B. Deciding on the order of sentences and paragraphs.
C. Substituting more effective writing during revision.
D. All of these.
Langan, College Writing Skills with Readings, 11e IM - 1
 Supplementary Activities and Mastery Tests

Mastery Test: An Introduction to Writing– Answers

1. D.
2. “support”
3. False
4. C.
5. True
6. D.
7. A.
8. True
9. True
10. D.

Langan, College Writing Skills with Readings, 11e IM - 1