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TAB 6 MLA Documentation TAB 10 Editing for Grammar
Style Conventions
pages 451–496
pages 261–316
finding source information 51 Sentence Fragments
and documenting sources in 52 Comma Splices and Run-on Sentences
mla style
26 MLA Style: In-Text Citations 53 Subject-Verb Agreement
27 MLA Style: List of Works Cited 54 Problems with Verbs
28 MLA Style: Explanatory Notes and 55 Problems with Pronouns
Acknowledgments 56 Problems with Adjectives and Adverbs
29 MLA Style: Format
30 sample research project
in mla style
TAB 11 Editing for Correctness:
Punctuation, Mechanics,
pages 497–548
and Spelling
TAB 7 APA Documentation Style
57 Commas
finding source information
pages 317–364
58 Semicolons
and identifying and 59 Colons
documenting sources
in apa style 60 Apostrophes
31 APA Style: In-Text Citations 61 Quotation Marks
32 APA Style: References 62 Other Punctuation Marks
33 APA Style: Format 63 Capitalization
34 sample research project 64 Abbreviations and Symbols
in apa style 65 Numbers
66 Italics (Underlining)
67 Hyphens
68 Spelling
TAB 8 Chicago and CSE
pages 365–400
Documentation Styles
35 Chicago Documentation Style: Elements TAB 12 Basic Grammar Review with
36 sample from a student
pages 549–582
Tips for Multilingual Writers
research project in
chicago style 69 Parts of Speech
37 CSE Documentation Style 70 Parts of Sentences
71 Phrases and Dependent Clauses
72 Types of Sentences
TAB 9 Editing for Clarity

pages 401–450
identifying and editing TAB 13 Further Resources for

common problems and quick
reference for multilingual Learning
writers
38 Wordy Sentences Selected Terms from across the Curriculum
39 Missing Words Discipline-Specific Resources
40 Mixed Constructions Timeline of World History
41 Confusing Shifts World Map
42 Faulty Parallelism Index
43 Misplaced/Dangling Modifiers Index for Multilingual Writers
44 Coordination and Subordination Quick Guide to Key Resources
45 Sentence Variety Abbreviations and Symbols for Editing and
46 Active Verbs Proofreading
47 Appropriate Language
48 Exact Language
49 The Dictionary and the Thesaurus
50 Glossary of Usage
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A Writer’s Resource
A Handbook for Writing
and Research
Sixth Edition
©Anton Khrupin/Shutterstock
Elaine P. Maimon
Governors State University
Kathleen Blake Yancey

Florida State University
A WRITER’S RESOURCE: A HANDBOOK FOR WRITING AND RESEARCH,
SIXTH EDITION
Published by McGraw-H ill Education, 2 Penn Plaza, New York, NY 10121. Copyright © 2020 by
McGraw-H ill Education. All rights reserved. Printed in the United States of America. Previous
editions © 2016, 2012, and 2007. No part of this publication may be reproduced or distributed in
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consent of McGraw-H ill Education, including, but not limited to, in any network or other electronic
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Some ancillaries, including electronic and print components, may not be available to customers
outside the United States.
This book is printed on acid-free paper.
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ISBN 978-1-260-08784-0
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copyright page.
Library of Congress Cataloging-i n-Publication Data

Names: Maimon, Elaine P., author. | Yancey, Kathleen Blake, 1950- author.
Title: A writer’s resource: a handbook for writing and research / Elaine P.
Maimon, Kathleen Blake Yancey Florida State University.
Description: Sixth edition. | New York, NY: McGraw-H ill Education, [2016]
Identifiers: LCCN 2018020896 (print) | LCCN 2018022431 (ebook) | ISBN
9781260494365 (online) | ISBN 9781260087840 (softcover: acid-free paper) |
ISBN 9780078036187 (acid-free paper) | ISBN 0078036186 (acid-free paper)
Subjects: LCSH: English language—R hetoric—Handbooks, manuals, etc. |
English language—G rammar—Handbooks, manuals, etc. | Report
writing—Handbooks, manuals, etc.
Classification: LCC PE1408 (ebook) | LCC PE1408 .M3366 2016b (print) | DDC
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The Internet addresses listed in the text were accurate at the time of publication. The inclusion
of a website does not indicate an endorsement by the authors or McGraw-H ill Education, and
McGraw-H ill Education does not guarantee the accuracy of the information presented at these sites.
mheducation.com/highered
Preface v
About the Authors

Elaine P. Maimon is president of Governors State University (GSU),
a public university in suburban Chicago, where she is also professor
of English. At GSU she has presided over transformative change, real-
locating resources to support full-time faculty members in freshman
©Elaine P. Maimon
composition; infusion rather than proliferation of courses; and navi-
gable pathways from community college to the university. Previously
she was chancellor of the University of Alaska Anchorage, provost
(chief campus officer) at Arizona State University West, and vice pres-
ident of Arizona State University as a whole. In the mid-1970s, she ini-
tiated and then directed the Beaver College (now Arcadia University)
writing-across-the-curriculum program, one of the first WAC programs in the nation. A founding
executive board member of the Council of Writing Program Administrators (CWPA), she has
directed national institutes to improve the teaching of writing and to disseminate the principles
of writing across the curriculum. With a PhD in English from the University of Pennsylvania,
where she later helped to create the Writing Across the University (WATU) program, she has
also taught and served as an academic administrator at Haverford College, Brown University, and
Queens College (CUNY). In 2018, she published a book on higher education reform, Leading
Academic Change: Vision, Strategy, Transformation (Stylus, 2018).
Kathleen Blake Yancey, Kellogg W. Hunt Professor of English and

Distinguished Research Professor at Florida State University, has
served as President of the National Council of Teachers of English;
Chair of the Conference on College Composition and Communica-
tion; President of the Council of Writing Program Administrators;
©Kathleen Blake Yancey

and President of the South Atlantic Modern Language Association.
Co-founder of the journal Assessing Writing, she is immediate Past
Editor of College Composition and Communication. Currently, she
leads an 8-site “Transfer of Transfer” research project on students’
transfer of writing knowledge and practice, funded by both CCCC
and CWPA, that includes faculty from community colleges and pri-
vate and public four-year schools researching together. Author, edi-
tor, or co-editor of 14 scholarly books—among them the 2014 Writing Across Contexts: Transfer,
Composition, and Sites of Writing; the 2016 A Rhetoric of Reflection; and the 2017 Assembling
Composition—she has two additional edited collections in press: Rhetoric, Composition, and Dis-
ciplinarity; and ePortfolio-as-Curriculum: Diverse Models and Practices. Author or co-author of
over 100 articles and book chapters, she is the recipient of several awards, including the CCCC
Research Impact Award; the Purdue Distinguished Woman Scholar, the best book award from
the Council of Writing Program Administrators; and the FSU Graduate Teaching and Mentor
Awards.
A Resource
A Writer’s Resource helps writers identify the fundamental elements of any
writing situation—from academic assignments to blog and social media
posts—and teaches innovative, transferable strategies that build confidence
for composing across various genres, media, and the academic curriculum.
With its numerous examples from a rich cross-section of disciplines,
A Writer’s Resource foregrounds the transfer of skills learned in the writing
course to demonstrate that every major, every field of study, and every
potential career path depends on written communication. Throughout the
chapters, a comprehensive set of features supports this approach:
●● New coverage of transfer. Transfer strategies are highlighted throughout,
including an entirely new section in Chapter 1 that answers the question
“Why study composition?” by describing the transferable skills students
will learn in the writing course. Special emphasis is also given to
writing situations beyond college, including writing for social media
and drafting emails for professional purposes.
●● New and revised student sample assignments. Three new sample
papers on contemporary topics demonstrate successful informative
and persuasive strategies, and two revised examples feature updated
research and citations that students can learn from and model. An
expanded and updated section on portfolio creation includes a new
annotated sample ePortfolio geared toward outcomes.
●● Greater emphasis on multimodal assignments. Six assignment chapters
offer guidelines for writing that informs, analyzes, and argues in
different settings, including expanded coverage of multimodal writing.
A Writer’s Resource now also provides instruction for repurposing
material created for a formal assignment, including how to present
the same material to multiple audiences.
●● Updated box features. Throughout the sixth edition, the following
practice boxes highlight the skills students gain in the composition
course:
●● The Evolving Situation provides guidance on navigating a range
of writing situations, such as those introduced by new media and
technologies;
●● Navigating through College and Beyond supports the transfer of
writing practices to situations across the disciplines and outside the
classroom;
●● Know the Situation and Consider Your Situation provide opportunities
for practice in identifying and responding to different writing situations;
●● Checklists on topics ranging from editing a paper to planning a Web
site help students apply what they have learned to their own writing
assignments.
vi
for Transferring Skills Confirming Pages
156
to Any Writing Situation
12a COMMON ASSIGNMENTS Other Kinds of Assignments
the EVOLVING SITUATION

Personal Writing and Social Media Web Sites
In addition to writing personal essays for class, you may use social media
sites like Facebook or Twitter for personal expression and autobiographical
writing. Since these sites are networked, it’s important to remember that
strangers, including prospective employers, may have access to your pro-
files and comments.
witch’s child says she doesn’t like having a working mom but
she can’t picture her mom any other way. I didn’t love it. I’m
sure the two men who wrote this book had the absolute best
intentions, but this leads me to my point. The topic of working
moms is a tap-dance in a minefield.
3. Structuring your essay for

●● Opportunities like practice.
a story Connect Composition offers
ample
There are three common ways to narrate events and reflections:
opportunities for students to practice the skills they learn in class.
● Chronological sequence: uses an order determined by clock
Power
time;
● ● whatof Processfisupports
happened critical
rst is presented first,reading, thinking,
followed by what and writing
happened second, then
development third,reading
through and so on.assignments that instructors can
Emphatic sequence: uses an order determined by the point
customize to their course needs.
●
you want to make; for emphasis, events and reflections are

arranged from either least to most or most to least important.
● Suspenseful sequence: uses an order determined by the
emotional effect the writer wants the essay to have on read-
ers. To keep readers engaged, the essay may begin in the
middle with a puzzling event, then flash back or go forward.
Some essays may even begin with the end and then flash back
to recount how the writer came to that insight.
4. Letting details tell your story

It is through the details that the story takes shape. The details you
emphasize, the words you choose, and the characters you create com-
municate the point of your essay.
Consider, for example, the following passage by Gloria Ladson-
Billings:
Mrs. Harris, my third-grade teacher, was quite a sharp
dresser. She wore beautiful high-heeled shoes. Sometimes
she switched to flats in the afternoon if her feet got tired, but
every morning began with the click, click, click of her high
heels as she greeted us up and down the rows. I wanted to
dress the way Mrs. Harris did. I didn’t want to wear old-lady
●● Access to the Connect Composition eReader, enhanced with over

75 readings that are easily uploaded to Power of Process, allows students to
engage
mai36186_tab03_Chs09-14_107-186.indd 156with examples that demonstrate a variety of8/23/14
genres10:58and
AM purposes.
●● LearnSmart Achieve assignments, including writing process coverage

and grammar tests, helps students practice their skills with an
adaptive tool that responds to their individual levels.
vii
A Resource
A Writer’s Resource teaches students to read, write, and think critically.
Numerous topical examples throughout the text engage student interest
and demonstrate how such skills apply to all phases of the writing
process.
●● Critical reading and writing instruction. Using the writing situation
as a framework, Chapter 4, Reading and Writing: The Critical
Connection, introduces techniques of critical reading and thinking,
while connecting students to resources for argument writing. This
chapter shows students how to read actively, summarize texts, and
respond to others’ work as a precursor to creating their own.
●● Expanded research coverage. The research chapters in Tab 5 provide
up-to-date guidelines for critically evaluating and drawing on digital
sources, including new instruction for identifying and eradicating
fake news sources from research papers and social media posts. With
readings uploaded to Power of Process students can put into practice the
source evaluation strategies they’ve learned.
●● Updated documentation chapters. Documentation chapters include
coverage that aligns with the latest updates to the 8th edition of the
MLA Handbook and the 17th edition of the Chicago Manual of Style.
Connect Composition offers interactive documentation guides that help
students understand and practice research and writing standards in
MLA and APA styles.
●● Enhanced coverage of writing situations. Entirely updated for this
edition, Start Smart and Source Smart guides demonstrate guidelines
for working through common writing situations, reinforcing the idea
that there are recognizable landmarks in every writing assignment.
Online, in Connect Composition, this interactive feature guides students
through the eBook based on their specific writing situations.
Connect Composition
Connect Composition helps instructors use class time to focus on the highest
course expectations, by offering their students meaningful, independent, and
personalized learning, and an easy, efficient way to track and document student
performance and engagement.
Connect Composition offers adaptable assignments for instructors to choose
from, including study modules in LearnSmart Achieve, Discussion Board activi-
ties, and Power of Process assignments that provide students with plenty of prac-
tice in critical reading and writing as well as style, grammar, and punctuation.
viii
for Thinking Critically
about Writing
Feature Description Instructional Value
Simple LMS ■■ Seamlessly integrates with every ■■ Students have automatic single
Integration learning management system. sign-on.
■■ Connect assignment results sync to
LMS’s gradebook.
LearnSmart ■■ Continuously adapts to a student’s ■■ Students independently study the
Achieve strengths and weaknesses, to fundamental topics across
create a personalized learning composition in an adaptive
environment. environment.
■■ Covers The Writing Process, ■■ Metacognitive component supports
Critical Reading, The Research knowledge transfer.
Process, Reasoning and ■■ Students track their own
Argument, Multilingual Writers, understanding and mastery and
Grammar and Common discover where their gaps are.
Sentence Problems, Punctuation
and Mechanics, and Style and
Word Choice.
■■ Provides instructors with reports
that include data on student and
class performance.
A Writer’s ■■ Provides comprehensive course ■■ The eBook allows instructors and
Resource content, exceeding what is students to access their course
eBook offered in print. materials anytime and anywhere,
■■ Supports annotation and including four years of handbook
bookmarking. access.
Connect ■■ Provides access to more than 60 ■■ Sample essays provide models for
eReader readings that are assignable via students as well as interesting topics
Connect Composition. to consider for discussion and
writing. Can replace a costly stand-
alone reader.
Power of ■■ Guides students through the ■■ Students demonstrate understanding
Process critical reading and writing and develop critical thinking skills
processes step-by-step. for reading, writing, and evaluating
sources by responding to short-
answer and annotation questions.
Students are also prompted to
reflect on their own processes.
■■ Instructors or students can choose
from a preloaded set of readings or
upload their own.
■■ Students can use the guidelines to
consider a potential source critically.
Writing ■■ Allows instructors to assign and ■■ This online tool makes grading
Assignments grade writing assignments online. writing assignments more efficient,
with Peer ■■ Gives instructors the option of saving time for instructors.
Review easily and efficiently setting up ■■ Students import their Word
and managing online peer document(s), and instructors can
review assignments for the entire comment and annotate submissions.
class. ■■ Frequently used comments are
automatically saved so instructors do
not have to type the same feedback
over and over.
ix
Feature Description Instructional Value
Writing ■■ Allows instructors or course ■■ This tool provides assessment
Assignments administrators to assess student transparency to students. They can
with writing around specific learning see why a “B” is a “B” and what it
Outcomes- outcomes. will take to improve to an “A.”
Based ■■ Generates easy-to-read reports ■■ Reports allow a program or instructor
Assessment around program-specific learning to demonstrate progress in attaining
outcomes. section, course, or program goals.
■■ Includes the most up-to-date
Writing Program Administrators
learning outcomes, but also
gives instructors the option of
creating their own.
Insight ■■ Provides a quick view of student ■■ Instructors can quickly check on and
and class performance and analyze student and class
engagement with a series of performance and engagement.
visual data displays that answer
the following questions:
1. How are my students doing?
2. How is this student doing?
3. How is my section doing?
4. How is this assignment working?
5. How are my assignments
working?
Instructor ■■ Allow instructors to review the ■■ Instructors can identify struggling
Reports performance of an individual students early and intervene to
student or an entire section. ensure retention.
■■ Allow instructors or course ■■ Instructors can identify challenging
administrators to review multiple topics and/or assignments and adjust
sections to gauge progress in instruction accordingly.
attaining course, department, or ■■ Reports can be generated for an
institutional goals. accreditation process or a program
evaluation.
Student ■■ Allow students to review their ■■ Students can keep track of their
Reports performance for specific performance and identify areas they
assignments or the course. are struggling with.
Pre- and ■■ Precreated non-adaptive ■■ Pre-tests provide a static benchmark
Post-Tests assessments for pre-and for student knowledge at the
post-testing. beginning of the program. Post-tests
offer a concluding assessment of
student progress.
Tegrity ■■ Allows instructors to capture ■■ Instructors can keep track of which
course material or lectures on students have watched the videos
video. they post.
■■ Allows students to watch videos ■■ Students can watch and review
recorded by their instructor and lectures from their instructor.
learn course material at their ■■ Students can search each lecture for
own pace. specific bits of information.
x
New to the Sixth Edition
The sixth edition of A Writer’s Resource continues to focus on the most common
writing assignments and situations students will encounter and uses the writ-
ing situation as its framework for instruction. This new edition also includes
three new sample student papers (two research projects and a literary analysis)
and two revised student papers that feature updated content, research, citations,
and annotations. Here is a quick look at just a few of the other changes you will
find within the chapters:
Chapter 1, Writing across the Curriculum and beyond College
●● New section introduces students to the concept of transfer and explains
how the skills they gain in the composition course can be applied to
other disciplines and other areas of their lives
Chapter 2, Writing Situations

●● Updated coverage of the core outcomes of successful writing
●● Updated coverage of multimodal assignments in addition to a broader
discussion of, and genres that benefit from, multimedia elements
●● New guidelines for writing e-mail for academic and professional
purposes
●● Updated explanation of virtual classrooms and course management
software
Chapter 5, Planning and Shaping

●● Expanded coverage of assessing writing situations
●● Additional practice for applying multimodal elements in professional
scenarios
Chapter 6, Drafting Text and Visuals

●● New examples of photos and illustrations and updated example of
a visual that compares and contrasts
Chapter 8, Designing Academic Texts and Portfolios

●● Updated instruction around portfolio creation emphasizes ePortfolios
and the importance of the introductory reflective text
●● New annotated student example of an ePortfolio geared toward
outcomes
Chapter 9, Informative Reports

●● New sample informative report on Olympic doping by a health and
human performance major
xi
Chapter 10, Interpretive Analyses and Writing about Literature
●● New sample student interpretive analysis of Iranian poet Mohsen
Emadi’s poem “Losses”
Chapter 11, Arguments

●● New example of an argument posed by a public-service image on the
topic of violence against women
●● Revised sample student proposal on the topic of cyberbullying includes
updated research and citations
Chapter 12, Other Kinds of Assignments

●● New examples demonstrate using a conversational tone in an essay and
connecting your experience to a larger issue
Chapter 13, Oral Presentations
●● New sample PowerPoint slides for a presentation on the topic of
cyberbullying
Chapter 15, Service Learning and Community-Service Writing
●● New example of a well-designed newsletter
Chapter 18, Understanding Research
●● Updated coverage for researching using online sources
Chapter 19, Finding and Managing Print and Online Sources
●● Updated discussion of exploring online communication
Chapter 20, Finding and Creating Effective Visuals, Audio Clips, and Videos
●● Updated coverage of selecting the appropriate graphics for displaying
data accurately, including new examples of effective and ineffective use
of graphs and charts
●● Searching from appropriate images in online and print sources
Chapter 21, Evaluating Sources

●● Entirely new section on identifying and eradicating fake news from
academic research and social media posts
Chapter 24, Working with Sources and Avoiding Plagiarism

●● New sample bibliography notecards and annotated bibliography
●● New sample annotated Web page printout
●● New examples of taking notes on a research journal
●● New section on paraphrasing for multiple audiences
xii
●● New examples of integrating quotations and summarizing information
from sources
MLA Documentation Style

●● Updated examples of in-text citations
●● Brief introduction to the container concept as presented in the
8th edition of the MLA Handbook
●● In keeping with the 8th edition, specific citation examples are
reorganized by types of sources
●● New student sample informative research paper on the topic of
fake news
APA Documentation Style

●● Reorganization of specific citation examples by source type
●● New student sample research paper informs on the use of performance-
enhancing drugs by Olympic athletes
Chicago and CSE Documentation Styles

●● Reorganization of specific citation examples by source type
●● New excerpt from a research paper on the topic of fake news
Grammar
●● Updated examples throughout, including updates to the Grammar
Checker feature
©vectorfusionart/Shutterstock
xiii
xiv Preface
WPA Outcomes Statement for First-Year Composition

Introduction
This Statement identifies outcomes for first-year composition programs
in U.S. postsecondary education. It describes the writing knowledge,
practices, and attitudes that undergraduate students develop in first-
year composition, which at most schools is a required general education
course or sequence of courses. This Statement therefore attempts to
both represent and regularize writing programs’ priorities for first-year
composition, which often takes the form of one or more required general
education courses. To this end it is not merely a compilation or summary
of what currently takes place. Rather, this Statement articulates what
composition teachers nationwide have learned from practice, research,
and theory.1 It intentionally defines only “outcomes,” or types of results,
and not “standards,” or precise levels of achievement. The setting of
standards to measure students’ achievement of these Outcomes has
deliberately been left to local writing programs and their institutions.
In this Statement “composing” refers broadly to complex writing
processes that are increasingly reliant on the use of digital technologies.
Writers also attend to elements of design, incorporating images and
graphical elements into texts intended for screens as well as printed
pages. Writers’ composing activities have always been shaped by the
technologies available to them, and digital technologies are changing
writers’ relationships to their texts and audiences in evolving ways.
These outcomes are supported by a large body of research demonstrating
that the process of learning to write in any medium is complex: it is both
individual and social and demands continued practice and informed
guidance. Programmatic decisions about helping students demonstrate
these outcomes should be informed by an understanding of this research.
As students move beyond first-year composition, their writing abilities do
not merely improve. Rather, their abilities will diversify along disciplinary,
professional, and civic lines as these writers move into new settings
where expected outcomes expand, multiply, and diverge. Therefore, this
document advises faculty in all disciplines about how to help students
build on what they learn in introductory writing courses.
Rhetorical Knowledge
Rhetorical knowledge is the ability to analyze contexts and audiences
and then to act on that analysis in comprehending and creating texts.
Rhetorical knowledge is the basis of composing. Writers develop rhetorical
knowledge by negotiating purpose, audience, context, and conventions as
they compose a variety of texts for different situations.
1
This Statement is aligned with the Framework for Success in Postsecondary Writing,
an articulation of the skills and habits of mind essential for success in college, and is
intended to help establish a continuum of valued practice from high school through to
the college major.
Preface xv
By the end of first-year composition, students should

●● Learn and use key rhetorical concepts through analyzing and
composing a variety of texts

●● Gain experience reading and composing in several genres to
understand how genre conventions shape and are shaped by readers’

and writers’ practices and purposes
●● Develop facility in responding to a variety of situations and contexts
calling for purposeful shifts in voice, tone, level of formality, design,

medium, and/or structure
●● Understand and use a variety of technologies to address a range of
audiences
●● Match the capacities of different environments (e.g., print and electronic)
to varying rhetorical situations

Faculty in all programs and departments can build on this preparation by
helping students learn
●● The expectations of readers in their fields
●● The main features of genres in their fields
●● The main purposes of composing in their fields
Critical Thinking, Reading, and Composing

Critical thinking is the ability to analyze, synthesize, interpret, and
evaluate ideas, information, situations, and texts. When writers think
critically about the materials they use—whether print texts, photographs,
data sets, videos, or other materials—they separate assertion from
evidence, evaluate sources and evidence, recognize and evaluate
underlying assumptions, read across texts for connections and patterns,
identify and evaluate chains of reasoning, and compose appropriately
qualified and developed claims and generalizations. These practices are
foundational for advanced academic writing.
●● Use composing and reading for inquiry, learning, critical thinking, and
communicating in various rhetorical contexts

●● Read a diverse range of texts, attending especially to relationships
between assertion and evidence, to patterns of organization, to the

interplay between verbal and nonverbal elements, and to how these
features function for different audiences and situations
●● Locate and evaluate (for credibility, sufficiency, accuracy, timeliness,
bias and so on) primary and secondary research materials, including

journal articles and essays, books, scholarly and professionally
established and maintained databases or archives, and informal
electronic networks and internet sources
●● Use strategies—such as interpretation, synthesis, response, critique,
and design/redesign—to compose texts that integrate the writer’s ideas

with those from appropriate sources
●● Faculty in all programs and departments can build on this preparation
by helping students learn

●● The kinds of critical thinking important in their disciplines
xvi Preface
●● The kinds of questions, problems, and evidence that define their

disciplines
●● Strategies for reading a range of texts in their fields
Processes
Writers use multiple strategies, or composing processes, to conceptualize,
develop, and finalize projects. Composing processes are seldom linear:
a writer may research a topic before drafting, then conduct additional
research while revising or after consulting a colleague. Composing
processes are also flexible: successful writers can adapt their composing
processes to different contexts and occasions.
●● Develop a writing project through multiple drafts
●● Develop flexible strategies for reading, drafting, reviewing,
collaborating, revising, rewriting, rereading, and editing

●● Use composing processes and tools as a means to discover and
reconsider ideas
●● Experience the collaborative and social aspects of writing processes
●● Learn to give and to act on productive feedback to works in progress
●● Adapt composing processes for a variety of technologies and
modalities
●● Reflect on the development of composing practices and how those
practices influence their work

●● To employ the methods and technologies commonly used for research
and communication within their fields

●● To develop projects using the characteristic processes of their fields
●● To review work-in-progress for the purpose of developing ideas before
surface-level editing
●● To participate effectively in collaborative processes typical of their field
Knowledge of Conventions
Conventions are the formal rules and informal guidelines that define
genres, and in so doing, shape readers’ and writers’ perceptions of
correctness or appropriateness. Most obviously, conventions govern
such things as mechanics, usage, spelling, and citation practices.
But they also influence content, style, organization, graphics, and
document design.
Conventions arise from a history of use and facilitate reading by invoking
common expectations between writers and readers. These expectations
are not universal; they vary by genre (conventions for lab notebooks and
discussion-board exchanges differ), by discipline (conventional moves
in literature reviews in Psychology differ from those in English), and
by occasion (meeting minutes and executive summaries use different
registers). A writer’s grasp of conventions in one context does not mean
Preface xvii
a firm grasp in another. Successful writers understand, analyze, and

negotiate conventions for purpose, audience, and genre, understanding
that genres evolve in response to changes in material conditions
and composing technologies and attending carefully to emergent
conventions.
●● Develop knowledge of linguistic structures, including grammar,
punctuation, and spelling, through practice in composing and revising

●● Understand why genre conventions for structure, paragraphing, tone,
and mechanics vary

●● Gain experience negotiating variations in genre conventions
●● Learn common formats and/or design features for different kinds
of texts
●● Explore the concepts of intellectual property (such as fair use and
copyright) that motivate documentation conventions

●● Practice applying citation conventions systematically in their own work

●● The reasons behind conventions of usage, specialized vocabulary,
format, and citation systems in their fields or disciplines

●● Strategies for controlling conventions in their fields or disciplines
●● Factors that influence the ways work is designed, documented, and
disseminated in their fields

●● Ways to make informed decisions about intellectual property issues
connected to common genres and modalities in their fields.
WPA Outcomes Statement for First-Year Composition (3.0), approved July 7, 2014.
Copyright ©2014 by the Council of Writing Program Administrators. Reprinted by
permission.
xviii Preface
Acknowledgments
A Writer’s Resource is built on the premise that it takes a campus to teach a writer.
It is also true that it takes a community to write a handbook. This text has been
a major collaborative effort. And over the years, that ever-widening circle of
collaboration has included reviewers, editors, librarians, faculty colleagues, and
family members. We would like to give special thanks to Janice Peritz, one of the
original authors, who created a foundation for the many subsequent revisions.
Mort Maimon brought to this project his years of insight and experience
as a writer and as a secondary and post-secondary English teacher. Gillian
Maimon, Ph.D., elementary school teacher, University of Pennsylvania part-
time professor, and writing workshop leader is a constant motivation. She has
miraculously applied principles inherent in this text successfully to the first-
grade classroom. Alan Maimon, investigative researcher, journalist, and author,
continues to be a source of encouragement. Elaine also drew inspiration from her
granddaughters, Dasia and Madison Stewart, Annabelle Elaine Maimon, and
Lisette Rose Maimon, who already show promise of becoming writers.
David Yancey, Genevieve Yancey, Sui Wong, Matthew Yancey, and Kelly Yancey—
whose combined writing experience includes the fields of biology, psychology,
medicine, computer engineering, mathematics, industrial engineering, information
technology, graphic design, and user experience—helped with examples as well as
with accounts of their writing practices as they completed many kinds of classroom
assignments, as they applied to medical and graduate schools, as they wrote for
internships and currently write on the job. And as the younger Yanceys delight
in learning language and ways of communicating, they— Calder Yancey-Wong,
Clara Yancey, and Amelie Yancey-Wong—have reminded us of the importance of
communication of all kinds.
At Governors State University (GSU), Penny Perdue, who is herself an
exemplary writer, provided research and expert editorial support. We also welcome
the opportunity to thank Penny for her outstanding work in managing administrative
operations in the Office of the GSU President, thereby freeing Elaine to pursue her
career-long passion for helping students become independent writers and thinkers.
Dr. Lydia Morrow Ruetten provided up-to-date information on the GSU library.
From Florida State University, we thank the Rhetoric and Composition
program and the many good ideas that come from students and faculty alike.
Specifically, we thank Liane Robertson—now at William Paterson University of
New Jersey—and Kara Taczak—now at the University of Denver—who have brought
their experiences as excellent teachers of writing to many pages of this book.
We are grateful to Harvey Wiener and the late Richard Marius for their
permission to draw on their explanations of grammatical points in A Writer’s
Resource. We also appreciate the work of Maria Zlateva of Boston University; Karen
Batchelor of City College of San Francisco; and Daria Ruzicka, who prepared
the ESL materials. Thanks also go to librarians Debora Person, University of
Wyoming, and Ronelle K. H. Thompson, Augustana College. Our colleague Don
McQuade has inspired us, advised us, and encouraged us throughout the years of
this project. We thank Lisa Moore and Christopher Bennem for orchestrating our
work on early editions.
Preface xix
Within the McGraw- Hill Education organization, many wonderful

people have been our true teammates on this sixth edition. We appreciate Kelly
Villella-Canton’s excellent work as director and Penina Braffman Greenfield’s as
portfolio manager for English. We are grateful to Kelly and Penina for helping
us to concentrate on what only the authors could do, while they took care of so
much else. Crucial support came from David Patterson, managing director for
English and Mary Ellen Curley, product development manager. Thanks to Janet
Smith, Andrea Pasquarelli, Paula Kepos, and Michael O’Loughlin, all of whom
worked diligently on Connect Composition. Lisa Bruflodt, content project manager,
monitored every detail of production; Debra Kubiak and Jessica Cuevas, designers,
supervised every aspect of the striking text design and cover; and designer Robin
Mouat was responsible for the stunning visuals that appear throughout the book.
Thanks to Brianna Kirschbaum, DeAnna Dausener, and Mark Schaefer for their
help in clearing text permissions for this edition.
This book has benefited enormously from three extraordinary product
developers: David Chodoff, the remarkable Carla Samodulski, and the incredibly
talented Elizabeth Murphy. Elizabeth joined the team to shepherd us through
the fifth edition and it has been a pleasure working with her. Carla and Elizabeth
worked together to strengthen and refine the digital tools available in Connect
for A Writer’s Resource.
Finally, many, many thanks go to the reviewers who read chapters from the
new edition of one of our handbooks, generously offered their perceptions and
reactions to our plans, and had confidence in us as we shaped our texts to address
the needs of their students. We wish to thank the following instructors:
Content Consultants and Reviewers

Arizona Western College, Yuma Leigh Kolb
Jennifer M. Hewerdine Patsy Watts
Stephen Moore Eastern Illinois University
Baton Rouge Community College Melissa Caldwell
Shelisa Theus Dalva Markelis
Bridgewater State University Front Range Community
Deborah Barshay College
Cumberland County College Donna Craine
Joshua Austin Glendale Community College
Delaware Technical Community Alisa Cooper
College Hawaii Pacific University
Rob Rector Robert Wilson
Durham Technical Community College Howard University
Jonathan Cook David Green
Dyersburg State Community College Husson University
Linda Weeks Maria Cahill
East Central College Idaho State University
Sue Henderson Harold Hellwig
xx Preface
Illinois Central College Quinnipiac University

Michael Boud Glenda Pritchett
James Dekcer St. Louis Community College,
Isothermal Community College Florissant Valley
Jeremy Burris Lonetta Oliver
Ivy Tech Community College, Columbus Santa Fe College
John Roberts Akilah Brown
Ivy Tech Community College, Southern Illinois University
Central Indiana Tara Hembrough
Judith LaFourest Southwestern Assemblies of
Brenda Spencer God University
Jacksonville State University Diane Lewis
Don Bennett Southwestern Illinois College
Christy Burns Judi Quimby
Deborah Prickett
Tarrant County College, Southeast
West Kentucky Community and Campus
Technical College Elizabeth Joseph
Kimberly Russell
Texas Christian University
Lane College Brad Lucas
Unoma Azuah
Tidewater Community College,
Lees-McRae College Virginia Beach Campus
Kathy H. Olson Doris Jellig
Lincoln College Tulsa Community College,
Judy Cortelloni Metro Campus
Lincoln Land Community College Greg Stone
Jason Dockter Jeanne Urie
McNeese State University Tulsa Community College
Corliss Badeaux Ken Clane
Rita D. Costello The University of Arkansas at
Mercer University Pine Bluff
Jonathan Glance Janice Brantley
Michigan State University, East Union University
Lansing David Malone
Nancy Dejoy University of Alabama
Northwest Arkansas Community College Karen Gardiner
Audley Hall Jessica Kidd
Megan Looney University of Hartford
Palm Beach State College, Lake Worth Susan M. Aliberti
Susan Aguila The University of Missouri,
Palm Beach State College Kansas City
Patrick Tierney Daniel Mahala
Porterville College University of Montana
Melissa Black Amy Ratto-Parks
Preface xxi
The University of Toledo Wayne County Community College

Anthony Edgington District
The University of West Georgia Bakkah Rasheed- Shabazz
Kevin Casper Sharon Wallace
University of Wisconsin-Stout Western Technical College

Andrea Deacon Pamela Solberg
William Paterson University
Mark Arnowitz
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xxiv Preface
How to Find the Help You need in A Writer’s Resource

A Writer’s Resource is a reference for all writers and researchers. When you are writing in
any situation, you are bound to come across questions about writing and research. A Writ-
er’s Resource provides you with answers to your questions.
Begin with Start Smart. If you are responding to an assignment, go to the Start Smart
feature at the beginning of Tab 1 to determine the type of writing the assignment requires,
along with the steps involved in constructing it and one or more examples. A brief Start
Smart box opens each subsequent tab, posing questions aligned with the WPA outcomes;
this feature will guide you to the sections of the text that answer these questions. These
features give you an easy means of accessing the many resources available to you within
A Writer’s Resource, from help with finding a thesis to advice on documenting your sources.
Check the table of contents. If you know the topic you are looking for, try scanning the
complete contents on the last page and inside back cover, which includes the tab and
chapter titles as well as each section number and title in the book. If you are looking for
specific information within a general topic (how to correct an unclear pronoun reference,
for example), scanning the table of contents will help you find the section you need.
Look up your topic in the index. The comprehensive index at the end of A Writer’s
Resource (pp. I-1–I-43) includes all of the topics covered in the book. For example, if you
are not sure whether to use I or me in a sentence, you can look up “I vs. me” in the index.
Check the documentation resources. By looking at the examples of different types of
sources and the documentation models displayed at the opening of each documentation
tab, you can determine where to find the information you need to document a source. By
answering the questions posed in the charts provided (for MLA style at the beginning of
Tab 6 and for APA style at the beginning of Tab 7), you can usually find the model you
are looking for.
Look in the grammar tab-opening pages for errors similar to the ones you typically make.
Tab 9 opens with a chart of the most common errors students make. Each error includes
an example and a reference to the section and page number where you can find a more
detailed explanation and examples. Flip through these pages to find a quick reference
guide for multilingual writers.
Look up a word in the Glossary of Usage. If you are not sure that you are using a partic-
ular word such as farther or further correctly, try looking it up in the Glossary of Usage,
available in the ebook in Connect.
Refer to Tab 12 if you are a multilingual writer. Chapters 69–72 provide tips on the use
of articles, helping verbs, and other problem areas for multilingual writers.
Check the list of Discipline-Specific Resources. Further Resources for Learning, avail-
able in the ebook in Connect, includes a comprehensive list of sources that have already
been checked for relevance and reliability.
Preface xxv
The running head and section

number give the topic covered on the page 550 69a BASIC GRAMMAR REVIEW Parts of Speech
as well as the number of the chapter and

section letter in which the topic is discussed. tip FOR MULTILINGUAL WRITERS: Recognizing
language differences
The standard structures of sentences in languages other than English
can be very different from those in English. In other languages, the form
of a verb can indicate its grammatical function more powerfully than can
its placement in the sentence. Also, in languages other than English,
Tips for Multilingual Writers adjectives may take on the function that articles (a, an, the) perform,
boxes provide useful tips and or articles may be absent.

If your first language is not English, try to pinpoint the areas of difficulty
helpful information. you have in English. See whether you are attempting to translate the
structures of your native language into English. If so, you will need to learn
more about English sentence structure.
CHAPTER 69
Parts of Speech
English has eight primary parts of speech: verbs, nouns, pronouns, adjectives,
The main heading adverbs, prepositions, conjunctions, and interjections. All English words belong
to one or more of these categories. Particular words can belong to different
includes the chapter categories, depending on the role they play in a sentence. For example, the word
button can be a noun (the button on a coat) or a verb (button your jacket now).
number and section
69a
letter (for example, 51d) Verbs
Verbs carry a lot of information. They report action (run, write), condition
as well as the title of the (bloom, sit), or state of being (be, seem). Verbs also change form to indicate
person, number, tense, voice, and mood. To do all this, a main verb is often
section. preceded by one or more helping verbs, thereby becoming a verb phrase.
mv
► The play begins at eight.
Examples, many hv mv hv mv
► I may change seats after the play has begun.
of them with hand
1. Main verbs
corrections, illustrate Main verbs change form (tense) to indicate when something has happened. If
typical errors and how a word does not indicate tense, it is not a main verb. All main verbs have five
forms, except for be, which has eight.
to correct them. BASE FORM (talk, sing)
PAST TENSE Yesterday I (talked, sang).
420 42c EDITING FOR CLARITY Faulty Parallelism Running head and
section number
IDENTIFY AND EDIT
//
Faulty Parallelism The Identify and
To avoid faulty parallelism, ask yourself these questions:
Edit boxes help you
? 1. Are the items in a series in parallel form?
recognize and correct
glanced angrily at
• The senator stepped to the podium, an angry glance shooting
^
errors and problems
toward her challenger, and began to refute his charges.
with grammar, style,
and punctuation.
? 2. Are paired items in parallel form?
had
• Her challenger, she claimed, had not only accused her
^
falsely of accepting illegal campaign contributions, but
had accepted illegal contributions himself.
his contributions were from illegal sources.
^
? 3. Are the items in outlines and lists in parallel form?
FAULTY She listed four reasons for voters to send her

PARALLELISM back to Washington:
1. Ability to protect the state’s interests
2. Her seniority on important committees
3. Works with members of both parties to
get things done
4. Has a close working relationship with the
President
REVISED She listed four reasons for voters to send her
back to Washington:
1. Her ability to protect the state’s interests
2. Her seniority on important committees
3. Her ability to work with members of both
parties to get things done
4. Her close working relationship with the
President
Design Elements: (butterfly/computer): ©Visual Generation/Shutterstock; (other design icons):

©McGraw-Hill Education
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1
1 | Writing Today
Writing Today
The adequate study of culture, our own and those on the opposite side of the
globe, can press on to fulfillment only as we learn today from the humanities
as well as from the scientists.
–Ruth Benedict
©Peerayot/Shutterstock
The compass has long been a tool for explorers and mapmakers. This book
was designed to be a compass for writing in any discipline.
1 Writing Today
1 | Writing Today
START SMART Addressing 3. Audience and Academic

1–28
the Writing Situation 1 English 24

a. Becoming aware of your
1. Writing across the Curriculum audience 26
and beyond College 10 b. Using reading, writing, and
a. Learning to transfer composition speaking to learn more about
skills 11 Academic English 27
b. Studying the world through c. Using learning tools that
a range of academic are available for multilingual
disciplines 11 students 28
c. Using writing as a tool for
learning 12
d. Taking responsibility
for reading, writing, and
research 13
e. Recognizing that writing
improves with practice 14
f. Achieving the core outcomes of
successful writing 14
2. Writing Situations 16
a. Viewing the situation as the
framework for approaching any
writing task 16
b. Deciding on the best
medium 18
c. Making effective use of
multimodal elements and
genres 18
d. Becoming aware of the
persuasive power of
images 20
e. Taking advantage of online and
other electronic tools for writing
and for learning 20
Section dealing with visual rhetoric. For a complete listing, see the Quick Guide to Key
Resources in Connect.
START SMART Addressing the Writing Situation
START SMART
Start Smart will help you understand your writing situation and find the advice you
need to get your project off to a good start. It also provides an overview for any kind
of writing project. If you get stuck, come back here to jump-start your work.
Step 1 What should your assignment or project do?
Look for these keywords
Inform: classify, define, describe, explore, illustrate, report, survey
Interpret or Analyze: analyze, compare, explain, inquire, reflect
Argue or Persuade: agree, defend, evaluate, justify, propose, refute
Step 2 Go to
A: Writing That Informs
B: Writing That Interprets and Analyzes
C: Writing That Argues/Persuades
A: Writing That Informs

Begin with the Writing Situation:
• What topic are you writing about? (Ch. 5, pp. 36–38)
• Who is going to read your writing? (Ch. 5, p. 36)
• How should you talk about this topic for your readers? (Ch. 5, p. 38)
• What is the required length, deadline, and format, as well as the background for
your assignment? (Ch. 5, p. 38)
• What kind of text is it; how should you present it? (Ch. 5, pp. 38–39)
• What design conventions are appropriate for this type of writing? (Ch. 8, p. 84)
Compose Using Writing Processes:

• How can you find a worthwhile thesis or claim for your topic? (Ch. 5, pp. 43–45)
• What strategies can help you organize your writing? (Ch. 6, pp. 52–65)
• What strategies can help you revise? (Ch. 7, pp. 65–77)
Think Critically about Using Sources:

• Does your writing require research? (Ch. 18, pp. 191–97)
• If yes, how many and what kind of sources are needed? (Ch. 18, pp. 196–97)

• What resources are appropriate for your course and available? (See Further
Resources for Learning in Connect)
• Should you use tables, graphs, or images? Audio or video? (Ch. 5, pp. 48–51)
Think Carefully about Your Final Steps:

Resources for Writers
• Did you cite all your sources correctly? (Ch. 25, pp. 257–59)
• Did you carefully edit and proofread your writing? (Ch. 7, p. 79–81)
Some Samples
• Informative report (pp. 87, 102, 351)
• Newsletter (p. 177)
• Brochure (p. 176)
• Annotated bibliography (p. 241)
For an interactive version of this Start Smart guide, along with more
samples, go to connect.mheducation.com
1
Informative Report
START SMART
Sample
The thesis
or claim
summarizes
the writer’s
knowledge of
this topic.
Tone is
objective;
writer does
not express
an opinion.
Bar chart
illustrates key
point made
in the text.
Caption
explains bar
chart.
Procedure
illustrates key
idea as a
numbered
list.
A successful informative report should

• have a thesis or claim that summarizes the writer’s knowledge of the topic.
• have an objective tone.
• illustrate key ideas with examples from research.
2 Additional information about report design is available on pages 85–92.
B: Writing That
START SMART
Interprets and Analyzes
• What topic are you interpreting or analyzing? (Ch. 5, pp. 36–38)

• How can you find a worthwhile thesis or claim for your topic? (Ch. 5, pp. 43–45)

• Does your writing require research? (Ch. 18, pp. 191–97)
Resources for Learning in Connect)

• What citation style, if any, should you use? (Ch. 25, pp. 257–59)
• Did you cite all your sources correctly? (Ch. 24, pp. 250 and 257)
• Did you carefully edit and proofread your writing? (Ch. 7, pp. 79–81)
Some Samples
• Visual analysis (p. 82)
• Analysis of a poem (p. 117)

3
Visual Analysis
START SMART
A Sample
Diane Chen
Professor Defeo
Art 251: History of Photography
6 December 2017
Inspiring Empathy: Dorothea Lange’s Migrant Mother

American photographer Dorothea Lange is perhaps best known for her work
Topic is
identified, commissioned by the Farm Services Administration photographing the social
followed by and economic effects of the Great Depression. Her arresting portraits of
statement of
a focused, displaced farmers, migrant families, and the unemployed skillfully depict the dire
powerful consequences of the Depression for America’s working classes. Artful though her
thesis.
photographs are, Lange’s technique involved more than artistic skill. Lange
considered herself primarily a photojournalist, whose goal was to encourage
social action through her work. As a photojournalist who empathetically captured
the struggles of her subjects on film, Lange was able to impart compassion to
her audience and in turn inspire change.
One of Lange’s most famous photographs, Migrant Mother, (see fig. 1) is an
example of her unique ability to document such struggles. Migrant Mother is not
Uses a
thoughtful simply a portrait of one mother’s hardship, but is a raw depiction of the plight of
tone. thousands of displaced families during the Depression. The mother in this
photograph, Florence Owens Thompson, was a migrant worker in Nipomo,
California, in 1936, whom Lange encountered sitting outside her tent in a migrant
camp. Lange took several exposures of Thompson, moving closer to her subject
with each shot. This technique helped her to capture an image that communicated
to viewers what poverty looked like at a human level. But the power of Lange’s
image is not confined to history; even today, Migrant Mother remains an iconic
reminder of the struggles of the poor.
The photograph’s composition reveals Lange’s compassion for her subject.
Although four figures make up the photograph, the mother, whose face we see
in full, is its main subject. She gazes outward, worriedly, as her three children
huddle around her. The children frame her figure, two of them with faces
hidden behind her shoulders, either out of shyness or shared distress, while the
A description third rests across the mother’s lap. The mother’s expression conveys a
of the
desperate concern, presumably for her children’s wellbeing. Her children cling
image that
illustrates the to her, but her own faraway gaze gives evidence that she is too distracted by
main point.
her worries to give them comfort. Lange emphasizes the mother’s expression
4
Mother remains an iconic reminder of the struggles of the poor.
composition reveals
Although four figures make up the photograph, the mother, whose face we see in full, is
its main subject. She gazes outward, worriedly, as her three children huddle around her.
The children frame her figure, two of them with faces hidden behind her shoulders, either
START SMART
out of shyness or shared distress, while the third rests across lap. The
desperate concern, presumably for her ch
wellbeing. Her children cling to her, but her own faraway gaze gives evidence that she is
Photographs Division [LC-DIG-fsa-8b29516]

toobydistracted
making it the
by focal point of to
her worries thegive
photograph. In doing so,
them comfort. she encourages
Lange emphasizes the
Source: Library of Congress Prints and

expression
viewers to by making
identify with it
thethe focaland
mother point
evenoftothe photograph.
wonder In doing
what thoughts pass so, she encourages
viewers
throughtoher
identify
mind. with the mother and even to wonder what thoughts pass through her
mind.
Fig. 1.Fig. 1. D Lange,

Dorothea orothea
Caption gives
Migrant Mother Migrant
Lange,
the title of the
Mother. photograph.
---------------------------------------------------------- [New page] -----------------------------------------------------------
Work Cited
Lange, Dorothea. Migrant Mother. 1936. Prints and Photographs Division,

Library of Congress. Dorothea Lange: Photographer of the People. 5 Jan.
2014. www.loc.gov/rr/print/list/128_migm.html.
A successful visual analysis should

• have a focused and purposeful thesis.
• have a thoughtful tone.
• include a description of the image illustrating the main point. If possible,
include a copy of the image under discussion.
Full analysis is available (in draft form) on pages 82–84.

5
C: Writing That
START SMART
Argues/Persuades
• What topic are you writing about? (Ch. 5, pp. 36–38)

• How can you find a thesis or claim for your topic? (Ch. 5, pp. 43–45)

• Does your argument require research? (Ch. 18, pp. 191–97)
Resources for Learning in Connect.)

• What citation style, if any, should you use? (Ch. 25, pp. 257–59)
• Did you cite all your sources correctly? (Ch. 24, p. 250)
• Did you carefully edit and proofread your writing? (Ch. 7, pp. 79–81)
Some Samples
• Arguments (pp. 136, 306)
• Persuasive Web site (p. 8)
• Persuasive PowerPoint/Oral presentation (p. 160)
6
Argument
START SMART
A Sample
Honrado 1
Joseph Honrado
Professor Robertson
English 201
1 October 2017
Cyberbullying: An Alarming Trend for the Digital Age
Before the advent of social media and cell phones, bullies used to harass their
victims on the playground, on the school bus, and in the lunchroom. In response to
these confrontations, adults advised kids to stand up to bullies or simply to avoid them.
However, in today’s digital society, bullying can take place anytime and anyplace. That Introduces
means standing up to a bully is much more difficult. According to a program run by
the issue of
cyberbullying
the Minnesota Parent Training and Information Center (PACER), definitions of using a
reasonable
bullying differ by locality and even by school; however, most definitions have traits in tone.
common, including repeated behavior that “hurts or harms another person physically
or emotionally” and targets individuals who are unable to defend themselves (National
Bullying Prevention Center). The Web site Stopbullying.gov, which is supported by the Presents
definition of
United States Department of Health and Human Services, updates this definition to cyberbullying.
include “bullying that takes place using electronic technology,” also known as
cyberbullying (“Bullying Definition”). Cyberbullying is a significant, destructive problem
among young people. It is especially harmful because of its immediacy, scope, and
permanence: humiliation is easily inflicted online, where large audiences can continue
to witness it indefinitely. With new technologies affecting the ways kids interact, adults

must consider new ways to deal with the problem of bullying. If the problem of
cyberbullying is ever to be overcome, students, parents, educators, and the media must Thesis or
work together to promote healthy guidelines for online behavior. claim.
A successful argument should

• include a thesis or claim that clearly states the writer’s position.
• identify key points that support and develop the thesis, with evidence for
each point.
• use a structure that is appropriate for the content and context of the argument.
• have a reasonable tone.
• conclude by emphasizing the importance of the position and its implications
and by answering the “So what?” question.
Full argument is available on pages 136–42.

7
Persuasive Web Site
START SMART
A Sample
Headline
highlights key
points of article.
Link to regional
data climate
change in the
United States.
Text has a
reasonable tone.
Source: US. Global Change Research Program, www.globalchange.gov
A successful Web site should

• include pages that capture and hold interest.
• be readable, with a unified visual appearance.
• be easy to access and navigate.
A successful persuasive Web site should

• have a reasonable tone.
• highlight key points so that readers can spot them quickly.
• include links to authoritative sources that support the writer’s position.
• use visual cues to establish credibility. Avoid clip art or images/patterns that
are cluttered or “cute.”
8
PowerPoints for a
START SMART
Persuasive Oral Presentation
(Young woman): ©SpeedKingz/Shutterstock

A compelling
opening,
clearly
presented on
the slide.
Visual aid or
source is
used to
support an
important
point.
A focused
discussion.
Text used
sparingly.

Dr. Sameer Hinduja and Dr. Justin W. Patchin, “Cyberbullying Victimization” Cyberbul-
lying Research Center, July-October 2016. cyberbullying.org.
A persuasive oral presentation should

• have a compelling opening.
• have a clear focus and organization.
• use visual aids and sources to support key points and highlight content (with
text used sparingly).
• conclude memorably.
• be delivered extemporaneously (avoid reading the slides).
9
START SMART
Tab 1: Learning across the Curriculum
This section will help you answer questions such as the following:
Rhetorical Knowledge
• What is a rhetorical situation, and how can understanding this term
help me now and as a writer throughout college and life? (2a)
• How do I respond appropriately to different writing situations? (2a)
• How can belonging to more than one culture help my writing? (3)
• Why is it fine for me to use emoticons and abbreviations in text
messages but not in a college assignment? (2e)
Critical Thinking, Reading, and Writing
• How can writing help me learn in all my college courses? (1c)
• How can I plan my time in college? (1d)
• How can writing help me develop fluency in English? (3)
Processes
• What do social media have to do with college writing? (2b)
• How can digital technology help me work with other students on
writing projects? (2b)
Knowledge of Conventions
• What is a discipline? (1b)
• How can I tell what my instructors expect of me in college? (1d, 3a)
• What conventions should I follow when writing e-mail for professional
purposes? (2e)
For a general introduction to writing outcomes, see 1e, pages 14–15.
CHAPTER 1
Writing across the Curriculum and beyond College
College is a place for exploration, opening new pathways for your life. You will
travel through many courses, participating in numerous conversations—spoken
and written—about nature, society, and culture. As you navigate your college
experience, use this book as your map and guide.
●● As a map, this text will help you understand different approaches to
knowledge and see how your studies relate to the larger world.
●● As a guide, this text will help you write in college—for classes and in
exams and research reports—and in other areas of your life where you
will write résumés, brochures, complaints, and business correspondence.
As a permanent part of your library, this text can help guide you through college
and beyond.
10
Writing Today Study the world through a range of academic disciplines 1b 11
1a Learn to transfer composition skills to other contexts.

You may think that only those who aspire to write for a living should study com-
position. You may have already decided on a career that you assume will require
little writing. However, that clear, effective writing is expected in just about every
career. It’s likely in any case that you will change careers, not once but several
times. With that in mind, we encourage you to put mission before major. Think
about what you want to accomplish in the world and seek guidance from profes-
sors and career counselors. You will find that many different majors will prepare
you for a fulfilling life.
As a citizen, you will find knowing how to write gives you a voice to address
issues in your community. As a family member and friend, you will write to your
children’s teachers, to distant relatives, and to people requesting recommenda-
tions. Whether you use e-mail, social media, or notepaper, writing is essential to
relationships.
But writing is more than putting words together. Your study of composition
will improve your powers of critical and innovative thinking. Writing is a way
of learning and a way of knowing. The trick is to transfer what you learn in
composition to contexts that look very different from the immediate assignment.
For example, learning to argue against cyberbullying will help you to argue for
improved funding for public schools. The topics are very different, but you can
transfer your ability to keep a reasonable tone, include a thesis that states your
position, use a structure that supports and develops the thesis, and concludes
by responding to the question audiences of persuasive messages are likely to
ask: “So what?” Learning to evaluate sources for an academic research paper
will help you recognize questionable sources on a news feed or in a social media
post. You will apply the skill of evaluating sources for credibility every time you
use the Internet. As the phenomenon of “fake news” continues to spread and
confuse our understanding of events in the world, source evaluation skills are
becoming increasingly important to our ability to act as responsible citizens.
Learning to transfer skills from one situation to another is the essence of
education. As you identify and pursue your mission in life, you will make many
different kinds of transfers. In your composition course, start to reflect on how
to make those transfers effectively.
1b Study the world through a range of academic disciplines.

To some extent, each department in your college represents a specialized terri-
tory of academic study, or area of inquiry, called a discipline. A discipline has
its own history, issues, vocabulary, and subgroups. The discipline of sociology,
for example, is concerned with the conditions, patterns, and problems of people
in groups and societies. Sociologists collect, analyze, and interpret data con-
nected to that focus; sociologists also debate questions of reliability and inter-
pretation. These debates occur in classrooms with students; in conferences with
colleagues, in journals and books that reach national and international academic
audiences, and in conversations, presentations, and publications addressing
members of the public, including elected officials.
12 1c Writing Today Writing across the Curriculum and beyond College
Most college students take courses across a range of disciplines. You may
be asked to take one or two courses each in the humanities (the disciplines of
literature, music, and philosophy, for example), the social sciences (sociology,
economics, and psychology, for example), and the natural sciences (physics,
biology, and chemistry, for example). When you write in each discipline—taking
notes, writing projects, answering essay- exam questions— you will join the
academic conversation, deepen your understanding of how knowledge is con-
structed, and learn to see and think about the world from different vantage
points. You will also discover that courses and assignments overlap in interesting
ways. Developing the ability to see and interpret experience from different per-
spectives goes beyond college to success in life. Every day—every hour—the con-
text shifts. Sizing things up, figuring out what is required, and shaping your
responses appropriately will help you to manage any situation. Both personally
and professionally, empathizing with other points of view, while sustaining the
integrity of your own principles, will take you far.
1c Use writing as a tool for learning.

Writing is a great aid to learning. Think of the way a simple shopping list jogs your
memory once you get to the store, or recall the last time you jotted down notes
during a meeting. Because of your heightened attention, you undoubtedly knew
more about what happened at that meeting than did anyone else in the room.
Writing helps you remember, understand, and create.
●● Writing aids memory. From taking class notes (see Figure 1.1) to
jotting down ideas for later development, writing helps you to retrieve
important information. Write down ideas inspired by your course
work—in any form or order. These ideas can be the seeds for a
research project or other types of critical inquiry, or you can apply
them to your life outside the classroom.
●● Writing sharpens observations. When you record what you see, hear,
taste, smell, and feel, you increase the powers of your senses. Note
the smells during a chemistry experiment, and you will more readily
detect changes caused by reactions; record how the aroma of a new
bar of soap makes you feel, and you will better understand your own
moods.
●● Writing clarifies thought. After composing a draft, carefully reading it
helps you pinpoint what you really want to say. The last paragraph of
a first draft can become the first paragraph of the next draft.
●● Writing uncovers connections. Maybe a character in a short story
reminds you of your neighbor, or an image in a poem makes you feel
sad. Writing down the reasons you make these connections can help
you learn more about the work and more about yourself.
●● Writing aids reflection. Thinking and writing about something factual
opens up possibilities for further consideration and interpretation.
Writing about surveys of voter behavior, for example, invites evaluation
of methodology and the application of findings.
Writing Today Take responsibility for reading, writing, and research 1d 13
3/17
MEMORY
3 ways to store memory

1. sensory memory —everything sensed
2. short term memory STM —15-25 sec.
—stored as meaning
—5-9 chunks
3. long term memory LTM —unlimited
—rehearsal
—visualization
* If long term memory is unlimited, why do we forget?
Techniques for STM to LTM
—write, draw, diagram
—visualize
—mnemonics
FIGURE 1.1 Lecture notes. Recording the main ideas of a lecture and the
questions they raise helps you become a more active listener.
●● Writing improves reading. When you read, annotating the text—or taking
notes on the main ideas—and drafting a brief summary of the writer’s
points sharpen your reading skills and help you remember what you
have read. Because memories are often tinged with emotion, writing a
personal reaction to a reading can connect the material to your own
life, thereby enhancing both your memory and your understanding. (For
a detailed discussion of critical reading and writing, see Chapter 4.)
●● Writing strengthens argument. In academic projects, an argument is not
a fiery disagreement, but rather a path of reasoning to a position. When
you write an argument supporting a claim, you work out the connections
among your ideas—uncovering both flaws that force you to rethink your
position and new connections that make your position stronger.
Through writing, you also address your audience and the objections they
might raise. Success in life often depends on understanding opposing
points of view and arguing for your own ideas in ways that others can
hear. (For a detailed discussion of argument, see Chapter 11.)
1d Take responsibility for reading, writing, and research.

The academic community assumes that you are an independent learner, capable
of managing your workload without supervision. For most courses, the syllabus
will be the primary guide to what is expected, serving as a contract between
you and your instructor. It will tell you what reading you must do in advance
of each class, when tests are scheduled, and when formal assignments or stages
14 1f Writing Today Writing across the Curriculum and beyond College
of projects (for example, topic and research plan, draft, and final project) are
due. Use the syllabus to map out your weekly schedule for reading, research,
and writing. (For tips on how to schedule a research project, see Chapter 18.)
1e Recognize that writing improves with practice.

Composition courses are valuable in helping you learn to write at the college
level, but your development as a writer only begins there. Writing in all your
courses, and in your cocurricular experiences and personal situations, through-
out your academic career will prepare you for a lifetime of confidence as
a writer.
1f Achieve the core outcomes of successful writing.

As you write any project, you will communicate your ideas more effectively if
you keep these four outcomes in mind. Although they are presented separately
here, these outcomes work together as you compose. For example, you will use
critical thinking (part of one outcome) as you revise your project (part of
another outcome).
●● Rhetorical Knowledge includes writing successfully for a given
rhetorical situation, bringing together the appropriate context, purpose,
audience, and conventions. It also means using the most appropriate
genre and technologies to achieve that purpose, employing conventions
necessary to the genre, and taking an appropriate rhetorical stance.
See Chapters 2 and 5a.
●● Critical Thinking, Reading, and Writing include reading, analyzing,
interpreting, and evaluating verbal and visual texts. Writers identify
the assumptions, claims, and kinds of support provided in other texts;
they also read across these texts to find patterns of similarity and
points of difference. Writers draw on these materials to create their
own claims, to select sources, and to integrate such support—through
summaries, paraphrases, and quotations—with their own ideas. See
Chapters 4, 11b, and 21.
●● Processes are flexible strategies for drafting and revising that can be
adapted for different writing situations. Writers also work with others
in practicing peer review and composing collaboratively with others.
Through reflecting, writers understand and change their composing
processes as needed. See Chapters 5–7.
●● Knowledge of Conventions are formal and informal guidelines governing
different genres (for example, a résumé or a literary analysis) and enacting
those guidelines correctly—for syntax, punctuation, and spelling, for
example—in every writing project. See Chapter 8, Tab 4, and Tabs 9–11.
Throughout this handbook, Start Smart boxes (like the one that appears at the
beginning of this chapter) will help keep you focused on the concerns you are
most likely to encounter at each moment in the writing process.
Writing Today Achieve the core outcomes of successful writing 1f 15
NAVIGATING THROUGH COLLEGE AND BEYOND

Study Skills and Dealing with Stress
Whether you are fresh out of high school or are returning to school after
many years, college, like all new and challenging experiences, can be
stressful. Here are some strategies for dealing with the stress of college
and achieving success:
• Make flexible schedules. Schedules help you control your time and
avoid procrastination by breaking big projects into manageable bits.
Be sure to build some flexibility into your schedule, so that you can
manage the unexpected.
• Make the most of your time by setting clear priorities. Deal with
last-minute invitations by saying “no,” getting away from it all, and
taking control of phone, text, and e-mail interruptions.
• Take good notes. The central feature of good note taking, in college
and in life, is listening and distilling the important information—not
writing down everything that is said.
• Build reading and listening skills. When you read, identify and
prioritize the main ideas, think critically about the arguments, and
explain the writer’s ideas to someone else. Listen actively: focus on
what is being said, pay attention to nonverbal messages, listen for
what is not being said, and take notes.
• Improve your memory. Rehearsal and making connections are key
strategies in remembering important information. Repeat the
information, summarize it, and associate it with other concepts or
memories.
• Evaluate the information you gather. Consider how authoritative
the source is, whether the author has potential biases, how
recent the information is, and what facts or other evidence is
missing from the research. In college, as in life, critical thinking
is essential.
• Take care of yourself. Eating healthful food, exercising regularly, and
getting plenty of sleep are well-known stress relievers. Some people
find meditation to be effective. Stopping for a few seconds to take
some deep breaths can do wonders.
• Reach out for support. If you find it difficult to cope with stress, seek
professional help. Colleges have trained counselors on staff as well
as twenty-four-hour crisis lines.
Based partly on Robert S. Feldman, P.O.W.E.R. Learning: Strategies for Success in College
and Life, 2nd ed., McGraw-Hill, 2003.
16 2a Writing Today Writing Situations
CHAPTER 2
Writing Situations
The rhetorical situation—also known as the writing situation—refers to the con-
siderations that all writers take into account as they write. When writers think
about their situation, they reflect on the following:
●● The primary purpose
●● The audience(s) to address
●● The context in which they are writing
●● The stance, or authorial tone
●● The genre and medium most appropriate for the purpose, audience,
and writing task
Martin Luther King Jr., for example, wrote “A Letter from Birmingham Jail”
to achieve a specific purpose, persuading others to rethink their views about
achieving racial justice in the South in the 1960s; for a specific audience, those
who disagreed with his approach of nonviolent civil disobedience; in a given
genre, an open letter addressed to a specific group but intended for publication.
A student composing a review evaluating a recent film for a blog has a different
purpose, to provide a recommendation about whether the film is worth seeing;
to a given audience, the readers of the blog; in the form of a review, another
genre. The context for Martin Luther King Jr. was very different from the
context for the student writer, of course. A writer’s context includes the means
of communication, current events, and the environment in which the commu-
nication takes place. See an illustration of how these elements are related in
Figure 2.1.
2a View the situation as the framework for approaching

any writing task.
To manage a writing situation successfully, writers must consider its purpose,
audience, and context, both before writing and as they compose. By keeping their
rhetorical situation in mind, writers find the writing process easier to manage,
and the project that results will be stronger and more effective.
Writer FIGURE 2.1 Elements of a writing situation.
Context
Audience Topic
Another random document with
no related content on Scribd:
class of the Jews of Warsaw. While the masses of the nation, cut-off
from all but commercial intercourse with their Christian neighbours,
live huddled together in separate quarters, fed on the traditions of
the past, and observing, in dress, diet and deportment, the
ordinances of the Talmud in all their ancient strictness, a small
minority of their cultured brethren has overstepped the narrow limits
of orthodox Judaism and identified itself in all things, save creed,
with the Poles, whose national aspirations it shares and with whom it
does not even shrink from intermarrying occasionally. But this
reconciliation is confined to that infinitesimal class which, thanks to
its wealth, is free from persecution, and in temperament, sentiment,
and ideas belongs to the most advanced section of Occidental Jews
rather than to the Jewry of Eastern Europe. Besides, it is a
reconciliation strenuously opposed by the Russian authorities which,
while inciting the Poles against the Jews, encourage the Jews to
cling to their exclusiveness and to resist all Polish national
aspirations as alien to them.
Yet, in spite of all disabilities, and as though in quiet mockery of
them, the Russian Jews contrive not only to exist, but, in some
degree, to prosper. Their skill, their sobriety, their industry, their
indomitable patience, their reciprocity, and their cunning—all
fostered by the persecution of centuries—enable them to hold their
own in the struggle, and to evade many of the regulations which are
intended to bring about their extinction. They often obtain a tacit
permission to live in various trading places beyond the “pale,” and in
many villages in which they have no legal right of residence.
Vocations forbidden by law are pursued by the connivance of corrupt
officials, and the despised outcasts frequently succeed in amassing
large fortunes as merchants or contractors, by the practice of
medicine, or at the Bar, or in earning a respectable livelihood as
professors and authors, and even as Government servants!
Even culture is not allowed to die out. National enthusiasm,
fomented by persecution, and denied political self-expression, finds
an outlet in literature. In spite of the State, the Church, and the
Synagogue, the darkness of the Russian ghetto is illumined by gifted
writers in prose and verse, like Perez, Abramovitch, Spektor,
Goldfaden, and others, who have invested the debased Yiddish
jargon of the Russian Jew with the dignity of their own genius, and
have produced a literature popular in form as well as in sentiment—a
literature which reflects with wonderful vividness and fidelity the
humour and the sadness of Russian life, and under a different guise
carries on Mendelssohn’s educational mission. In addition to these
original works, there is a vast activity in every department of foreign
literature and science, including translations from many European
languages, and a vigorous periodical press which disseminates the
products of Western thought among the masses of the ghetto. So
that the Russian Jew has access, through his own Yiddish, not only
to works of native creation, but also to the most popular of foreign
books, great and otherwise: from Goethe’s Faust and Shakespeare’s
Hamlet to Sir A. Conan Doyle’s Adventures of Sherlock Holmes.
Side by side with these efforts to foster the Yiddish element
proceeds a movement on behalf of the Hebrew element, while the
upper classes of Polish Jews are actively promoting Polish culture
among their poorer Yiddish-speaking brethren. All these movements,
whether conducted on parallel or on mutually antagonistic lines,
supply sure evidence of one thing—the vitality of the Russian Jewry.
This success, however, while affording consolation to the
sufferers, fans the aversion of the persecutors and spurs the
Government to a periodical renewal of the measures of coercion. It is
acknowledged that, under fair conditions, the Russian Jew, owing to
his superior intelligence, versatility, perseverance, and temperance,
would in a few years beat the Russian Christian in every field of
activity. Hence it is the Russian Christian’s interest and resolve to
crush him. This resolve is cynically avowed by Russians of the
highest rank. The late M. De Plehve, Minister of the Interior, in an
audience granted to a deputation of Jews in April, 1904, confessed
with amazing candour that the barbarous treatment of their race was
dictated by no other reason than its superiority over the Russian.
“You are a superior race,” said the Minister. “Therefore, if free
entrance to the High Schools were to be accorded to you, you would
attain, although through worthy and honest means, too much power.
It is not just that the minority should overrule the majority.” He then
proceeded to inform his hearers that he held the Jews responsible
for the revolutionary agitation in the Empire and for the murders of
Imperial functionaries, concluding with a warning and a threat, and
dismissing them with the assurance, “You need not count on
178
obtaining equal rights with the Christian population.”
The eternal feud found another tragic and characteristic
expression on a large scale in the spring of 1903. It was Easter Day.
The good Christian folk of Kishineff, the capital city of Bessarabia,
had been to church where they had heard the glad tidings of their
Lord’s resurrection, had joined in the hymn of triumph, and then had
greeted one another with the kiss of brotherly love and the
salutation, “Christ is risen!” “He is risen, indeed!” Directly after, they
fell upon their fellow-citizens—whose ancestors crucified Christ
nineteen hundred years ago. The Jewish colony was sacked, many
Jews were slaughtered without distinction of sex or age, and their
dwellings, as well as their shops, were looted. Soldiers were seen
helping the rioters in the work of destruction and carrying off their
share of the spoils.
Like its predecessors, this outrage excited profound indignation
in many parts of the civilised world. Protests were raised in France,
in the United States of America, and in Australia. At Melbourne there
was held a crowded meeting, presided over by the Lord Mayor, and
the Anglican Bishop of the city moved a resolution, which was
unanimously carried, expressing “the meeting’s abhorrence of the
merciless outrages committed upon the Kishineff Jews, including
helpless women and children,” and the hope “that the Russian
Government would take effectual measures to prevent the repetition
of crimes which were a stain on humanity at large.” The Catholic
Archbishop of Melbourne moved that the resolution be transmitted to
the Lord Mayor of London. Similar resolutions were adopted at
179
meetings held in Sydney. In London mass meetings were held at
Mile-end and Hyde Park, where thousands of Jews with their women
and children assembled to record their horror at the massacre of
their Russian brethren, in their various tongues—Russian, German,
Yiddish, French, Italian, and English. All the speakers agreed in
tracing the outrages to the instigation or the encouragement of the
Russian Government. The second meeting embodied its sentiments
in the following terms:
“The meeting expresses: (1) Its deep sympathy with all the
sufferers from the riots at Kishineff, and its condolence with the
relatives of the victims. (2) Its admiration for all those who, without
distinction of nationality or creed, risked their lives in defending the
helpless Jewish population. (3) Its indignation at, and abhorrence of,
the conduct of the Russian Government, which, in order to intimidate
the revolutionary forces of the people, failed to take steps to prevent
the cowardly massacre of innocent men, women, and children. (4) Its
belief that only the development of a powerful working-class
movement in Russia can prevent the repetition of similar atrocities.
This meeting also sends fraternal encouragement to all who are
working for the overthrow of the present régime and the advent of
180
Socialism in Russia.”
The conviction that the massacre was due to the direct
inspiration of the Russian Government was shared by others than
the Jews. Dr. Barth, the German Radical Leader, published in Die
Nation, a Berlin weekly journal, an unsigned paper, stated to be from
the pen of a Russian occupying a high position, in which the writer
says:
“M. Plehve, Minister of the Interior, is directly responsible for the
Kishineff massacre. He is a patron of M. Kruschevan, the editor of
the anti-Semite paper Bessarabets, and has even granted him a
subsidy of 25,000 roubles to conduct a second anti-Semite organ at
St. Petersburg called the Znamya. M. Plehve desired to increase the
subsidy, but M. Witte, the Minister of Finances, intervened. M.
Kruschevan then, thanks to M. Plehve’s patronage, was enabled to
draw money from the National Bank without security.”
After asserting that General von Raaben, the Governor of
Bessarabia, did nothing to avert or stop the rioting, while M.
Ostragoff, the Vice-Governor, was actually at the same time a
contributor to the Bessarabets, and also the censor, the writer
proceeds: “M. Plehve desires to divert Christians from their own
grievances, so he conducts a campaign of Jew-baiting. The Czar
was indignant when he heard of the massacre. He wished to send
an aide-de-camp to report on the matter, but M. Plehve managed to
dissuade his Majesty, and sent instead M. Kopuchin, one of his
creatures, who drew up a mild report, which M. Plehve further
doctored before submitting to the Czar.”
Summing up, the writer says; “The Kishineff massacre has
nothing to do with revolutionary tendencies. It is simply the result of
systematic Jew-baiting, organised by M. Plehve, whose position is
still unshaken, and who holds the Czar under his thumb by working
upon his feelings and persuading him that the country is
honeycombed with revolution and anarchy. No change is possible
until M. Plehve has ceased to have the ear of the Czar. Further anti-
181
Semitic disturbances are probable.”
An American diplomatist endorses the statement that M. De
182
Plehve was really responsible for the massacre, while a Russian
Prince affirms that the instigators of the massacre, such as the
Moldavian Kruschevan, editor of the Bessarabets, “were under the
183
personal protection of the Minister.”
Despite the efforts of the Russian Government to represent the
brutal outrage as due solely to a spontaneous explosion of popular
184
fury arising from “national, religious, and economic hatred,”
certain facts which came to light during the mock trial, held towards
the end of that year in the very scene of the massacre, seem to
prove that, though such hatred did exist, the spark which set the
mine on fire was not of popular origin. The passions of the people
had been carefully inflamed by a pamphlet entitled Who is to blame?
—the work of an anti-Semitic agitator of the name of Pronin, who
was in relations with the proprietor of the Novoe Vremya, the
eloquent exponent of Panslavism. But that was not all. Though
special envoys of the Ministry of Justice and the Ministry of the
Interior kept a watchful eye on the course of the proceedings; though
the Court exerted itself to prevent the production of undesirable
evidence; and though, in true mediaeval fashion, an attempt was
made to lay the blame for the crime on the shoulders of the victims—
by stories of a Jew’s assault on a Christian woman, of the
desecration of churches and the murder of priests—yet the evidence
given, even under such conditions, without absolving the populace,
tends to establish the deliberate connivance, not to say the
complicity, of the Government.
A Christian ex-mayor of the city and another respectable citizen
of Kishineff both declared that, in their opinion, the contemptuous
and intolerant attitude of the Christian population towards the Jews is
due to the special legislation to which the latter are subjected. The
ex-mayor further stated that throughout the riots the police and
military authorities refused to intervene on behalf of the victims. The
administrator of the properties of the monasteries in Bessarabia and
two other witnesses deposed that they had repeatedly appealed to
the police to protect the Jews, but in vain. A Jew, whose son had
been butchered before his eyes, testified that he had fallen at the
feet of a police officer and, leading him to the spot where the bodies
of his son and another man were lying in pools of blood, had
besought him, with tears in his eyes, to shield the survivors. The
officer did not raise a finger in their defence. Several policemen also
confessed that, on asking for orders from their superiors, the answer
they had received was, “Let the Jews help themselves; we cannot
help them.” General Beckmann deposed that at the commencement
of the riots he had at his disposal a force amply sufficient to quell the
disturbance, but he received no orders to act. “It was only,” he said,
“when the Governor grew alarmed for the safety of the Christian
185
population that he took measures to allay the fury of the mob.”
The myth of Jewish provocation was also disposed of by a police
officer, who stated that, when the outbreak occurred, there was not a
single Jew in the square in which the outrage was alleged to have
taken place. To conclude, “evidence was given by physicians and
others as to the mutilation of the bodies of murdered Jews, and two
priests of the Orthodox Church testified that the report that the Jews
had desecrated a church and murdered a priest was absolutely
186
without foundation.”
And the punishment for this wholesale assassination of a
harmless and defenceless population?
Two men, convicted of murder, were sentenced to seven and
five years’ penal servitude respectively.
Twenty-two others to periods of imprisonment, ranging from one
to two years, and one to six months.
Forty-eight civil actions for damages that were brought against
187
the accused were all dismissed.
Even Richard the Crusader did better in 1189.
One luminous spot in the gloomy picture is the action of the
Eastern Church. Not only did the priests and monks of Bessarabia
exculpate the Jews from all provocation of the massacre, but even
Father John of Kronstadt publicly condemned the dastardly crime of
his co-religionists.
The only genuine result of the trial and of the revelations made in
its course was to intensify the wrath of the fanatical Russian and
Moldavian populace, both of the town and of the open country, who
threatened reprisals for the punishment of a few of their brother-
butchers. The fear of such reprisals forced many thousands of the
poorer Jews of Bessarabia to migrate into the districts of Russian
and Austrian Poland, which were already congested to a terrible
degree, while those who possessed the necessary means
determined to emigrate from the Czar’s dominions and seek a home
in the West. While the trial was still proceeding, a deputation of
Bessarabian Jews arrived in the city. Their object was to confer with
the heads of the Jewish community, on behalf of their co-religionists
in various rural districts of Bessarabia, with a view to leaving the
country which had declared in so sanguinary a manner its
unwillingness to harbour them. It was proposed that a number of
Jewish families should emigrate to the Argentine Republic and join
their brethren, already settled in that and other parts of America by
Baron Hirsch at different times, especially after the exodus of 1892.
Four thousand souls, the delegates affirmed, were anxious to wind
188
up their affairs and quit the inhospitable country.
Flight, under the apprehension of slaughter, is avowed to be one
of the objects which induced the Russian authorities to connive at
the massacre and to profess their inability to prevent its repetition:
“Russian policy at the present hour,” proudly declares an eminent
Russian anti-Semite, “seems to have one object in view—that of
starting a free emigration of the Jews from Russia. But the total
number of Jewish emigrants during the last twenty years was only
189
about a million.” Obviously, occasional slaughter alone is sadly
insufficient.
As in 1881 and 1891, so in 1903 the Czar’s ministers hastened
to supplement massacre by measures of administrative coercion.
They decided to forbid Jews, until the revision of the laws concerning
them has been accomplished by means of fresh legislation, to
acquire land or real estate, or to enjoy the usufruct thereof, either
within or without the Governments situated within the residential
“pale.” This decision of the Committee of Ministers was submitted to
the Czar and received his approval. Permission, however, was
granted to the Jews to settle and acquire real estate at places within
the “pale,” which in consequence of their industrial development
190
partake of the character of towns. A few months later, at the
moment when the Kishineff trial was drawing to a close, the
Governor-General at Warsaw issued peremptory instructions to all
the Assistant Governors in the Vistula Province, directing them to put
in rigorous force the Law of 1891, which prohibits Jews from
191
purchasing or leasing immoveable property in the rural districts.
This outburst of Jew-hatred was not confined to Bessarabia.
Soon after the Kishineff massacre reports reached this country of
further outrages being apprehended owing to the symptoms of anti-
Semitism manifested by the inhabitants of the western provinces of
the Empire. Nor were these forebodings falsified by events. In the
middle of September, 1903, Jew-baiting was once more indulged in
at Gomel, a town of Mohileff within the Jewish “pale.” A petty
squabble between a Jew and a Christian in the bazaar afforded an
excuse to the co-religionists of the latter to wreck the Jewish quarter.
Several persons were killed on both sides; but the only details
available are official, which in Russia is not a synonym for
192
authentic.
The charge most frequently brought against the Jews by the
Russian people is, as has been shown, their aversion from
productive labour, and their exclusive attachment to traffic in goods
and money. The Russian Government some years ago attempted to
remove the grievance by affording to the Jews facilities for the
pursuit of agriculture. In seven out of the fifteen provinces open to
the Jews, efforts were made to form Jewish agricultural settlements.
But they do not seem to have been attended by conspicuous
success. Towards the end of 1903 an inquiry instituted into the
matter elicited conflicting answers. Three of the seven reports, drawn
up by provincial Governors, are altogether discouraging. It is pointed
out that the Jewish peasant shirks the hard work of tilling the soil and
only helps to reap the produce. In one province, the official
document asserts, sixty per cent. of the Jews have already
abandoned the settlement and turned to the more congenial pursuits
of commerce and industry. Another report draws an unfavourable
comparison between the Jewish and the Christian farmer, and
repeats the opinion that the former takes little interest in the culture
of the soil, preferring less laborious occupations. All three reports
agree in showing that the experiment of making a husbandman of
the Hebrew is a complete failure. On the other hand, we find a fourth
Governor maintaining that in his province the only difference
between a Christian and a Jewish agriculturist consists in their
respective religions. A fifth, while admitting the Jew’s practical ill-
success, attributes it to the smallness of his farm, which forces him
to give up agriculture as profitless, and he adds that under
favourable conditions the results have been not disappointing. The
Governor of Kherson states that, though at first the Jews evinced
little inclination to turn to the land, upon the revision and
improvement of the original conditions, the settlements became
more popular; so that in 1898 seventy-three per cent. of the Jewish
population were exclusively devoted to agriculture, nineteen per
cent. varied the monotony of farming by the combination of trade,
while only eight per cent. were engaged entirely in commerce or
industry. This authority expresses the conviction that, as time goes
on, the Jew will develop into a successful agriculturist, provided he is
193
allowed to compete on fair terms with the Christian farmers.
An impartial examination of these contradictory opinions seems
to lead to the conclusion that the Jew, by nature and the education of
two thousand years, is too good a tradesman to make a good
husbandman. He is too keen-witted, too enterprising, too ambitious
to find adequate satisfaction in the slow and solitary culture of the
soil. In this respect the modern Jew is like the modern Greek. The
drudgery of field work repels him. The tedium of country life
depresses him. “No profit goes where no pleasure is ta’en.” It is in
the bustle of the market-place, where man meets man, where wit is
pitted against wit, and the intellect is sharpened on the whetstone of
competition, that his restless soul finds its highest gratification and
most congenial employment. He is a born townsman and a born
traveller. He has none of the stolid endurance of the earth-born.
Although he can excel in most pursuits, there is apparently one thing
beyond the reach of his versatility. He cannot dig.
The Russian peasant under normal conditions is the reverse of
all this: indolent, intemperate, improvident, unintelligent, and
unambitious, he lives entirely in the present, unhaunted by regrets of
the past, unharassed by plans for the future, and blissfully unaware
of the existence of any world beyond the world which his eye can
see—a very type of the earth-born, such as England knew him in the
glorious days of Chivalry and Wat Tyler. To such a race even less
formidable and foreign a competitor than the unbelieving Jew would
appear a monster of iniquity. And yet, there is abundant evidence to
prove that it is not the Russian peasant’s instinctive antipathy which
is primarily responsible for the sufferings of the Jew. The Russian
Jew, owing to his difference from the Russian Christian in race,
religion, temperament and mode of living, is by the latter regarded
with contempt and prejudice. These feelings, however, are not the
only causes of persecution. Formerly, as we have seen, the Jews
were reproached with excessive addiction to trade in liquor, whereby,
it was alleged, they ruined the peasantry in health, purse and morals.
This charge, whatever its value may have once been, can no longer
be brought against the Jews; for the Russian Government, since it
established a monopoly of spirits, has become the exclusive public-
house keeper in the Empire. The charge of usury still remains. But it
can easily be proved that in many districts the usurer is the powerful
Russian landlord and not the Jew. As a distinguished Russian
Liberal has appositely remarked, “the usurer must needs be a
wealthy person—a poor devil like the Jewish colonist settled amidst
the ‘Little Russian’ peasantry may possibly long for credit; he
194
certainly is not in a position to give it.”
According to the same authority, in “Little Russia” most of the
Jewish villagers are either shop-keepers and retail dealers, or
cobblers, tailors, smiths and the like. They form the commercial and
industrial element in the rural population, and their expulsion means
economic distress to the Russian husbandman, who, therefore, if left
to himself, is not unwilling to forgive the Jew the Old Crime, and to
forget his own prejudice against the foreigner and the follower of an
abhorred creed. But he is not left to himself. The peasant’s latent
antipathy is stirred to violence by the Nationalist agitators and
Government officials, who collaborate in endeavouring to stifle the
alien and revolutionary Jew through the brutality of the lower
classes; assisted by the artisans and mechanics who by the
persecution of the foreigner and the infidel seek the extinction of a
successful competitor. All the outbreaks of anti-Jewish hatred, from
1881 to this day, were organised by the police authorities in
accordance with a well-matured plan known as pogrom. The
procedure consists in deliberately inciting by word of mouth and
printed proclamations the dregs of society against the classes or
sects of the community obnoxious to the Government, and then,
when the work is done, suppressing the riot by the barbarous
methods which are so typical of Russian administration. The same
process is applied for the mutual extermination of others than the
Jews. It is a process based on the maxim divide et impera—the last
195
resource of an incompetent ruler.
1904–05 The disasters which befell the Russian arms in the
Far East, the discontent which they created at home,
and the danger of a revolutionary upheaval of all the oppressed
elements of the Empire induced the Czar’s Government to
reconsider its attitude towards the suffering subjects of the Czar. The
Austrian journal Pester Lloyd ventured to give some good advice to
that effect: “During the Napoleonic Wars the rulers captivated their
subjects by promising them liberty and constitutions. Whoever
wishes well to Russia must advise her to imitate the example.” In
accordance with that policy of tardy conciliation which circumstances
dictated, some Russian Liberals who had been banished for their
championship of the interests of the people were permitted to return
from exile, new Governors-General were appointed to Finland and
Poland, with instructions to pursue a more lenient policy than their
predecessors, a decree was issued ordering the Finnish Parliament
to assemble, its property was restored to the Armenian Church, and
other steps were taken showing that there was at least a desire to
diminish the sources of general discontent by conceding to necessity
what had hitherto been denied to justice.
The Jews, naturally enough, could not be forgotten. Besides the
danger which, in common with the other distressed and disaffected
subjects, they constitute to the Russian State, there were less
negative reasons for their propitiation. The Russian Government was
anxious to replenish the Treasury, emptied by the unfortunate war.
The Jewish financiers of the West constitute a great power, and that
power is known to entertain a deep and abiding hostility towards
Russia. Jewish capitalists the world over are actuated by a strong
desire to avenge the wrongs of their co-religionists, and they have
the means of gratifying that desire. Once more the Jew’s wealth has
proved potent enough to blunt the edge of prejudice. The Czar’s
Ministers endeavoured to pacify the Jewish financiers by making a
few trivial concessions to their persecuted brethren. M. De Plehve in
May 1904, acting in direct contradiction to the views expressed in
April, submitted to the Council of the Empire a Bill for repealing the
law under which Jews were forbidden to reside within fifty versts of
the Western frontier. It is true that the imputation that the Bill was
dictated by a Jewish banker as an indispensable condition for a loan
was strongly resented and repudiated in official circles. The
Russians, in proof of the spontaneous nature of the proposal,
declared that the Minister had, long before the necessity for loans
arose, been striving towards a relaxation of Jewish disabilities. This
statement has been partially corroborated by a distinguished Jewish
gentleman, who also affirms from personal knowledge that M. De
Plehve had for some time past endeavoured to alleviate the lot of the
Russian Jews by granting to them every liberty—save
196
emancipation. It was added that the process had naturally been
gradual, owing to Russian social conditions, that as early as May
1903 the Council of the Empire had passed a Bill of M. De Plehve’s
permitting the Jews to reside in 103 new places, and that 65 more
had been added in the autumn. At the same time a Commission had
been appointed to examine the laws relating to the Jews, especially
those engaged in productive labour. These statements may, of
course, be literally correct. But, until M. De Plehve’s utterances of
the previous April be proved to be a forgery, it is permissible to doubt
their accuracy in so far as the Minister’s good-will towards the Jews
is concerned.
M. De Plehve was in the State what M. Pobiedonostseff was in
the Church. The Minister of the Interior, like the Imperial Procurator
of the Holy Synod, represented and led for the last two decades or
more the party of reaction. By their Panslavist followers these two
men were described as the two pillars of the patriotic edifice of
Russian national life, which is raised on the ruins of the other
nationalities. By their opponents they were denounced as the two
ministering demons of Despotism and Dogmatism under their most
repulsive aspects. It was, therefore, with no surprise that the civilised
world heard on July 28, 1904, that M. De Plehve’s name had been
entered on the roll of Russian victims to that ruthless spirit of
revenge, whose cult their own ruthlessness helps to promote. He
died unlamented, as he had lived unloved; for a tyrant has no
friends. But that he was, as an individual, the incarnate fiend that his
enemies depicted, is a theory improbable in itself, and disproved by
those who came into contact with him. At the very worst he may
have been an ambitious man who, by pursuing the course which he
did, “sought to win the favour of the reactionary faction which at
present controls the Czar, and thus to fight his way towards the
197
highest power.” But a less severe estimate would, perhaps, be
nearer the true one. M. De Plehve was the champion of an ideal. He
honestly believed that in autocracy lay Russia’s salvation. Though
surrounded by dangers, and warned by the fate of his former master
Alexander II., of his predecessor Sipyaghin, of his instrument in the
oppression of Finland Bobrikoff, and of many of his colleagues and
subordinates, he unflinchingly persevered in the path which he had
marked out for himself. A man who imperils his own life in the pursuit
of a certain object is not the man to treat with tenderness those who
strive to thwart him. M. De Plehve’s object was to silence opposition
to the principles of autocracy. He pursued that object with the
unswerving firmness of a strong man, and crushed the obstacles
with the relentless conscientiousness of one who is absolutely
convinced of the righteousness of his cause. To such a man political
virtue means thoroughness combined with an utter lack of scruple
and a total disregard of all moral restraint in the service of the State
and the pursuit of its welfare. He was engaged in a game the stakes
of which were greatness or death. He lost it.
But though the dispassionate student can have nothing but pity
for a brave man perishing in the performance of what he deemed to
be his duty, he can also sympathise with those who hailed their arch-
enemy’s death with savage delight. They saw in M. De Plehve, not a
tragic character drawing upon himself the vengeance of an
inexorable Atê, but only the merciless Minister, the oppressor of
those who differed from him in their political ideals, the executioner
of men whose sole crime was their loyalty to the faith of their fathers
and the traditions of their race. As the lawyer Korobchevsky said
before the Court, in defence of the assassin: “The bomb which killed
the late Minister of the Interior was filled, not with dynamite, but with
the burning tears of the mothers, sisters, wives, and daughters of the
men whom he sent to the gallows, or to die slowly in prison or in
Siberia.”
Among the sufferers from M. De Plehve’s policy none had
greater reasons to hate him than the Jews. He regarded them, not
without cause, as the most energetic opponents to his autocratic
schemes, and his antipathy towards them on that account was
enhanced by his just appreciation of their abilities. Hence the
exceptional rigour in his treatment of them. M. De Plehve used to
refer to the revolutionary activity of the Jewish youth as a justification
for his own measures of coercion. That the Jews should be ready to
join, or even lead, in every attempt to overthrow the social and
political system under which they suffer so grievously is only natural.
Equally natural it is that the man to whom that system was
everything should have tried to suppress them. The Kishineff
massacre, as we have seen, was universally attributed to M. De
Plehve, and when the news of his assassination went forth few
surpassed the Jews in their exultation. The Jewish daily paper
Forward, of New York, immediately organised a meeting under the
auspices of the United Russian Revolutionists. The demonstrators
filled one of the largest halls in New York to overflowing, and at every
mention of M. De Plehve’s assassin, Sazonoff, burst into delirious
applause. He was praised as the worthy son of a noble cause; his
victim was described as the captured Port Arthur of Russian
despotism, and the interference of the police alone checked the
198
enthusiasm.
But, even granting the spontaneity and the disinterestedness of
the concessions which the Russian Government declared itself
prepared to make to the Jews, they would have only affected a
limited number of them. M. De Plehve’s plan at best was to bring
about the conciliation of the race by the absorption of the better class
of them and by the half-hearted application of some palliatives to the
grievances of the poorer, such as the enlargement of the area within
199
which they are confined, and permission to emigrate. The
experiment in assimilation, of which the Baltic provinces, Poland and
Finland, supplied a sample, was not one that commended itself to
the Jews. But, even if it succeeded, the vast majority of the race
would continue in their normal state of slavery. The same remark
applies to a remedial scheme drafted and adopted a few weeks later
by a departmental conference presided over by M. De Witte. The
Financial Minister’s association with the step lent colour to the
suspicion that this newly-awakened benevolence towards the Jew
was not foreign to Russia’s anxiety to procure fresh supplies of
money by the assistance of Jewish bankers abroad. However that
may be, the measures taken do not seem to have produced any
marked effect on the condition of the Russian Jews. That relief which
the wretched people could not gain from the Czar’s compassion,
they failed to obtain even from his fears.
On Aug. 4, 1904, anti-Semitic disturbances broke out at
Ostrowez, in the Government of Radom, where, according to private
statements, twenty Jews were killed; according to the Russian
authorities, one was seriously wounded, and died the following day,
while twenty-two persons were slightly injured. The same official
account ascribes the disturbances to the fact that a Jewish boy
struck a Christian—the blow, it is said, was exaggerated to murder,
and the mob set out to revenge themselves on the Jews. At
Partscheff also, in the Government of Siedlce, on the following day, it
was said that hundreds of Jews perished. The official version of the
occurrence stated that “the police dispersed, without using force, a
crowd of Jews who had assembled to hide a baptized Jew. In a
200
scuffle that ensued twenty persons were wounded.” On
September 4 and 5 anti-Semitic riots occurred at Smela, in the
Province of Kieff. This is the official account: “A Jewish shopkeeper
struck a peasant woman whom he suspected of having stolen some
cloth. Immediately a crowd collected, and plundered and sacked one
hundred houses and one hundred and fifty shops belonging to Jews.
That evening a party of sixty Jews attacked and beat the Christian
inhabitants. When the Jews began to fire on the latter the police
were summoned, who made use of their revolvers, wounding two
persons. The next evening several hundred railway employés, in
spite of the prohibition of the officials, went by train to Smela from
the adjacent station of Bobrinskaia. The rioting was renewed, and
the troops were summoned. The soldiers made use of their
weapons, and five persons were seriously wounded, while a large
201
number were slightly injured. Many arrests were made.” In
reading these official statements one must constantly bear in mind
the Russian Government’s desire to minimise a misfortune or a
misdeed which they dare not deny. A few days later, on September
11, on the occasion of the Jewish New Year, another anti-Jewish
disturbance occurred at Sosnowice, a town on the Siberian frontier.
A number of boys threw stones at some Jews who were engaged in
their annual ceremony, slightly injuring a child. This gave rise to a
rumour that the Jews had killed a child. Numbers of workmen
marched through the streets in the evening, smashing the window-
panes of Jewish dwelling-houses and of the synagogue. Several
Jews were injured by stones or knives. Doctors were afraid to render
202
assistance to the injured, owing to the attitude of the mob.
Hardly a month had passed since the last-mentioned event,
when a new outrage occurred in Mohileff. The following is a
condensed description of the occurrence by a well-qualified observer
who supports his statements by references to numerous witnesses:
A political demonstration in the town of Mohileff took place exactly
one week before the anti-Jewish riots. In Russia it is a crime for even
four men to come together in a private room without the knowledge
and permission of the police, and it is, therefore, a heinous atrocity
for a crowd to gather in the streets for a political purpose. Yet that is
what happened on October 15 in Mohileff. The Jewish workmen of
the place assembled by way of protesting against the cruelty of the
police, who, without a word of warning, had shot down harmless and
unarmed Hebrew working women and men; and against the unjust
condemnation to twelve years’ penal servitude of their comrades in
Yakootsk; and they recorded their wish that the war should stop. A
few policemen advanced against the workmen and tried to disperse
them, but were themselves scattered by the crowd. Then an
overwhelming police force marched against the malcontents, but to
their disgust found nobody. At this the Prefect of the Police of
Mohileff determined that, during the mobilisation which was to take
place in a few days, from Tsukermann’s synagogue to the railway
station the Jews should be thrashed until not a stone remained on
the pavement.
On October 22 the mobilisation of the Reserves was
promulgated. According to law, the vodka-shops should have been
shut on this occasion, and the Jewish population had earnestly
petitioned the authorities to insist on that precaution against
disorders being observed. But the shops were opened. To the
Jewish Reserve soldiers, who had assembled by order of the military
authorities, the Police Prefect addressed the following remarkable
words in the presence of a great crowd: “You contemptible Jews!
You are all foreign democrats! You ought to kiss the hands and feet
of the Christians! You have been beaten too little as yet! You must be
thrashed again!”
“We may pitch into the Jews and loot their shops,” the fellows
said; “there will be no punishment. The police allow it; hurrah!” The
subsequent attitude of the police amply bore out this expectation. At
three p.m. a band of petty local traders, not reserves, who had been
steadily gathering since morning, and were now led by striplings,
swept across the city, crying, “Pitch into the Jews!” and belabouring
all passing Jews with cudgels and stones. That day, however, the
matter did not go beyond the assaulting of individuals and the
breaking of windows. But none the less several persons were
grievously wounded and disfigured in the presence of the police,
who looked on approving.
The next morning, Sunday, October 23, the panic-stricken Jews
sent a deputation to the Police Prefect to petition for help and to
have the dram-shops closed. The Prefect consulted the Governor,
and then told the petitioners that he had been authorised to use his
own judgment. This answer was construed as a promise that the
taverns would not be opened. But shortly before noon notices were
posted up in the streets, signed by the Police Prefect himself,
informing the public that the reports to the effect that on the day
before there had been disorders in the town, in the course of which
several persons had been grievously wounded, were misleading.
What had really happened was “an ordinary, insignificant street
brawl.” This meant that the deeds of violence already done were but
the flowers, and that the fruits were yet to come.
And they came a few minutes later. On the stroke of twelve all
the brandy shops were opened, and already at one o’clock the
sanguinary battle began. Everything had been organised
beforehand. In all there were about one hundred houses and twenty-
five shops plundered and gutted. A crowd of about 150 men did the
business: sacked the jewellers’ shops, looted the wares, broke the
windows and doors of private houses which were tenanted by Jews,
and maltreated the people. They chose the poorest quarters of the
city for the scene of their depredations, but they advanced to the
centre of the town as well. The unfortunate Jews implored the police
to intervene and save them, but these were the replies they
received: “Be off to your democrats! Let them help you.” “That will
teach you to beat the police.” “You have not been thrashed enough
yet; when your throats are being cut we shall see.”
The few Jews who dared to defend themselves were arrested
and beaten by the police, who refused to lay a finger upon the
hooligans. One witness says: “None of the rioters were arrested; but
the police said to them, ‘Lads, that’s enough. Now you can go to
another place.’”
Why, it may be asked, did the police behave so cruelly and, one
may add, so treacherously towards the Jews? The motives are well
known, for the Police Prefect himself avowed them. Among the
witnesses whom the writer produces in proof of that statement there
is one whose words are well worth noting:
“The Police Prefect sent for me on October 24, and said: ‘You
Jews are being beaten on three grounds. In the first place, you
sneak off to America, and our Russians have to spill their blood
instead of you. Secondly, you are not devoted to the autocracy, and
you cry, “Down with the autocracy!” And in the third place, you have
no liking for the police, and you beat the members of the force.’”
During the height and heat of the riots a deputation from the
Jewish community called upon the Governor, Klingenberg, and
respectfully petitioned him to shield the Jews from the rioters. And
the Czar’s highest representative made answer: “That sort of thing
happens everywhere. I cannot set a soldier to guard every Jew.” And
as for the police, the Governor publicly praised their exemplary
conduct, and a money gratification was given them! Yet the police
were morally bound to save the Jews. Doubly bound, indeed, for,
besides their duty to the Czar, they were bribed by the Jews to
protect them. Bribed to do their duty!
The accusations made against the Jews, and made especially
for foreign consumption, are chiefly these: They sell vodka to the
reserve soldiers at exorbitant prices and thus incense these men,
who naturally avenge themselves by pillaging Jewish shops and
houses. They evade military service, and then Orthodox Russians
have to serve in lieu of the Jewish deserters. That, of course,
embitters the Christian recruits and explains their conduct. These
accusations are serious and would, of course, explain everything
except the conduct of the police—if they were true. But they are
false, and not false only, but impossible, as every Russian knows.
In the first place, it was not reserves who attacked the Jews, but
local loafers and hooligans. In the second place, the Jews could not
raise the price of alcohol, nor sell it at all, because it is the Imperial
Government which alone sells vodka, having a monopoly of it. In the
third place, the Christians have not to serve in the army in lieu of
Jews. The latter are bound to provide a certain number of reserves,
and for all of them who desert the Jewish community must find
members of the same faith. In like manner, Russians must take the
place of fugitive Russians, not of Jews.
Lastly, there remains the charge of desertion. Is it true? Yes,
quite true; but then it is true of Christians and Jews alike, for the war
was very unpopular. The interesting part of the story is that the
Christians shirked their duty far more extensively and successfully
than the Jews. That can be proved by figures, and the following data
are not likely to be challenged by anyone. Before the reserves were
called out at all the total of Jews in the Manchurian army was roughly
thirty thousand men. In all probability it exceeded that number, the
bulk of them serving in Siberian regiments. It is as well, however, to
state the case moderately. Now, since the mobilisation of the
reserves (in the districts where the Jewish element is largely
represented, such as Vilna, Odessa, Warsaw, Kieff), the active
Russian army had no less than fifty thousand soldiers of the Jewish
faith. And that is an enormous percentage. Indeed, so abnormally
great is that percentage of Jews that, if the other nationalities who
acknowledge the sway of the Czar, contributed a proportionate

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the EVOLVING SITUATION

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Chapter 2, Writing Situations

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Critical Thinking, Reading, and Composing

communicating in various rhetorical contexts

between assertion and evidence, to patterns of organization, to the

bias and so on) primary and secondary research materials, including

and design/redesign—­to compose texts that integrate the writer’s ideas

by helping students learn

●● The kinds of questions, problems, and evidence that define their

●● Develop flexible strategies for reading, drafting, reviewing,

collaborating, revising, rewriting, rereading, and editing

●● Learn to give and to act on productive feedback to works in progress

●● Adapt composing processes for a variety of technologies and

practices influence their work

and communication within their fields

●● To review work-­in-­progress for the purpose of developing ideas before

a firm grasp in another. Successful writers understand, analyze, and

punctuation, and spelling, through practice in composing and revising

and mechanics vary

●● Learn common formats and/or design features for different kinds

copyright) that motivate documentation conventions

Faculty in all programs and departments can build on this preparation by

format, and citation systems in their fields or disciplines

●● Factors that influence the ways work is designed, documented, and

disseminated in their fields

connected to common genres and modalities in their fields.

Within the McGraw-­ Hill Education organization, many wonderful

Content Consultants and Reviewers

This book is printed on acid-free paper.

Library of Congress Cataloging-i n-Publication Data

WPA Outcomes Statement for First-Year Composition

By the end of first-year composition, students should

and design/redesign—to compose texts that integrate the writer’s ideas

●● To review work-in-progress for the purpose of developing ideas before

Within the McGraw- Hill Education organization, many wonderful

University of Wisconsin-Stout Western Technical College