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The College
A G u i d e to T h i n k i n g , Writing, a n d R e s e a r c h i n g
Sixth E d i t i o n
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The College
A G u i d e to T h i n k i n g , Writing, and Researching
Sixth Edition
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Brief Contents
Brief Contents
Preface xx Ill. Research and Writing 367
I. Rhetoric: A College Student's

119 Getting Started: From P l a n n i n g
Research to Evaluating
Guide to Writing 1
Sources 369
.. Critical T h i n k i n g Through IIIIE'i.l Conducting Research: Primary,
Reading, Viewing, and Library, Web 399
Writing 3 IE) B u i l d i n g Credibility: Avoiding

11111) B e g i n n i n g t h e Writing Plagiarism 431
Process 25 llllfD Drafting Papers with
IIIJ Planning 43 Documented Research 441
ml Drafting 57 lllllfD MLA Style 465
ml Revising 71 IIIIE) APA Style 503
ml Editing and Proofreading 93
IIIJ S u b m i t t i n g Writing and Creating IV. Handbook 533

Portfolios 111
llllfD Understanding Grammar 535
mlJ One Writer's Process 115
lllllfD Constructing Sentences 557
llllfD Avoiding Sentence Errors 567

II. Reader: Strategies a n d
EJ Marking Punctuation 583
Samples 133
IIIIE:I Checking Mechanics 607
111111 Forms of College Writing 135 1111?11 Using the Right Word 629
III!) Narration, Description, and IIIIIDI M u l t i l i n g u a l and ESL
Reflection 143 Guidelines 645
Analytical Writing Index 680
1111 Definition 173
II!) Classification 193
mJ Process 209
m9 Comparison and Contrast 233
IID Cause and Effect 251
lllil Reading Literature:
A Case Study in Analysis 279
Persuasive Writing
miJ Strategies for Argumentation
and Persuasion 309
IIEJ Arguing for Positions, Actions,
and Solutions 331
Bonus O n l i n e Chapters
111111.J Taking Essay Tests
..:) Writing for the Workplace
- Preparing Oral Presentations
m?J Writing for the Web
Contents
Critical Thinking and Writing:

Contents Applications 24
Learning-Objectives Checklist 24
Preface xx
IIJ B e g i n n i n g the Writing Process 25

I. Rhetoric: A College
The Writing Process: From Start to
Student's Guide to Writing Finish 26
Consider the Writing Process 26

mJ Critical T h i n k i n g Through Reading,
Adapt the Process to Your Project 27
Viewing, and Writing 3
Understanding the Rhetorical
Critical Thinking Situation 28
Through Reading 4
Think of Your Role as the Writer 28
Read Actively 4
Understand Your Subject 28
Sample: "Why Change Is So Hard,"
Understand Your Purpose 28
Dan Heath 4
Understand Your Audience 29
Map the Text 6
Understand the Medium (Form) 29
Outline the Text 6
Think About the Context 29
Evaluate the Text 7
Aiming for Writing Excellence 30
Responding to a Text 8
Common Traits o
f College
Guidelines for Response Writing 8
Writing 30
Summarizing a Text 9
Common Traits in Action 31
Guidelines for Summary Writing 9
Sample: "The Gullible Family," Mary
Critical Thinking Through Viewing 10 Bruins 31
Actively View Images 10 Understanding the Assignment 32
View an Image 11 Read the Assignment 32
Interpreting an Image 12 Relate the Assignment 33
Interpret an Image 13 Reflect on the Assignment 33
Evaluating an Image 14 Developing a Topic 34
Consider the Purpose 14 Limit the Subject Area 34
Evaluate the Quality 14 Conduct Your Search 34
Determine the Value 14 Explore Possible Topics 35
Evaluate an Image 15 Freewrite to Discover and Develop a
Critical Thinking Through Writing 16 Topic 36
Develop Sound Critical-Thinking Researching Your Topic 38
Habits 16 Find Out What You Already
Ask Probing Questions 17 Know 38
Practice Inductive and Deductive Ask Questions 39
Logic 18 Identify Possible Sources 40
Practicing Modes of Thinking in Your Track Sources 41
Writing 19
Think by Using Analysis 20 Applications 42
Think by Using Synthesis 21 Learning-Objectives Checklist 42
Think by Using Evaluation 22
Think by Using Application 23

IIJ Planning 43
Revisiting the Rhetorical Situation 44
Rhetorical Checklist 44
Contents
Forming Your Thesis Statement 45 Illa Revising 71
Find a Focus 45
Consider Whole-Paper Issues 72
State Your Thesis 45

Revisit the Rhetorical Situation 72
Refine Your Thesis 46

Consider Your Overall Approach 73
Using a Thesis to Pattern Your

Revising Your First Draft 74
Writing 47
Prepare to Revise 74
Let Your Thesis Guide You 47
Think Globally 74
Developing a Plan or an Outline 49
Revising for Ideas and
Quick Lists 50
Organization 75
Topic Outline 51
Examine Your Ideas 7S
Sentence Outline 52
Examine Your Organization 76
Writing Blueprints 53
Revising for Voice and Style 78
Graphic Organizers 54
Check the Level o
f Commitment 78

Check the Intensity o
f Your
Applications 56
Writing 78
Develop an Academic Style 79
Know When to Use the Passive

II] Drafting 57
Voice 81
Reconsider the Rhetorical Situation 58
Addressing Paragraph Issues 82
Think About Your Role 58
Remember the Basics 82
Focus On Your Subject 58
Keep the Purpose in Mind 82
Reconsider Your Purpose 58
Check for Unity 83
Reconsider Your Audience SB
Check for Coherence BS
Review the Form and Context 58

Check for Completeness 87
Basic Essay Structure: Major Moves 59
Revising Collaboratively 89
Opening Your Draft 60
Know Your Role 89
Engage Your Reader 60

Provide Appropriate Feedback 89
Establish Your Direction 60
Respond According to a Plan 90
Get to the Point 61
Using the Writing Center 91
Developing the Middle 62
Advance Your Thesis 62 Applications 92
Test Your Ideas 62 Learning-Objectives Checklist 92
Build a Coherent Structure 63
Sample: "Seeing the Light" 63

E Editing and Proofreading 93
Make Writing Moves 64 Strategies for Polishing Your
Writing 94
Ending Your Draft 67
Review the Overall Style o

f Your
Reassert the Main Point 67
Writing 94
Urge the Reader 67
Use Tools and Methods That
Complete and Unify Your
Work 94
Message 68
Combining Sentences 95
Edit Short, Simplistic Sentences 95
Applications 70
Contents
Expanding Sentences 96 E One Writer's Process 115
Use Cumulative Sentences 96

Angela's Assignment and
Expand with Details 96 Response 116
Checking for Sentence Style 97 Angela Examined the
Avoid These Sentence Problems 97 Assignment 116
Review Your Writing for Sentence Angela Explored and Narrowed Her
Variety 97 Assignment 117
Vary Sentence Structures 98 Angela's Planning 118
Use Parallel Structure 100 Angela Focused Her Topic 118
Avoid Weak Constructions 101 Angela Researched the Topic 118
Eliminate Wordiness 102 Angela Decided How to Organize Her
Writing 119
Avoiding Vague, Weak, and Biased
Words 103 Angela's First Draft 120
Substitute Specific Words 103 Angela Kept a Working
Bibliography 121
Replace Jargon and Cliches 104
Angela's First Revision 122
Strive for Plain English 105
Angela's Second Revision 124

Change Biased Words 106
Angela's Edited Draft 126

Proofreading Your Writing 109
Angela's Proofread Draft 127

Review Punctuation and
Mechanics 109 Angela's Finished Essay 128
Look for Usage and Grammar Critical Thinking and Writing:
Errors 109 Applications 131
Check for Spelling Errors 109 Learning-Objectives Checklist 131
Check the Writingfor Form and Traits of College Writing: A
Presentation 109 Checklist 132
Applications 110 II. Reader: Strategies

and Samples
E Submitting Writing and

E Forms of College Writing 135
Creating Portfolios 111
Three Curricular Divisions 136
Formatting Your Writing 112
Writing in the Humanities 137
Strive for Clarity in Page Design 112
The Purpose o
f Inquiry 137
Submitting Writing and
Forms of Humanities Writing 137
Creating Portfolios 113
Humanities Research Methods 137
Consider Potential Audiences 113
Writing in the Social Sciences 138
Select Appropriate Submission
The Purpose o
f Inquiry 138
Methods 113
Forms of Social-Science Writing 138

Use a Writing Portfolio 113
Social-Science Research Methods 138

Digest Feedback from Readers 113
Writing in the Natural Sciences 139

Applications 114 The Purpose o

f Inquiry 139
Learning-Objectives Checklist 114 Forms of Natural-Science
Writing 139
Natural-Science Research
Methods 139
Contents
The Rhetorical Modes 140 Analytical Writing
The Modes as Thinking
Framework 140 Ill Definition 173
The Modes at Work 141

Strategies for Definition Essays 174

The Rhetorical Situation 174
Applications 142
Principles o
f Definition Writing 174
Reading Definition Writing 175
Sample Definition Essays 176

Im Narration, Description, and
Defining Key Terms Within an
Reflection 143
Essay 176
Strategies for Personal Essays 144
Sample: "Economic Disparities
Fuel Human Trafficking," Shon
Principles of Narration 144 Bogar 176
Principles of Description 145 Defining an Academic Discipline 178
Principles of Reflection 147 Sample: "Defining Mathematics,"
Principles of Organization 148 Chase Viss 178
Reading Personal Writing 148 Distinguishing Related Terms 182
Brief Narratives: Anecdotes 149 Sample: "Deft or Daft," David
Anecdote Introducing a Topic 149 Schelhaas 182
Anecdote Illustrating a Process 149 Illustrating a Term 183
Anecdote Illustrating a Trait 149 Sample: "Confession," Amy Tan 183
Sample Personal Essays 150 Defining a Stage o

f Life 185
Sample: "Beginnings," Susan

Exploring a Tense Situation 150
Sontag 185
Sample: "Story Time: A True Story,"
Brandalynn S. Buchanan 150 Defining a Personal Trait 187
Sample: "On Excellence," Cynthia

Narrating an Encounter 153
Ozick 187
Sample: "Spare Change," Teresa
Zsuffa 153 Writing Guidelines 190
Examining a Failed Institution 156 Critical Thinking and Writing:
Applications 192
Sample: "What I Learned in Prison,"
James Kilgore 156 Learning-Objectives Checklist 192
Reflecting on a Cultural Trend 159

IE Classification 193
Sample: "The Muscle Mystique,"
Strategies for Classification Essays 194
Barbara Kingsolver 159

Seeking and Finding 162
Principles o
f Classification
Sample: "Finding Ashton," Melissa
Writing 194
Pritchard 162
Reading Classification Writing 195

Writing Guidelines 170
Sample Classification Essays 196

Applications 172 Analyzing Forms of Music 196
Learning-Objectives Checklist 172 Sample: "Latin American Music,"
Kathleen Marsh 196
Analyzing Weight Lifters 200
Sample: "Why We Lift," Hillary
Gammons 200
Contents
Analyzing Rhetorical Positions on Analyzing Two Cultures 236
Climate Change 202 Sample: "Beyond the Polite Smile,"
Sample: "Four Sides to Every Story," Janice Pang 236
Stewart Brand 202 Analyzing Human Compassion 238
Analyzing How Readers Read 204 Sample: "Why We Care About
Sample: "The Lion, the Witch and the Whales," Marina Keegan 238
Metaphor," Jessica Seigel 204 Analyzing a Journey 242
Writing Guidelines 206 Sample: Untitled Essay on a "Journey,"
Critical Thinking and Writing: Barbara Kingsolver 242
Applications 208 Analyzing Internet Bullying 244
Learning-Objectives Checklist 208 Sample: "How the Internet Has
Changed Bullying," Maria

liJ Process 209
Konnikova 244
Strategies for Process Writing 210 Writing Guidelines 248
The Rhetorical Situation 210 Critical Thinking and Writing:
Principles of Process Writing 210 Applications 250
Reading Process Writing 211 Learning-Objectives Checklist 250
Sample Process Essays 212

Im Cause and Effect 251
Analyzing an Illness 212
Strategies for Cause-Effect Essays 252
Sample: "Wayward Cells," Kerri
Mertz 212 The Rhetorical Situation 252
Analyzing Medical Procedures 214 Principles o

f Cause-Effect
Writing 252
Sample: "No Risky Chances: The
Conversation That Matters Most," Reading Cause-Effect Writing 253
Atul Gawande 214 Sample Cause-Effect Essays 254
Describing a Pre-Burial Analyzing a Cognitive Disorder 254
Procedure 220 Sample: "Familiar Strangers," Audrey
Sample: "The Washing," Reshma Torrest 254
Memon Yaqub 220 Analyzing a Trend 259
Analyzing a Policy 226 Sample: "The Rise o

f the New
Sample: "The Emancipation of Abe Groupthink," Susan Cain 259
Lincoln," Eric Foner 226 Analyzing Fear of Sharks 264
Writing Guidelines 230 Sample: "Death From Below: Our
Critical Thinking and Writing: Summer o

f Shark Attacks," Brian
Applications 232 Phillips 264
Learning-Objectives Checklist 232 Analyzing the Effects of
Technology 268
l[I Comparison and Contrast 233
Sample: "Mind Over Mass Media,"
Strategies for Comparison-Contrast Steven Pinker 268
Essays 234 Analyzing an Analytical Strategy 271
The Rhetorical Situation 234 Sample: "History That Makes Us
Principles of Comparison-Contrast Stupid," Andrew J. Bacevich 271
Writing 234 Writing Guidelines 276
Reading Comparison-Contrast Critical Thinking and Writing:

Writing 235 Applications 278
Sample Comparison-Contrast Learning-Objectives Checklist 278
Essays 236
Contents
IE Reading Literature: A Case Study in Structuring Arguments 313
Analysis 279 Understand Toulmin
Argumentation 313
Strategies for Analyzing Literature and
the Arts 280 Understand Rogerian
Argumentation 314
Choose an Approach 314
Principles o
f Literary-Analysis
Writing 280 Engaging the Opposition 315
Reading Literary-Analysis Writing 282 Make Concessions 315
Approaches to Literary Criticism 283 Develop Rebuttals 315
Sample: "Four Ways to Talk About Consolidate Your Claim 315
Literature," John Van Rys 283 Arguing Through Appeals 316
Analyzing a Poem 286 Appeal to Ethos 316
Sample: "Let Evening Come," Jane Appeal to Pathos 316
Kenyon 286 Appeal to Logos 317
Analysis of Kenyon's Poem 287 Making and Qualifying Claims 318
Sample: "Let Evening Come': An Distinguish Claims From Facts and

Invitation to the Inevitable," Opinions 318
Sherry Van Egdom 287
Distinguish Three Types o
f
A Poem to Analyze 289 Claims 318
Sample: "My Last Duchess," Robert

Develop a Supportable Claim 319
Browning 289
Supporting Your Claims 320
Analyzing a Short Story 291
Gather Evidence 320
Sample: '
'.A Clean, Well-Lighted Place,"
Use Evidence 321
Ernest Hemingway 291
Identifying Logical Fallacies 323
Analysis of a Short Story 295
Distorting the Issue 323
Sample: "'.A Clean, Well-Lighted Place':
Sabotaging the Argument 324
Emotional Darkness," by Julia
Drawing Faulty Conclusions from the
Jansen 295
Evidence 325
Analyzing a Film 298
Misusing Evidence 325
Sample: "The Revenant: A Brutal
Misusing Language 326

Masterpiece," by James C.
Schaap 298 Identifying Fallacies in Others'
Arguments 327
Literary Terms 302
Sample: "Executive Deception: Four

Poetry Terms 305
Fallacies About Divestment, and
One Big Mistake," Kathleen Dean
Moore 327
Applications 308
Applications 330
Persuasive Writing Learning-Objectives Checklist 330
lfl Strategies for Argumentation

IIlJ Arguing for Positions, Actions, and
Solutions 331
and Persuasion 309
Strategies for Argumentative

Understanding Arguments 310
Writing 332
Sample Essay o
f Argumentation 310
Sample: "No Mercy," Malcolm
Principles: Taking a Stand 333
Gladwell 271
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-292
Contents
Principles: Callingfor Action 334 Look for Key Words A-5
Principles: Proposing a Solution 335 Plan and Write the Essay-Test
Reading Persuasive Writing 336 Answer A-7
Sample Argumentative Essays 337 Writing Under Pressure: The Essay
Test A-10
Taking a Stand on Female Self
Esteem 337 Taking an Objective Test A-11
Sample: ''Mother-Daughter Tips for Coping with Test Anxiety A-12
Relationships: Harmful or
Helpful?," Sara Wiebenga 337

E Writing for the Workplace B-1
Solving the Problem of E-Waste 342 Writing the Business Letter B-2
Sample: "Remedying an E-Waste Parts of the Business Letter 8-2
Economy," Rachel DeBruyn 342 Writing Memos and Email 8-4
Taking a Considered Position on Sending Email 8-5
Prison 346
Applying for a Job 8-6
Sample: "The Prison Problem," David
Sample Letter of Application 8-6
Brooks 346
Sample Recommendation Request
Taking a Position on a Campus
Letter 8-7
Statue 349
The Application Essay 8-8
Sample: "Why Removing the Jefferson
Model Application Essay 8-9
Davis Statue Is a Big Mistake," Al
Preparing a Resume 8-10
Martinich and Tom Palaima 349
Sample Resume 8-11
Addressing AIDS in Africa 352
Sample Electronic Resume 8-12
Sample: "In Africa, AIDS Has
a Woman's Face," Kofi A.

111!1 Preparing Oral Presentations C-1
Annan 352
Organizing Your Presentation C-2

Taking Action on Academic
Freedom 355 Prepare an Introduction C-2
Sample: "The Gravest Threat to Colleges Develop the Body (-3
Comes from Within," Scott A. Bass Come to a Conclusion C-4
and Mary L. Clark 355

Hold a Q & A Session C-4
Taking a Position on Fatherhood 358

Writing Your Presentation C-5
Sample: "Fatherless America," David

Sample Speech C-6
Blankenhorn 358
Sample: "Save Now or Pay
Later," Burnette Sawyer C-6

Use Visual Aids C-8
Applications 366
Developing Digital Presentations (-9
Overcoming Stage Fright
O n l i n e Bonus Chapters Checklist C-10
Im] Writing for the Web D-1

E Taking Essay Tests A-1
Understanding Web Page Elements and

Reviewing for Tests A-2
Functions D-2
Perform Daily Reviews A-2
Page Elements D-2
Perform Weekly Reviews A-2
Page Functions D-4
Forming a Study Group A-3
Developing a Web Site and Web
Consider the Testing Situation A-4
Pages D-4
Taking the Essay Test A-5
Contents
Writing for Different Rate Source Reliability and
Environments D-11 Depth 385
Critical Thinking and Writing: Evaluate Print and Online
Applications D-12 Sources 386
Learning-Objectives Checklist D-12 Creating a Working Bibliography 388
Select an Efficient Approach for Your
Project 388
Ill. Research and Writing
Annotate the Source 389
Im Getting Started: From P l a n n i n g Developing a Note-Taking System 390
Research to Evaluating Sources 369 Develop Note-Taking Strategies 390
Papers with Documented Research: Employ Note-Taking Systems 391
Quick Guide 370 Summarizing, Paraphrasing, and
The Research Process: A Flowchart 371 Quoting Source Material 394
Getting Focused 372 Summarize Useful Passages 395
Establish a Narrow, Manageable Paraphrase Key Passages 395
Topic 372 Quote Crucial Phrases, Sentences,
Brainstorm Research Questions 372 and Passages 396
Develop a Working Thesis 373 Avoiding Unintentional
Plagiarism 397
Understanding Primary, Secondary,
and Tertiary Sources 374 Practice the Principles of Ethical
Primary Sources 374

Research 397

Secondary Sources 374
Applications 398
Tertiary Sources 375
Developing a Research Plan 376
Choose Research Methods 376

II!] Conducting Research: Primary,
Get Organized to Do Research 377

Library, Web 399
Writing a Research Proposal 378

Planning Primary Research 400
Understand the Parts of a Research
Methods of Primary Research 400
Proposal 378
Principles for Doing Primary
Sample: "Film Studies 201 Proposal:
Research 401
Jane Austen's Pride and Prejudice
Conducting Surveys 402
as Fiction and Film," Gwendolyn
Mackenzie 378 Sample Survey 403
Exploring Information Resources and Analyzing Texts, Documents, Records,
Sites 380 and Artifacts 404
Consider Different Information Choose Evidence Close to Your
Resources 380 Topic 404
Consider Different Information Put the Document or Artifact in
Sites 381 Context 404
Conducting Effective Keyword Frame Your Examination with
Searches 382 Questions 405
Choose Keywords Carefully 382 Draw Coherent Conclusions About
Meaning 405
Use Keyword Strategies 383
Conducting Interviews 406
Engaging and Evaluating Sources 384
Sample Interview Note-Taking
Engage Your Sources 384
Sheet 407
Contents
Making Observations 408 Quality o

f Information 426
Prepare to Observe 408 Quality o

f Writing and Design 426
Conduct Your Observations 408 Evaluation Checklist 427
Make Sense o
f Your Sample Evaluations 428
Observations 408 Critical Thinking and Writing:
Becoming Familiar with the Applications 430
Library 409 Learning-Objectives Checklist 430
Searching the Catalog 410
Locating Resources by Call

El B u i l d i n g Credibility: Avoiding
Numbers 411 Plagiarism 431
Classification Systems 411 Developing Credibility through Source
Using Books in Research 412 Use 432
Approach the Book Writing with Poor Use o

f Sources 432
Systematically 412 Writing with Strong Use o

f
Using Reference Resources 413 Sources 433
Check Reference Works That Supply Recognizing Plagiarism 434
Information 413 What Is Plagiarism? 434
Check Reference Works That Are What Does Plagiarism Look
Research Tools 413 Like? 434
Finding Articles Via Databases 414 Understanding Why Plagiarism Is
Search Online Databases 414 Serious 436
Generate Citation Lists of Academic Dishonesty 436
Promising Articles 415 Theft from the Academic
Study Citations and Capture Community 436
Identifying Information 416 Present and Future Harm 436
Find and Retrieve the Full Text o

f Avoiding Plagiarism 437
the Article 416

Avoiding Other Source Abuses 438
Understanding Internet Basics 418

Sample Source Abuses 438
Using a Subject Guide/Directory 420

Related Academic Offenses 439
Using Search and Metasearch 421

Using Search Engines as Research Applications 440
Tools 422
Use Search Engines Well 423
Understanding the Uses and Limits of

IE Drafting Papers with Documented
Wikipedia 424 Research 441
Know Wikipedia's Strengths 424 Reviewing Your Findings 442
Understand Wikipedia's Standards Conduct Q and A 442
for Truth 424

Deepen Your Thinking on the
Know Wikipedia's Weaknesses 425 Topic 442
Use Wikipedia Cautiously 425 Imagine Your Paper 442
Evaluating Online Sources 426 Sharpening Your Working Thesis 443
Assignment Restrictions 426 Deepen Your Thesis 443
Author/Organization 426 Question Your Thesis 443
Balance or Bias 426 Considering Methods of
Organization 444
Contents
Organizational Practices That Works-Cited Template 476
Consider Sources 444 Works-Cited Components 476
Traditional Organizational Optional Elements 479

Patterns 445
Sample Works-Cited Entries 480
Considering Drafting Strategies 446
Books 480
Choose a Drafting Method 446
Periodical Articles 482
Respect Your Sources While
Interviews and Personal
Drafting 446
Correspondence 483
Reason with the Evidence 447
Multimedia Works 484
Using Source Material in Your
Government Publications,
Writing 448
Reference Works, and Other
Integrate Source Material Documents 485
Carefully 448
Two or More Works by the Same
Effectively Document Your Author 486
Sources 450
MLA Format Guidelines 487
Mark Changes to Quotations 451
MLA Format at a Glance 487
Sample Research Paper: A Humanities
Whole-Paper Format and Printing
Essay 452
Issues 488
Sample: "Chipping Away at Our
Typographical Issues 489
Privacy?," Lucas Koomans 452
Page-Layout Issues 490
Sample Research Paper: Science
Formatting Media Other Than
IMRAD Report 457
Print 491
Sample: "The Effects of the Eastern
Sample MLA Paper 491
Red Cedar on Seedlings and
Sample Paper: Format, In-Text
Implications for Allelopathy,"
Citation, and Works-Cited List
Dana Kleckner, Brittany Korver,
Nicolette Storm, and Adam Sample: "Consequences o

f Childhood
Verhoef 457 Staples: Do Barbies and Disney
Princesses Do More Harm Than

Good to Girls' Self-Esteem?," Annie
Applications 464
Sears 492
E] MLA Style 465 Applications 502

MLA Documentation: Quick
Guide 466
E] APA Style 503
In-Text Citation: The Basics 466
APA Documentation: Quick
Works Cited: Nine Core
Guide 504
Elements 467
In-Text Citation: The Basics 504
Guidelines for In-Text Citations 468
References: The Basics SOS
Citations for Regular Sources 468
Guidelines for In-Text Citations 506
Citations for Sources without
The Form o
f an Entry 506
Traditional Authorship and/or
Pagination 469 Points to Remember 506
Sample In-Text Citations 470 Sample In-Text Citations 506
Guidelines for Works-Cited Guidelines for APA References 510
Entries 476 Sample Reference Entries 511
Contents
Books and Other Documents 511 The Predicate (Verb) 559
Print Periodical Articles 514 Exercises 560
Online Sources 516 Using Phrases 561
Other Sources (Primary, Personal, Types o

f Phrases 561
and Multimedia) 519 Using Clauses 563
APA Format Guidelines 521 Types o

f Clauses 563
Sample APA Paper 522 Using Sentence Variety 564
Sample: "The Silent Sibling: How Kinds of Sentences 564

Current Autism Intervention
Structure of Sentences 565
Neglects Typically-Developing
Exercises 566
Siblings," Julia Sweigert 522
Sample Title Page 522

IE Avoiding Sentence Errors 567
Sample Abstract 523

Subject-Verb Agreement 567
Pronoun-Antecedent Agreement 571
Applications 532
Exercises 572
Shifts in Sentence Construction 573
Fragments, Comma Splices, and

IV. Handbook
Run-Ons 574
Exercises 576
G Understanding G r a m m a r 535
Misplaced and Dangling
Noun 535
Modifiers 577
Classes o
f Nouns 535
Ambiguous Wording 578
Forms of Nouns 536
Exercises 579
Exercises 538
Nonstandard Language 580
Pronoun 539
Exercises 581
Classes o
fPr
ono
u ns 540
Avoiding Sentence Problems
Forms of Personal Pronouns 541
Review 582
Exercises 543
Verb 544
E1] Marking Punctuation 583
Classes o
f Verbs 544 Period 583
Forms o
f Verbs 545 Ellipsis 584
Verbals 548 Question Mark 585
Irregular Verbs 549 Exercises 586
Exercises 550 Comma 587
Adjective 551 Exercises 592
Adverb 552 Semicolon 593
Preposition 553 Colon 594
Conjunction 554 Hyphen 595
Interjection 554 Dash 597
Exercises SSS Exercises 598
Quotation Marks 599

IE Constructing Sentences 557
Italics (Underlining) 601
Using Subjects and Predicates 557

Parentheses 602
The Subject 557

Diagonal 602
Contents
Brackets 603 Numbers, Word Parts, and Idioms 664
Exclamation Point 603 Numbers 664
Apostrophe 604 Prefixes, Suffixes, and Roots 665
Exercises 606 Exercises 666
Idioms 667
IE Checking Mechanics 607
Exercises 670
Capitalization 607
Targeting Trouble Spots 671
Exercises 611
Help for Speakers of Latin
Plurals 612 Languages 671
Numbers 614 Help for Speakers of European
Exercises 616 Languages 672
Abbreviations 617 Help for Speakers of African and
Caribbean Languages 672

Acronyms and Initialisms 619
Help for Speakers of East Asian

Exercises 620
Languages 673
Basic Spelling Rules 621
Help for Speakers of Middle-Eastern
Commonly Misspelled Words 622
Languages 673
Steps to Becoming a Better Speller 627
Exercises 674
Exercises 628
Index 680
Im Using the Right Word 629
Exercises 632
Exercises 636
Exercises 640
Exercises 644
ID M u l t i l i n g u a l and ESL G u i d e l i n e s 645
Five Parts of Speech 645
Noun 645
Articles and Other Noun
Markers 646
Exercises 648
Verb 649
Objects and Complements o

f
Verbs 650
Exercises 655
Adjective 656
Adverb 657
Preposition 658
Exercises 659
Understanding Sentence Basics 660
Sentence Problems 661
Exercises 663
Thematic Contents
Thematic Table of Contents for R e a d i n g s
Character a n d Conscience
"Beyond the Polite Smile" by Janice Pang 236
"Chipping Away at Our Privacy?" by Lucas Koomans 452
"A Clean Well-Lighted Place" by Ernest Hemingway 291
"'A Clean Well-Lighted Place': Emotional Darkness" by Julia Jansen 295
"Confession" by Amy Tan 183
"Consequences of Childhood Staples: Do Barbies . . . ? "by Annie Sears 492
"The Emancipation of Abe Lincoln" by Eric Foner 226
"Executive Deception: Four Fallacies about Divestment . . . " by Kathleen Dean Moore 327
"Fatherless America" by David Blankenhorn 358
"Finding Ashton" by Melissa Pritchard 162
"How the Internet Has Changed Bullying" by Maria Konnikova 244
"In Africa, AIDS Has a Woman's Face" by Kofi Annan 352
"Mother-Daughter Relationships: Harmful or Helpful?" by Sara Wiebenga 337
"No Mercy" by Malcolm Gladwell 310
"No Risky Chances" by Atul Gawande 214
"The Prison Problem" by David Brooks 346
"Remedying an E-Waste Economy" by Rachel DeBruyn 342
"The Revenant-A Brutal Masterpiece" by James C. Schaap 298
"The Silent Sibling: How Current Autism Intervention Neglects . . . " by Julia Sweigert 522
"Spare Change" by Teresa Zsuffa 153
"Story Time: A True Story" by Brandalynn Buchanan 150
"The Washing" by Reshma Memon Yaqub 220
"What I Learned in Prison" by James Kilmore 156
"Why Change Is So Hard" by Dan Heath 4
"Why Removing the Jefferson Davis Statue Is a Big Mistake" by Al Martinich and Tom Palaima 349
"Why We Care About Whales" by Marina Keegan 238
Community and Culture
"The Gravest Threat to Colleges Comes from Within" by Scott Bass and Mary Clark 355
"History That Makes Us Stupid" by Andrew J. Bacevich 271
"Journeys" by Barbara Kingsolver 242
"Latin American Music: A Diverse and Unifying Force" by Kathleen Kropp 196
"The Lion, the Witch and the Metaphor" by Jessica Seigel 204
"Mind Over Mass Media" by Steven Pinker 268
Thematic Contents
"The Muscle Mystique" by Barbara Kingsolver 159
"The Rise of the New Groupthink" by Susan Cain 259
"Why We Lift" by Hillary Gammons 200
Disease, Death, a n d Coping

"Familiar Strangers" by Audrey Torrest 254
"Let Evening Come" by Jane Kenyon 286
"Wayward Cells" by Kerri Mertz 212
Diversity a n d Equity
Thematic Contents
Education a n d L e a r n i n g
"Beginnings" by Susan Sontag 185
"Deft or Daft" by David Schelhaas 182
"Defining Mathematics" by Chase Viss 178
"The Effects of the Eastern Red Cedar . . . " by Dana Kleckner, et al. 457
"Executive Deception: Four Fallacies about Divestment . . . " by Kathleen Dean Moore 327
"Film Studies 201 Proposal . . . " by Gwendolyn Mackenzie 378
"Four Ways to Talk About Literature" by John Van Rys 283
"Let Evening Come': An Invitation to the Inevitable" by Sherry Van Egdom 287
"On Excellence" by Cynthia Ozick 187
E n v i r o n m e n t a n d Nature
"Death From Below: Our Summer of Shark Attacks" by Brian Phillips 264
"The Effects of the Eastern Red Cedar . . . " by Dana Kleckner, et al. 457
"Four Sides to Every Story" by Steward Brand 202
Ethics a n d Ideology
"Executive Deception: Four Fallacies about Divestment, and One Big . . . " by Kathleen Dean
Moore 327
Thematic Contents
Ethnicity a n d Identity
"The Emancipation of Abe Lincoln" by Eric Forrer 226
Family and Friends

Fashion a n d Lifestyle
Thematic Contents
G e n d e r a n d Integrity
H u m o r and Humanity
L a n g u a g e a n d Literature
"Film Studies 201 Proposal . . . " by Gwendolyn Mackenzie 378
"Four Ways to Talk About Literature" by John Van Rys 283
"Let Evening Come': An Invitation to the Inevitable" by Sherry Van Egdom 287
"Let Evening Come" by Jane Kenyon 286
M e m o r y a n d Tradition
Thematic Contents
"Why Removing the Jefferson Davis Statue Is a Big Mistake" by Al Martinich and Tom
Palaima 349
Science a n d Health
"Clean Water Is Everyone's Business" by Angela Franco 128
"Consequences of Childhood Staples: Do Barbies . . . ?" by Annie Sears 492
"Defining Mathematics" by Chase Viss 178
"The Effects of the Eastern Red Cedar . . . " by Dana Kleckner, et al 457
"In Africa, AIDS Has a Woman's Face'' by Kofi Annan 352
"Let Evening Come'' by Jane Kenyon 286
"The Silent Sibling: How Current Autism Intervention Neglects . . . " b y Julia Sweigert 522
Terror and Our Time

"The Revenant-A Brutal Masterpiece'' by James C. Schaap 298
Work and Play

"Consequences of Childhood Staples: Do Barbies . . . ?" by Annie Sears 492
"Latin American Music: A Diverse and Unifying Force'' by Kathleen Kropp 196
"The Muscle Mystique'' by Barbara Kingsolver 159
Preface
Preface
Combining streamlined instruction in the writing process with outstanding accessibility,
the sixth edition of The College Writer is a fully updated four-in-one text with a rhetoric, a
reader, a research guide, and a handbook for students at any skill level. Throughout the text,
numerous student and professional writing samples highlight important features of academic
writing-from voice to documentation-and offer guidance for students' own papers. The
sixth edition features fully refreshed sample essays, stronger instruction in argumentative
writing, revamped activities and projects, and MLA 8th edition updates.
New Features
• Thirty NEW sample essays, 12 student and 18 professional, offer students fresh
perspectives on relevant, current topics-from human empathy for whales to
groupthink to cyberbullying. Perfect for discussion, these essays will also inspire
students' own writing. New professional writers include such well-knowns as Susan
Sontag, Amy Tan, Atul Gawande, Malcolm Gladwell, Ernest Hemingway, and David
Brooks, along with Melissa Pritchard, Reshma Memon Yaqub, Brian Phillips, Maria
Konnikova, Susan Cain, and James Kilmore. New student writers tackle topics
such as family violence, cultural identity, face blindness, e-waste, and privacy in a
surveillance age.
• E N H A N C E D Chapter 17, "Strategies for Argumentation and Persuasion," and
the NEW Chapter 18, "Arguing for Positions, Actions, and Solutions," strengthen
instruction in argumentative writing. Chapter 17 now includes attention to the
contrast between Toulmin and Rogerian approaches to argument, along with a
sample argument by Malcolm Gladwell and a fallacy-focused essay by philosopher
Kathleen Dean Moore. Chapter 18 integrates and streamlines instruction in forms
of argumentative writing that had previously been somewhat artificially separated
into chapters on taking a position, calling for action, and solving problems. At the
same time, this new chapter offers more instruction on the principles involved in
forms of argumentative writing, along with new sample essays that cluster around
campus controversies, environmental challenges, and social institutions (including
the family).
• NEW activities and projects help students fully engage readings, complete their own
writing, and extend their learning through critical thinking. After each sample essay,
"Reading for Better Writing" questions now ask students to connect the reading to
their own lives and experiences, show comprehension of the content, study writing
strategies within the piece, and brainstorm related topics and approaches for their
own projects. End-of-chapter activities now extend students' learning through
critical-thinking applications such as Photo Op, Wise Words, Living Today, Public
Texts, Writing Reset, and Major Work.
Preface
• NEW and ENHANCED instruction in principles of academic writing helps students
to more effectively produce thoughtful, energetic, college-level prose. A new diagram
of the writing process (Figure 2.2 on page 26) does justice to the recursive nature of
writing, while more attention to thesis development (page 46) and an introduction to
academic writing moves (pages 64-66) shows students how to strengthen, develop,
and expand their ideas. A new overview of the rhetorical modes (pages 140-141)
underscores how writers draw upon and integrate thinking patterns in their work.
New attention to eliminating wordiness (page 102) and striving for plain English
(page 105) helps students write clear, concise prose. And to reinforce new instruction,
students will find tips on reviewing instructor feedback on writing (page 113).
• Fully UPDATED MLA Documentation (8th edition) gives students the instruction
they need to understand the major changes to the MLA system and to implement
those changes through correct and effective documentation of their research. The
new system is introduced through an easy-reference quick guide, presented through
clear examples, and modeled in new student essays.
• REORGANIZED chapters in the Reader and the Handbook offer a more logical
progression in concepts for instructors and students. In the Reader, the analytical
modes follow a sequence from lesser to greater thinking complexity: definition,
classification, process, comparison-contrast, and cause-effect. In the Handbook,
instruction now begins with the foundational matters of parts of speech and sentence
structure before moving on to sentence errors, punctuation, mechanics, and usage.
Key Features
• The College Writer provides students with a concise yet complete overview of
the writing process. The text's unique "at-a-glance" visual format presents each
major concept in a one- or two-page spread, with examples illustrating explanations,
and then the opportunity for hands-on practice, with writing assignments or
practice exercises.
• Consistent attention to the rhetorical situation-writer, reader, message, medium,
and context-gives students a tool to analyze the works of others and create their
own works. Chapter l, for instance, begins with an illustration of the rhetorical
situation and extended tips for reading actively.
• "Learning Objectives" at the beginning of each chapter help students focus on
key learning points; main headings throughout the chapter reinforce those points;
and "Learning-Objective Checklists" at the end of the chapter enable students to
track their performance.
• "Common Traits of College Writing," introduced in chapter 2 and then
underlying much of the instruction in the text, help students understand
and achieve college-level writing. These traits are also in sync with the "WPA
Outcomes Statement for First-Year Composition."
Preface
• Emphasis on thesis and outline creation encourages students to organize their
t h i n k i n g as they write.
• High-interest academic writings from students and professionals help writers
understand and create a scholarly tone. Throughout the text, the authors offer
examples of writing for different disciplines as well as in different work contexts.
• "Writing with Sources" boxes, integrated into the writing-process chapters,
show students how attention to research-related issues might help them at a
given step in the writing process.
• Each chapter includes projects or activities that may be completed individually
or in groups. That way, the text is a flexible tool for cultivating individual skills and
facilitating collaborative learning.
• Chapter 16, "Reading Literature: A Case Study in Analysis," addresses literary
analysis as a form of analytical writing that utilizes many of the principles and
practices addressed in the analytical writing chapters ( 1 1 - 1 5 ) . In that way, the
chapter consolidates and illustrates that instruction, showing how writers draw upon
several analytical modes to answer their questions about poems, short stories, and
even films. The chapter also includes the poem and short story analyzed by student
writers.
• The Research section gives students all the tools they need to do twenty-first
century research, including working with digital databases; understanding the
differences between primary, secondary, and tertiary sources; working effectively
with sources, while avoiding plagiarism; learning to evaluate diverse sources; and
documenting their research in MLA or APA format.
• The Handbook covers key points of grammar, sentence structure, sentence
errors, punctuation, mechanics, and usage, as well as multilingual and ESL
guidelines. These topics are reinforced by exercises available both in the text and
online via MindTap.
• Charts, graphs, and photos help visual learners grasp concepts and cultivate
visual literacy in all students. These elements range from the high-interest chapter
opening photos with a "Visually Speaking" prompt to "Photo Op" activities at the
end of many chapters, critical-thinking through viewing examples in chapter 1, and
graphic organizers in chapter 3.
• Color-coded cut-out tabs make it easy to flip to any of the four sections of the
book.
• The entire text is available as a multimedia eBook, featuring audio, video,
exercises, models, and web links.
• Chapters on "Writing for the Web," "Taking Tests," "Writing for the Workplace,"
and "Preparing Oral Presentations" are listed in the Table of Contents and are
available online in MindTap.
Preface
New to T h i s Edition
N e w Sample Essays: Thirty new sample essays include works by professionals such as Susan
Sontag, Amy Tan, Atul Gawanda, Malcolm Gladwell, Ernest Hemingway, David Brooks,
Melissa Pritchard, Reshma Memon Yaqub, Brian Phillips, and Maria Konnikova.
Reader: Strategies and Samples
Analyzing Medical Procedures
"Nn Ri�ky l.hance�� i� an e��ay excerpted fmm the book. Being Mnrtaf. MP.dicine and
What MattPn itt the fa1d In hnth texts, author and phy�ician Dr, Atul Gawande crtttques
traditional procedures used by physicians to care for pattents during their last stages of life
"Lacking a coherent view of how people might live successfully all the way to the very end,"
he says, "we have allowed our fates to be controlled by medicine. technology, and strangers."
No Risky Chances:
The conversation that matters most.
I learned about a lot of things in medical school, but mortality wasn't one of them.
Although I was given a dry. leathery corpse to dissect in anatomy class in my first
term, our textbooks contained almost nothing about aging or frailty or dying. 'Ihe
purpo"" of mf'cl1C•l schooling was to !Pach how to ""VP lrvPs, not how to tend to th,.,r
clem,se
I had never seen anyone die before ( became a doctor, and when l did, 11 came as l
a shock I'd seen multiple family members-my wife, my parents, and mychildren-
go through serious, life-threatening illnesses, but medicine had always pulled them
thrnu9:h I knf'w thPnrPlically th•! my pat1Pnls crmlcl cl1P, of course, bnt Pwry actual
insl•nc.f' sef'mf'cl l,kP a v,olatinn, as if the rulPs I thought we were playing by were
broken
Dying and death confront every new doctor ,..c.-..ca.."-==-----�-.L----_.--------------------

Some shut down. Some hardly notice. When Isa
to weep. But I had recurring nightmares in wht
Chapter 11 I Definition
houSf'-l'VPn sn my bed
I fPlt as if r• cl failPcl But cleat h, of course, is n
may be the enemy, but it is also the natural order

Illustrating a Term
abstractly, but l didn't know them concretely-th
Amy Tan ie an award-winning writer whose many hooks include The Joy Luck: Cluh, 1he
everyone but also for this person nght in front of
Kitchen God's Wife, The Ronesetter's Daughter, and The Valley o

f Amazement When asked
for.
to respond to the writing prompt "confession," she relayed the following personal experience
You don't have to spend mnch hme with the
that concludes with an urgent confession.

to see how often medicine fails the people 11 is su
our lives are given over to treatments that addle
sliver's chance of benefit. These days are spent in
lntenstve-care units-c-where regimented, anony1 Confession
things that matter to us in life

"My mother hnd a vPry difficult childhood, having seen her own moth Pr k,/1 hPrself
A� recently as 1945, most deaths occur reel in
�o <hP didn't alw.:iys know how to be the nurturmx mother that w, all PXpPrt WP
percent did. Lacking a coherent view of how pee
,hould havP" -Amy Tan
My mother ha, Al7hf',mPr'< cliwasP Oftpn hf'r thought, Tf'ach hark l,kP thP l
win IPr t,cl,,, exposing the wrPrka9:P of a fnrmPr shorf' Oftpn shf''s mired in 19/i.R, thf'
year my older broth Pr ancl futhPr dif'cl lh1< was •lso the yPar that shf' took mf' and my
younger broth Pr orro«s an oc.f'an to Swit7Prland, a place so preposterously d,ff�rf'nt
that she knew she had to give up grieving ,imply to survive. That ynr, she remembers,
she was very, very sad. I too remember. I was sixteen then, and I recall a late-night
hour when my mother and l were argumg in a chalet, that tinder box of emotions
where we lived.
She had pushed me into the small bedroom we shared, and as she slapped me 3
about the head, I backed into a corner, to a room that looked out upon the lake, the
Alps. the beaunful outside world. My mother was Iunous because I had a boyfriend.
She said he was a drug addict, a bad man who would use me for sex and throw me
away hke leftover garbage. "Stop see mg him I" she ordered. I shook my head The more
she beat me, the more implacable I became, and this in turn fueled her outrage. "You
didn"t love your daddy or Peter! When they die you not even sad." I kept my face to
the window, unmoved. What does she know about sad? She sobbed and beat her chest,
"I'd rather kill myself first than see you destroy your life!" Suicide. How many times
had she threatened that before? "I wish you the one die! Not Peter, not Daddy" She
had JUSt confirmed what [ had always suspected. Now she flew at me with her fists "I
rather kill you! I rather see you die!" And then perhaps horrified by what she had JU St
said, she fled the room
Thank God that was over Suddenly she was back. She slammecl shut the doer, 4
latched 11, then lockffi it with a key I saw the flash of a meat cleaver just before she
pnshecl me to thP wall ancl brought the blade's edge to witb,n an ,nrh from my throat
Her eyes werf' like a w,lcl •nimal's, shiny, fintPcl on the k,11 In an nc,tecl voke she
sa,cl shP w•s going to kill me first, then my younger brother, then herself the wholP
Preface
Enhanced, Streamlined Instruction in Argumentation and Persuasion: Chapter 17,
"Strategies for Argumentation and Persuasion," now includes attention to the contrast
between Toulmin and Rogerian approaches to argument, along with sample arguments by
Kathleen Dean Moore and Malcolm Gladwell. Chapter 18, "Arguing for Positions, Actions,
and Solutions," integrates instruction in three forms of argumentative writing.
Chapter 17 J Strategies for Argumentation and Persuasion
Structuring Arguments
The shape of an argument often emerges organically as you think about and research an
issue. While you have a lot of freedom about how to shape arguments, two patterns have
become popular methods of doing so: Toulmin and Rogerian. In what follows, you will find a
brief introduction to each method. Use these introductions to guide your choices for specific
arguments.
Understand Toulmin Argumentation
Made popular by British philosopher Stephen Toulmin in his book The Uses o
f Argument
(1958), this method lends structure to the way people naturally make arguments. Not exactly
formal logic, this pattern offers a practical approach that allows writers and their readers to
wrestle over debatable issues through sound thinking. Toulmin's elements do not map out a
strict sequence of elements, but writers may draw upon the elements to unfold their thinking
within a paragraph or for an entire essay. Many of these elements are addressed more fully
later in this chapter (pages 315-322), but here is an overview:
• Claims The debatable statement the writer aims to prove or support.
I Planting trees is a practical step to fight climate change.
• Qualifiers Any limits the writer puts on claims in order to make those claims more
reasonable, precise, and honest.
Although it isa small step, planting trees is one practical way that many people can
I fight climate change.
• Support The reasoning that the writer offers to explain and defend the claim; the
evidence that the writer offers to back up the reasoning and thereby ground the claim
(various forms of data, information, experience, narratives, authority, and so on).
According to the UN, "Deforestation causes 12-18 percent of the world's carbon
I emission, almost equal to all the C02 emissions from the global transport sector."
• Warrants The logical glue that holds together claims, reasons, and evidence; the
assumptions, principles, and values (sometimes unstated), that lie behind the writer's
reasoning.
Stopping climate change is more important than the economic benefits of
I deforestation.
• Backing When warrants aren't shared or understood by readers, the special
reasoning and evidence writers offer to convince readers to accept those principles.
Recent research has determined that the 32 million acres of forest lost each year
I make a significant contribution to global warming.
• Conditions of Rebuttal The writer's anticipation of and response to possible
objections; his or her sense of other perspectives and positions.
Economies dependent on deforestation can take a number of steps toward
I sustainable practices.
Preface
Enriching Questions, Activities, and Projects: After each sample essay, "Reading for Better
Writing" questions ask students to connect the reading to their own life, show comprehension
of the content, study writing strategies within the piece, and brainstorm related topics and
approaches for their own project. End-of-chapter activities extend students' learning through
critical-thinking applications such as Photo Op, Wise Words, Living Today, Public Texts,
Writing Reset, and Major Work.
Chapter 18 I Arguing for Positions, Actions, and Solutiom
The university's decision m the case of the Confederate statues runs counter to the 15
core values i
t has long promoted. Carved m large letters prominently across the facade
oft he south entrance of the UT Tower are the hberatmg words of John 8:32: "Ye shall
know the truth and the truth shall make you tree." The motto on the official seal of the
university reads Disciplma Pratsidium Civitatis- "A cultivated mmd is the guardian
gen,m of democracy" The recent decmon ,snot faithful to those values, nor is it in
keeping with onr nniversrty motto- "What starts here changes the world"
All h11man lives matter, inchuhng historical lives. For ovpr a century, people of 16
color in Texas were treated as nnworthyofthe foll rights and privileges of American
citizens. We should not segregate any part of our past in a moral skeleton closet.
KPep,ng, contPxtualmng, and explaining the ConfederatP statues and thPir h,story
would c.onvPrl thosP artworks ,nto tools ofhistorn:al witnPss to wrongs done and too
long tolerated And th Py would sPrve as consptcuons examples of how to change moul
dirf'clion within our society
Reading for Better Writing
1. ConnPCtiom: How would you describe your own cnnnecnon to and experience of
the South? What about your knowledge of racial history in that region? What about
statues! Are the statues on your campus (if there are some) particularly meaningful?
What do they represent! --------�-�----�--------------------------
2. Comprehension: Early in their piece, Martmich an
the statue is a serious moral and ethical mistake.

Reader- Strategies and Samples
after this statement.
3. Writing Strategies:
,. Theaothma,ed;,ect;a,t,tiagthe;,pos;ti Critical Thinking and Writing: Apj:>lications

doing so' "'"""''-""".:_j._..__��-c.��-C.�..!....L��--J
b. In paragraphs 4-7, Martinich and Palaima p Once you have finished your argumentative essay, there may be more to think about.
what does context add? Consider how to apply what you have learned in the situations below
c. In paragraph 9, the authors criticize the univ 1. Wise Words: One of Aesop's fables goes like this· "Passion is often more effectual
weaknesses do they point out, and how effe
than force." ls argumentative writing a form of passion? How is such passion
d. In the final three paragraphs, how do Martin
different from force, perhaps even opposed to force?
po�ition? Are their strategies an effPctivP wa
2. Photo Op: Recall the photograph on this chapter's opening page. rind anuther
photograph or a short video that �imilarly portrays the nature of argumentation

Your Project: To find a topic for your own argument
in an intere�ting and insightful way A� an alternative, find a photograph or other
public objects and activities that are similarly contr
graphic that could be incorporated into your own argumentative essay

deve opment proj
l ec ts, bu lding , par
i s ks, pi
pe lin es, m
th
es e de ba tes intere t you
s !
3. Living Today: Contemporary America is filled with issues that seem to have
opposing poles but no middle ground: gun control, immigration, abortion, and
"Why R,m,,,.,ng tit, J•/frn<,• °""" Stotue u 4 Hug< Mi,tol<" the war on terror, to name just a few. Choose an issue like this, and then research
'" Th< O.ron,de ofHigher hdocauon &pn•«d byp<rm,u,oo
news commentaries, editorials, biogs, and comment threads that characterize the
opposing positions. Given what you have learned ahout argumentation, can you
explain what is going on in these entrenched opposlrlonse
4. Public Text�: Written arguments (an he found throughout the digital landscape:
at sites sponsored by news organintions, political groups, businesses, and not-for
profits. Choose an organization that interests you, relates to your life, or perhaps
even aggravates you. Then go to its Web site, and search for a page containing an
argument a position, a call to action, or a solution to a problem. Assess how well
the argument worh
5. Major Work: Consider your major and your future career What i� the focu� oft hi�
field of study and this pmfes�ion? Where and how will argument be part of what
you do? Why will doing it well matter? Research these questions to get the answers
you need.
Learning-Objectives Checklist v"
Hav e you a ch ie ved h

t is chapte r's le rn ng objectiv
a i es? Check your pr og r
ess w th the following
i
item , re i iting top cs in the

s v s i ch a pter as nee e . I ha e . . d d v
c rit cally
i PxaminPd a rgumentative e ssa y s for wel l-craft!'d cla im s, reli blea ev idence , and
va lid w rr nt a a s (31 3-3 22).
ident i fi ed logical fa ll
a cie s n ot
i he rs' writ ng and corr
i ected th m n my own writ ng,
e i i
e pe i lly over impl fi

s c a s i ca t on
i , either or thin ing
/ k , appe l a s to p ty,
i pe r
so n l atta k
a c s, fal es
cau e s , and s lanted l a nguage (323 - 326 ).
d evel op ed me as ured, rea on ble s a clai m s, whet he r pos ition sta temen ts, ca ll
s to a ction ,
or so lution s to problem s ( 333 3

3 5) .
r
esea rched and written a conv in cing argumen ta tive e ss a y that c ommun c te i a s in a
mea ured but confident

s v oice and a p pe al s to reader s' need s and valu es (363-365 ).
Practice skills that you have leamtd in this chapttr and rectiw automat,c fttdback. Rtfifit on
MindTap your writing proct,s.
Preface
Enhanced Instruction in the Principles of Academic Writing: The following new elements
help students to more effectively produce thoughtful, energetic, college-level prose:
• A new diagram of the writing process illustrating the recursive nature of writing
(Figure 2.2 on page 26).
• Expanded instruction on thesis development (page 46).
• An introduction to academic writing moves (pages 64-66) showing students
how to strengthen, develop, and expand their ideas.
• A new overview of the rhetorical modes underscores how writers draw upon
and integrate thinking patterns in their work (pages 140-141).
• New instructions that help students write clear, concise, and compelling prose
(pages 78-81).
Rhetoric: A College Student's Guide to Writing
The Writing Process: From Start to Finish
It's easy to feel overwhelmed by a writing project-especially if the form of writing is new to
you, the topic is complex, or the paper must be long. However, using the writing process will
relieve some of that pressure by breaking down the task into manageable steps.
Consider the Writing Process
Figure 2.2 maps out the basic steps in the writing process. As you work on your writing
project, periodically review this diagram to keep yourself on task.
Steps in the Writing Process
Prewriting
• Understanding the assignment
• Selecting a topic
• Generating ideas
• Collecting information
Planning
• Renecting on research
• Forming a thestc
• Developing a plan or
an outline
Drafting
Revising
• Opening your draft
• Improving ideas, organization,
• Developing the middle
and voice
• Ending your drafl
Editing
and Proofreading
• Improving style and grammar
Submitting
• Preparing a paper for submission
• Checking for page design and
documentation
fig. 2.2
Preface
Updated Chapter 23 Instructions on MLA Documentation and Style (8th edition): Clear
instructions and illustrations help students understand and use the current MLA system
for documenting research writing. The new system is introduced through an easy-reference
quick guide, presented through clear examples, and modeled in new student essays.
Research and Writing
Guidelines for Works-Cited Entries
The works-cited section li�t<: nnly thnse sources that you have cited in ynur paper Fnr
guideline� nn formatting ynur worh-cited list, see pages 487-488, a� well a� the sample
works-cited list on pages 501-502 In what follows, ynu will fint find a template for works
cited entries, shnwing the essential pattern to follow After the template, you will find
guidelines for constructing any entry by drawing upon the nine core elements of source
identification and arranging those elements in the order listed.
Works-Cited Template
Every works-cited entry wi1\ include some or all of nine elements, formatted and punctuated
in the manner indicated
Author. Title of Source [normally italicized or in quotation marks]. Title of Container,
Other Contributors, Version, Number, Publisher, Publication Date, Location
Works-Cited Components
The following table provides you with guidelines for presenting each of the nine main
components of works-cited entries. Review both the instructions and examples to understand
the logic of each element.
1. The Author is the person, people, or organization that Jacob, Mira
created the source. Note that for online sources, pseudonyms

King, Martin Luther, Jr.
and handles may be used Tn general, omit titles and degrees
from names. hut present the name accurately frnm the @PiradorUSA.
source. Follow the author with a period

Environmental
• One author: Invert the authnr'v name
Protection Agency.
• Two authors: Follow the order given in the source.
Invert the first author's name, but put the second in Pratchett Terry, and Neil
traditional order. Separate the authors' names with a Gaiman.
comma.
Raabe, William A., et al.
• Three or more authors: Name only the first author
listed, followed by et al (meaning and others). Dunham, Lena, performer.
• Other contributors: If appropriate, you may put
another contributor in this first position to emphasize
the focus in your writing: an editor, a director, a
performer, and so on. Spell out the role after the name
and a comma.
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicsted, in whole or in psrt. WCN 02-200-292
Preface
Reorganized Chapters in the Reader and the Handbook: The new organization offers a
more logical progression of instruction. In the Reader, the analytical modes (chapters 10-
15) follow a sequence from lesser to greater thinking complexity: definition, classification,
process, comparison-contrast, and cause-effect. Also in chapter 18, three forms (arguing for
positions, actions, and solutions) are integrated and enhanced.
In the Handbook, instruction now begins with the foundational matters of parts of
speech and sentence structure before moving on to sentence errors, punctuation, mechanics,
and usage.
Part II Reader: Strategies and Samples Part IV Handbook
9. Forms of College Writing 25. Understanding Grammar
10. Narration, Description, 26. Constructing Sentences
and Reflection
27. Avoiding Sentence Errors
11. Definition
28. Marking Punctuation
12. Classification
29. Checking Mechanics
13. Process
30. Using the Right Word
14. Comparison and Contrast

31. M u l t i l i n g u a l and ESL Guidelines
15. Cause and Effect
16. Analyzing Literature: A Case Study
17. Strategies for Argumentation
and Persuasion
18. Arguing for Positions, Actions,
and Solutions
Preface
MindTap
MindTap" English for Van Rys/Meyer/VanderMey/
Sebranek's The College Writer, 6th edition engages your MindTap®

students to become better thinkers, communicators, and
writers by blending your course materials with content that
supports every aspect of the writing process.
• Interactive activities on grammar and mechanics promote application in student writing.
• An easy-to-use paper management system helps prevent plagiarism and allows for
electronic submission, grading, and peer review.
• A vast database of scholarly sources with video tutorials and examples supports every
step of the research process.
• Professional tutoring guides students from rough drafts to polished writing.
• Visual analytics track student progress and engagement.
• Seamless integration into your campus learning management system keeps all your
course materials in one place.
• MindTap lets you compose your course, your way.
MindTap" English now comes equipped with the diagnostic-guided JUST IN TIME
PLUS learning module for foundational concepts and embedded course support. The module
features scaffolded video tutorials, instructional text content, and auto-graded activities
designed to address each student's specific needs for practice and support to succeed in
college-level composition courses.
Instructor's Resources
The instructor's manual provides teaching
suggestions, suggested answers to exercises, and

CENGAGE
a sample course syllabus to assist instructors in
teaching the course. The instructor's manual and Learning®

other resources for teaching can be accessed in
MindTap.
Acknowledgements
Acknowledgements
The authors express their gratitude to the following reviewers of the The College Writer, 6th
Edition.
Marsha Anderson-Hudson, Wharton County Junior College
Lauryn Angel, Collin College
Julie Baker, Northeastern University
Jacqueline A. Bollinger, Erie Community College
Elizabeth Bookser Barkley, Mount St. Joseph University
David Carpenter, University of Arkansas Community College at Batesville
James Celestino, Salt Lake Community College
Theron Coleman, Baltimore City Community College
Michael Conver, Cornerstone University
Judith Cortelloni, Lincoln College
Patricia Coward, Canisius College
Jean Dean, Milwaukee Area Technical College
Mackinzee Escamilla, South Plains College
Ulanda Forbess, North Lake College
Jill Goad, Shorter University
Jerri Harwell, Salt Lake Community College
Suzanne Hess, Florida State College at Jacksonville
Michael Hricik, Westmoreland County Community College
Tehmina Khan, South Coast College
Paul Long, Baltimore City Community College
Kelly B. McCalla, Riverland Community College
Nell Morningstar, IPR
Katrina Neckuty-Fodness, Globe University
Starr Nordgren, McHenry County College
Julianne Palma, Monroe Community College
Alexandria Piland, Central New Mexico Community College
Karrie Preasmyer, Vanguard University
Sharon Prince, Wharton County Junior College
Chyrel Remmers, Central Community College
Dr. Jim Richey, Tyler Junior College
Justin Senter, Northeastern University
Marian Smith, Chippewa Valley Technical College
Eric Stalions, Martin Methodist College
Jennifer Stefaniak, Springfield Technical Community College
Grazia Svokos, Northeastern CPS
Tom Vollman, Milwaukee Area Technical College
Rosanna Walker, Southwestern College
Audrey A. Wick, Blinn College
Joseph A. Wolcott, Erie Community College
Rhetoric: A College Student's G u i d e to Writing
1 Critical Thinking Through Reading, 6 Editing and Proofreading
Viewing, and Writing

Strategies for Polishing
Critical Thinking Through Reading 4 Your Writing 94
Responding to a Text 8 Combining Sentences 95
Summarizing a Text 9 Expanding Sentences 96
Critical Thinking Through Viewing 10 Checking for Sentence Style 97
Interpreting an Image 12 Avoiding Vague, Weak, and
Evaluating an Image 14 Biased Words 103
Critical Thinking Through Writing 16 Proofreading Your Writing 109
Practicing Modes of Thinking in Your Critical Thinking and
Writing 19 Writing: Applications 110
Critical Thinking and

7 Submitting Writing and
Writing: Applications 24
Creating Portfolios
2 Beginning the Writing Process 112

Formatting Your Writing
The Writing Process: From Submitting Writing and
Start to Finish 26 Creating Portfolios 113
Understanding the Rhetorical Critical Thinking and
Situation 28 Writing: Applications 114
Aiming for Writing Excellence 30

8 One Writer's Process
Understanding the Assignment 32
Angela's Assignment and
Developing a Topic 34
Response 116
Researching Your Topic 38
Angela's Planning 118
Angela's First Draft 120
Angela's First Revision 122
3 Planning Angela's Second Revision 124
Revisiting the Rhetorical Situation 44 Angela's Edited Draft 126
Forming Your Thesis Statement 45 Angela's Proofread Draft 127
Using a Thesis to Pattern Angela's Finished Essay 128
Your Writing 47 Critical Thinking and
Developing a Plan or an Outline 49 Writing: Applications 131
Critical Thinking and Traits of College Writing:
Writing: Applications 56 A Checklist 132
4 Drafting
Reconsider the Rhetorical Situation 58
Basic Essay Structure: Major Moves 59
Opening Your Draft 60
Developing the Middle 62
Ending Your Draft 67
5 Revising
Consider Whole-Paper Issues 72
Revising Your First Draft 74
Revising for Ideas and Organization 75
Revising for Voice and Style 78
Addressing Paragraph Issues 82
Revising Collaboratively 89
Using the Writing Center 91
Critical T h i n k i n g
MindTap
Through Reading,
Understand the goals of
the chapter and complete a
Viewing, a n d Writing w a r m - u p activity on line.
Every day, we encounter words and images; often, we create Ir,

,).'. Learning
them for others to read and view. Exchanging these messages
'& Objectives
constitutes communication, a complex process that involves
By working through this
several variables: the writer/designer, the message and the chapter, you will be able to
medium used, the reader/viewer, and the context. • actively read different written
texts.
In college, such communication-whether in reading
• produce personal responses
articles, viewing films, or writing essays-requires critical
to texts.
thinking. Such thinking puts ideas in context, makes

• objectively summarize texts.
connections between them, and tests their meaning and

• actively view, analyze, and
logic. This chapter provides strategies that will help you critique visual images.
think critically as you read, view, and write. • implement strategies to t h i n k
critically about topics.
Visually Speaking Figure 1 . 1 shows people viewing art in a • practice modes of thinking
through writing.
museum. Look closely at the image: how would you describe
what these people are doing? What thinking practices does
such viewing involve? Consider, as well, other types of images.
What viewing do you do, for what reasons, and using what brain
power?
Adriano Castelli I Shutterstock.com

Rhetoric: A College Student's G u i d e to Writing
Critical T h i n k i n g Through Reading
Critical reading involves a kind of mental dialogue with the text. To initiate that dialogue,
engage the text smartly by using strategies like these: reading actively, mapping the text,
outlining it, responding to it, summarizing it, and evaluating it.
Read Actively
Active reading is reading that is mentally alert. Practically speaking, you can read actively by
following techniques like these.
• Remove distractions. Engaged reading requires that you disengage from all
distractions such as your cell phone, Facebook, or TV.
• Take your time. Read in stretches of about 45 minutes, followed by short breaks.
And when you break, think about what you read, what might come next, and why.
• Assess the rhetorical situation. Where and when was this text written and
published? Who is the author, and why did he or she write the piece? What are the
writer's qualifications to address this topic? Why are you reading it?
• Preview, read, review. Start by previewing the text: scan the title, opening and closing
paragraphs, headings, topic sentences, and graphics. Next, read the text carefully,
asking questions such as "What does this mean?" and "Why is this important?"
Finally, review what you have learned and what questions remain unanswered.
• Read aloud. Do so for especially difficult parts of the text.
• Write while reading. Take notes, especially when working on research projects.
Annotate the text by highlighting main points, writing a "?" beside puzzling parts, or
jotting key insights in the margin.
Sample Text
The following article was written by Dan Heath and was first published in the June 2, 2010
edition of Fast Company. Read the essay, using the active reading tips above and answering
the questions that follow.
Why Change Is So Hard: Self-Control ls Exhaustible
You hear something a lot about change: People won't change because they're too lazy. 1
Well, I'm here to stick up for the lazy people. In fact, I want to argue that what looks like
laziness is actually exhaustion. The proof comes from a psychology study that is absolutely
fascinating.
The Study
2
So picture this: Students come into a lab. It smells amazing-someone has just baked
chocolate-chip cookies. On a table in front of them, there are two bowls. One has the
fresh-baked cookies. The other has a bunch of radishes. Some of the students are asked to
eat some cookies but no radishes. Others are told to eat radishes but no cookies, and while
Chapter 1 I Critical T h i n k i n g Through Reading, Viewing, and Writing
they sit there, nibbling on rabbit food, the researchers leave the room-which is intended
to tempt them and is frankly kind of sadistic. But in the study none of the radish-eaters
slipped-they showed admirable self-control. And meanwhile, it probably goes without
saying that the people gorging on cookies didn't experience much temptation.
Then, the two groups are asked to do a second, seemingly unrelated task-basically a 3
kind of logic puzzle where they have to trace out a complicated geometric pattern without
raising their pencils. Unbeknownst to the group, the puzzle can't be solved. The scientists
are curious how long individuals will persist at a difficult task. So the cookie-eaters try
again and again, for an average of 19 minutes, before they give up. But the radish-eaters
they only last an average of 8 minutes. What gives?
The Results
The answer may surprise you: The radish-eaters ran out of self-control. Psychologists 4
have discovered that self-control is an exhaustible resource. And I don't mean self-control
only in the sense of turning down cookies or alcohol; I mean a broader sense of self
supervision-any time you're paying close attention to your actions, like when you're
having a tough conversation or trying to stay focused on a paper you're writing. This helps
to explain why, after a long hard day at the office, we're more likely to snap at our spouses
or have one drink too many-we've depleted our self-control.
And here's why this matters for change: In almost all change situations, you're 5
substituting new, unfamiliar behaviors for old, comfortable ones, and that burns self-
control. Let's say I present a new morning routine to you that specifies how you'll shower
and brush your teeth. You'll understand it and you might even agree with my process.
But to pull it off, you'll have to supervise yourself very carefully. Every fiber of your being
will want to go back to the old way of doing things. Inevitably, you'll slip. And if I were
uncharitable, I'd see you going back to the old way and I'd say, "You're so lazy. Why can't
you just change?"
This brings us back to the point I promised I'd make: That what looks like laziness is 6
often exhaustion. Change wears people out-even well-intentioned people will simply run
out of fuel.
Reading for Better Writing
1. Connections: Think about your own life. Which activities require you to exert a great
deal of self-control? How might this article help you with those struggles?
2. Comprehension: In a single sentence,what is the thesis of this essay? How does that
thesis grow out of the findings of the psychology study that the essay discusses?
Summarize those findings.
3. Reading Strategies: Which active-reading practices did you follow when reading this
essay? Which ones helped you understand and engage the essay fully? Compare
your notes and annotations with a classmate's.
Your Project: Dan Heath's essay explains the results of a research study. For your own
writing, consider fi n d i n g a r e s e a r c hreport on a topic that interests you. Then use the
active reading strategies in this chapter to write an essay like Heath's.
M a p the Text
If you are visually oriented, you may understand a text best by mapping out its important
parts. One way to do so is by "clustering." Start by naming the main topic in an oval at the
center of the page. Then branch out using lines and "balloons," where each balloon contains a
word or phrase for one major subtopic. Branch out in further layers of balloons to show even
more subpoints, as in Figure 1.2. If you wish, add graphics, arrows, drawings-anything that
helps you visualize the relationships among ideas.
exhau6ted?
eat radi6he6 (no
lazy?
people who cookie6)-need for
won't change much eeli-control
lazy?
self-control
eat cookie6-no need '"(".,........__ _.....
6tuck with tracing
for eeli-control
8 min6
mad about cookleet
6tuck with tracing

for19min6 ),..._.....----:-::--�----::::
control?
more 6elf-control?
fig. 1.2
O u t l i n e the Text
Outlining is the traditional way of showing all the major parts, points, and subpoints in a
text. An outline uses parallel structure to show main points and subordinate points. See
pages 49-52 for more on outlines.
Sample Outline for "Why Change Is So Hard: Self-Control ls Exhaustible"
1 . Introduction: Change is hard not because of laziness but because of exhaustion.
2. A study tests self-control.
a. Some students must eat only cookies-using little self-control.
b. Some students must eat only radishes-using much self-control.
c. Both sets of students have to trace a pattern without lifting the pencil
an unsolvable puzzle.
• Cookie-only students last an average of 19 minutes before quitting.
• Radish-only students last an average of 8 minutes before quitting.
3. Results show that self-control is exhaustible.
a. Avoiding temptation and working in a hard, focused way require
self-control.
b. Change requires self-control.
c. Failure to change often results from exhaustion of self-control.
Evaluate t h e Text
Critical reading does not mean disproving the text or disapproving of it. It means thoughtfully
inspecting, weighing, and evaluating the writer's ideas. To strengthen your reading skills,
learn to evaluate texts using the following criteria.
1 . Judge the reading's credibility. Where was it published? How reliable is the author?
How current is the information? How accurate and complete does it seem to be? In
addition, consider the author's tone of voice, attitude, and apparent biases.
Discussion: Dan Heath, the author of "Why Change Is So Hard" is a New York
Times best-selling author, a consultant to the Aspen Institute, and a monthly
columnist for Fast Company. How do these credentials affect your reading of the
article? How does the article itself build or break credibility?
2. Put the reading in a larger context. How do the text's ideas match what you know
from other sources? Which details of background, history, and social context help you
understand this text's perspective? How have things changed or remained the same since
the text's publication? Which allusions (references to people, events, and so on) does the
writer use? Why?
Discussion: "Why Change Is So Hard" centers around a single psychological
study and draws from it specific conclusions about self-control. What other
studies have attempted to track self-control? Is this a new subdiscipline in
psychological research, or a well-established one?
3. Evaluate the reasoning and support. Is the reasoning clear and logical? Are the
examples and other supporting details appropriate and enlightening? Are inferences
(what the text implies) consistent with the tone and message? (Look especially for
hidden logic and irony that undercut what is said explicitly.)
Discussion: In "Why Change Is So Hard," Heath identifies exhaustion of self
control as the reason for the difference between the performance of the two test
groups. What other explanations could there be for the difference in performance
between the two groups of subjects? Is Heath's reasoning sound and convincing?
4. Reflect on how the reading challenges you. Which of your beliefs and values
does the reading call into question? What discomfort does it create? Does your own
perspective skew your evaluation?
Discussion: What self-control issues have you faced? What might this article
have to say about those who work two jobs, run single-parent households, serve
extended terms in war zones, or otherwise must exert superhuman levels of self
control? What social changes could help keep people from "snapping"?
For additional h e l p evaluating texts, see pages 384-387. For information on
detecting logical fallacies, which weaken writers' arguments, see pages 323-326.
R e s p o n d i n g to a Text
In a sense, when you read a text, you enter into a dialogue with it. Your response expresses
your turn in the dialogue. Such a response can take varied forms, from a journal entry to a
blog to a posting in an online-comments forum.
G u i d e l i n e s for Response Writing
On the surface, responding to a text seems perfectly natural-just let it happen. But it can be
a bit more complicated. A written response typically is not the same as a private diary entry
but is instead shared with other readers, who may be in your class or elsewhere, including
online. To develop a fitting response, keep in mind common expectations for this kind of
writing, as well as your instructor's requirements, if the response is for a course:
1. Be honest. Although you want to remain sensitive to the context in which you will
share your response, be bold enough to be honest about your reaction to the text
what it makes you think, feel, and question. To that end, a response usually allows
you to express yourself directly using the pronoun "I,"
2. Be fluid. Let the flow of your thoughts guide you in what you write. Don't stop to
worry about grammar, punctuation, mechanics, and spelling. These can be quickly
cleaned up before you share or submit your response.
3. Be reflective. Generally, the goal of a response is to offer thoughtful reflection as
opposed to knee-jerk reaction. Show, then, that you are engaging the text's ideas,
relating them to your own experience, looking both inward and outward. Avoid a
shallow reaction that comes from skimming the text or misreading it.
4. Be selective. By nature, a response must limit its focus; it cannot exhaust all your
reactions to the text. So zero in on one or two elements of your response, and run
with those to see where they take you in your dialogue with the text.
Sample Response
Here is part of a student's response to Dan Heath's "Why Change Is So Hard" on pages 4-5.
Note the informality and explanatory tone.
Heath's report of the psychological experiment is very vivid, referring to the smell
of chocolate-chip cookies and hungry students "gorging" on them. He uses the term
"sadistic" to refer to making the radish-eaters sit and watch this go on. I wonder if this
mild torment plays into the student's readiness to give up on the later test. If I'd been
rewarded with cookies, I'd feel indebted to the testers and would stick with it longer. If
I'd been punished with radishes, I might give up sooner just to spite the testers.
Now that I think of it, the digestion of all that sugar and fat in the cookies,
as opposed to the digestion of roughage from the radishes, might also affect
concentration and performance. Maybe the sugar "high" gives students the focus to
keep going?
S u m m a r i z i n g a Text
Writing a summary disciplines you by making you pull only essentials from a reading-the
main points, the thread of the argument. By doing so, you create a brief record of the text's
contents and exercise your ability to comprehend, analyze, and synthesize.
G u i d e l i n e s f o r S u m m a r y Writing
Writing a summary requires sifting out the least important points, sorting the essential
ones to show their relationships, and stating those points in your own words. Follow these
guidelines:
1 . Skim first; then read closely. First, get a sense of the whole, including the main
idea and strategies for support. Then read carefully, taking notes as you do.
2. Capture the text's argument. Review your notes and annotations, looking for
main points and clear connections. State these briefly and clearly, in your own
words. Include only what is essential, excluding most examples and details. Don't
say simply that the text talks about its subject; tell what it says about that subject.
3. Test your summary. Aim to objectively provide the heart of the text; avoid
interjecting your own opinions and presence as a writer. Don't confuse an objective
summary of a text with a response to it (shown on the previous page). Check your
summary against the original text for accuracy and consistency.
Sample Summary
Below is a student's summary of Dan Heath's "Why Change Is So Hard," on pages 4-5. Note
how the summary writer includes only main points and phrases them in her own words. She
departs from the precise order of details, but records them accurately.
I n t h e article "Why Change Is So Hard," Dan Heath argues that people who have
trouble changing are not lazy, but have s i m p l y exhausted their self-control. Heath
refers to a study in which one group of students was asked to eat cookies and not
radishes, while another group in the same room was asked to eat radishes and not
cookies. Afterward, both groups of students were asked to trace an endless geometric
design without lifting their pencils. The cookie-only group traced on average 1 9
minutes before giving up, but the radish-only group traced on average only 8
minutes. They had already used u p their self-control. Heath says that any behavioral
change requires self-control, an exhaustible resource. Reverting to old behavior is
what happens due not to laziness but to exhaustion.
ljl�1[d:i• Writing formal summaries-whether as part of literature reviews or as
abstracts-is an important skill, especially in the social and natural sciences.
Another random document with
no related content on Scribd:
“Nor soul helps body more
Than body soul.”
Page 184
It may be thought that educational work is specially suitable for
Chinese women, and perhaps something of it is already known in
England, while other forms of activity are less known and less
approved, but from the time of the opening of China’s doors to
Western influence they have been eager to seize the new
opportunities, and have become an important factor in the national
life. “While not yet numerous, modern Chinese women,” says Dr.
Rawlinson, “are beginning to exert a tremendous influence” (China in
Contemporaneous Literature). The first woman’s newspaper in the
world was written and edited by Chinese women, and in Peking the
ladies of the gentry some nine or ten years ago organized a club
under the leadership of Princess Kalachin, called the “Women’s
Mutual Improvement Club,” and this is entirely unconnected with
foreigners. The special object of this club is discussion, and Chinese
women have proved themselves already to be excellent speakers,
having very pleasant voices and a good self-possessed manner,
which inspires respectful attention. They have appeared on platforms
where such a thing would have been scouted with horror not twenty
years ago.
As doctors, Chinese women have already proved their efficiency,
and the names of Dr. Ida Kahn and Dr. Mary Stone are everywhere
held in high respect.[26] In the new Rockefeller Medical School at
Peking women students are admitted, and girls as soon as it was
announced entered their names. In various parts of China women
are training for the medical profession, as well as in Great Britain
and America. I was greatly impressed by the nurses also in various
hospitals, especially those in the Women’s Hospital at Swatow.
There had been over a hundred and thirty midwifery cases in the
previous six months, and Dr. Heyworth told me she had been able to
leave nearly all of them to her Chinese assistants and nurses. They
are often sent for to visit outlying villages and they are doing
splendid work. What is everywhere the one essential is to have
thoroughly competent foreigners to train Chinese girls till such time
as native training schools in Western methods have been
established.
Chapter IX
The Youth of China
“Crabbèd Age and Youth

Cannot live together:
Youth is full of pleasance,
Age is full of care;
Youth like summer morn,
Age like winter weather;
Youth like summer brave,
Age like winter bare.
Youth is full of sport,
Age’s breath is short;
Youth is nimble, Age is lame;
Youth is hot and bold,
Age is weak and cold;
Youth is wild, and Age is tame.
Age, I do abhor thee;
Youth, I do adore thee.”
—The Passionate Pilgrim.
Chapter IX
The Youth of China
The Spirit of Youth is one of the most marvellous possessions of

humanity. It is not possessed by young people in all countries, nor
indeed by all the young in any country, or at any given time. We
heard a good deal about Young Turkey and Young Egypt, but neither
of those countries have the Spirit of Youth, nor had China until quite
GRASS RAINCOAT.
recently. Of all the poets Shakespeare speaks most of this Spirit of

Youth, for he lived in a time when it shone forth resplendent, spelling
high endeavour, the joy of life, ardour, courage, chivalry, beauty,
faith. It has its drawbacks, of course—conceit, wilfulness, turbulence,
impatience of control, of law, of order. But it is a splendid thing, and
the salvation of a weary world.
“There are four seasons in the mind of man:

He has his lusty Spring, when fancy clear
Takes in all beauty with an easy span:
He has his Summer, when luxuriously
Spring’s honey’d cud of youthful thought he loves
To ruminate, and by such dreaming high
Is nearest unto heaven.”
This spirit of youth has taken possession of the student world of

China to-day, and is mainly responsible for the rapidly changing
mettle of the whole race. It is frequently in sharp antagonism to the
traditions of the past, as for instance with regard to age itself. The
reverence due to age is a great quality and has been of untold value
to the Chinese, but carried to the extreme of veneration it has
arrested progress and has won a false value.
In the old days all positions of importance were given to middle-
aged or elderly men—men of weight. Such a fact as Pitt becoming
prime minister at the age of twenty-four would have seemed to them
grotesque and foolish in the extreme. That a young man should be a
man of weight was unthinkable. But now you find young Chinamen in
most responsible posts, as their nation’s representatives at the court
of St. James, or in Paris or Washington. It is a young Chinaman who
by his eloquence and personality wins the admission of China to the
Council of the League of Nations. They are men who have all had
Western training, but that alone does not account for their influence.
From one end of China to the other I found that the temper of the
youth was wholly unlike what it was ten years ago (on the occasion
of my last visit), although the change had already begun then. Not
only is the veneration for the aged changing, but also the veneration
for antiquity, which has been one of the greatest hindrances to
progress in the past. Everywhere the young people are taking upon
themselves an active share in local affairs and also in affairs of the
State. Sometimes this shows itself in rather an amusing way and
sometimes with regard to matters of vast importance. Of the latter it
will suffice to mention the decision of the Republican Government to
make Confucianism the state religion. No sooner was the
announcement made than from every quarter the Government was
bombarded with telegrams from bodies of students, protesting “we
will not have Confucianism as a state religion”; and they won the
day.
As an instance of the authority of students in local matters, I came
across a college, a member of which had gone to study in Japan. He
was engaged to be married to a Chinese girl, but fell a victim to the
charms of a Japanese girl and married her. On his return he decided,
after some difficulties with the family of his fiancée, to marry her as
his secondary wife. Then the students were all up in arms. He had
committed the crime against patriotism of marrying a Japanese, and
now, forsooth, he would add another by taking a Chinese girl as
secondary to the Japanese! They not only forbade him to do this, but
also fined him a heavy sum of money and made him pay it.
The Japanese question has roused every student community in
this empire, and they have allied themselves with merchants on the
subject—an entirely new combination. They have not merely shown
their feelings by extensive looting and destruction of Japanese
goods, and boycotting of them in the markets, but after the Treaty of
Versailles they rose as one man to execrate the officials who were
concerned with the betrayal of Chinese interests to Japan, and
demanded that they should be dismissed from office. All the schools
and colleges went on strike and hundreds of students were
imprisoned. In vain the Government tried to put down the movement,
but it was so universal, and had so won the support of the
shopkeepers (these put up their shutters with notices that this was
done in support of the students’ demands), that the Government was
again forced to give way and punish the offenders.
While much is known here of the divided political condition of
China, but little is heard of this important solidarity. The importance
of such occurrences lies mainly in the fact that these are the outward
signs of a “Tide of New Thought,” as it has been called in Chinese.
This new vitality is pulsating more or less through the people of the
whole empire, but especially and with intense vigour in the student
world. It has driven them to violent and undisciplined action, so that
many people see in it the germs of revolution. But one must not
forget that the political Revolution has already become an
accomplished fact, and that the new movement is mainly one of
educational and social reform, and that the political faith of students
is Republicanism. The anti-Japanese feeling is due to the
determined infiltration of the Japanese into the country, and more
especially their action with regard to Shantung. Japan lost a
priceless opportunity of making alliance with China and vindicating
herself before the world, when she broke faith with regard to giving
back Tsingtau to China at the end of the war. This has had important
results on the student movement by leading the students to rapid
concerted action and showing them their power to control the action
of Government. However, this is but a temporary matter, while the
recent literary and social renaissance is likely to have a permanent
influence on the national life.
The effect of the new movement on literature of all kinds is
particularly interesting. The daily press and the reviews and
magazines are full of new thoughts and reflect all the currents of
opinion of the Western world. The critical spirit leaves no problem
unstudied; the political agitation in India, the Sinn Fein outrages in
Ireland, the labour troubles in England are accurately reported in the
Chinese daily press. Judgment is being passed on the results of our
civilization, and the future shaping of China’s destiny depends
largely on that judgment.
One of the most momentous days in all the history of the race was
when the Dowager Empress decided to sweep away the old system
of education after her great defeat by the Western Powers in 1900. It
was an amazing volte-face on the part of one of the most bigoted
autocrats that the world has seen. She saw that the root of all her
difficulties in finding the right kind of officials was lack of well-
educated persons in the social class from which such officials are
chosen, so she issued an edict in 1904 which bore the stamp of
Yüan Shih-k’ai and Chang Chih-tung, destroying at one blow the old
educational system. The document is curious and even a little
pathetic. She ordained that graduation in the new colleges should be
the only way to official position, pointing out that colleges had been
in existence more than two thousand five hundred years ago, and
that the classical essay system was quite modern—only having
existed about five hundred years.
She also gave orders that more students should be sent to Europe
and America—some were already going there—instead of to Japan,
whose revolutionary influence she mistrusted.
The greatest difficulty in effecting so great a change was to find
teachers fitted for the task. The seed had happily been planted
during the last half-century in mission schools, and from them a
certain small supply of teachers was obtainable. Chang Chih-tung
considered that three months’ study of textbooks would make a
competent teacher! Another immense difficulty was to find funds for
so vast an enterprise. The gentry were urged to found and support
schools, and an official button was granted to those who did so.
Chang Chih-tung worked out the whole scheme: colleges, schools of
various grades, curricula, regulations as to discipline, etc. etc. All
these things are set forth in five official volumes, and thus the
national system of education was inaugurated. Obviously so great a
change could not be wrought without many difficulties cropping up.
The main difficulty was lack of discipline, and that is the case to-day;
the student considers that he, or she (for the same spirit pervades
girls’ schools), ought to dictate to the master, instead of master to
pupil. In the early days of the system it was the easier for the pupils
to succeed, in that so many of the teachers were wholly
inexperienced and were afraid of losing their posts unless they gave
way. Although the above edict professes to train men in China itself
for official positions it was supplemented by provision for sending
students abroad, in order that they might be the better able to bring
their country into line with Western civilization.
With the coming of a Republican Government further progress
was made in the educational system in connexion with change in the
language, of which I have given details in Chapter II. The most
important fact with regard to the educational change is that it found a
prepared soil in which to grow, and there is reason to believe that the
roots are striking deep. The rapidity with which Japan adopted
Western ideas is known to every one, for it has enabled her to
become a world power by developing her army, navy and commerce
in an incredibly short space of time. She has used Western science
as the tool to secure military glory and territorial expansion. These
are not the things which appeal to the Chinese. Their renaissance is
on wholly different lines. Their gaze is turned inward rather than
outward, and the things of the foreign world interest them mainly as
shedding light on their own problems. This is the one characteristic
of the old Chinese temper which remains unchanged. The fierce ray
of criticism is turned on their own past; history, art, philosophy and
literature are now being sifted to see what is their actual value. But
the chief object of study in China to-day is man himself, his progress
and welfare, both in this world and in the next.[27]
The decay of the old religions must have a great influence on
student life, and the fact that a large proportion of the temples are
now used as school buildings is proof—if proof be needed—that the
use for them as temples has gone. Many people have thought it a
great step in advance that the old superstitions are being swept
away; but what is to take their place? The Chinese are feeling after a
more philosophical form of religion. Men like Yen Hsi Shan spend
time daily in meditation and worship of the one true God. The tide of
rationalism and positivism in Europe has swept even as far as the
shores of China, and has influenced many thoughtful men. In an
important journal called La Jeunesse, a well-known Chinese writer,
Peng-I-Hu, says, “I am not a member of any church, I am not
interested in protecting any organization or advocating the
excellency of any particular religious faith. But I have often felt that
religion contains within it the highest ethics, and so I think that if we
want imperfect mankind to make progress towards perfection, we
cannot lightly set religion aside.”
Large numbers of students have come into contact with
Christianity, and at this moment more than ever before they are
critically examining what it is worth. By means of the literature
dealing with the higher criticism (which is to be found in all the cities
of China), they are familiar with the problems confronting students in
the West: and these problems interest them immensely. But in the
long run it is not so much theory as practice that will influence young
China in its religious beliefs.
In the past, Chinese students have mainly got their Western
education in Western schools and colleges, where Christian doctrine
is an important part of the curriculum. They have had the opportunity
of studying the lives of their teachers and judging the practical value
of Christian ideals. Where use has been made of such institutions for
political or commercial propaganda, the result is obvious; but this
has been the rare exception in the past, though there seems to be a
growing tendency to it in certain recent institutions. Governments
which complain of the difficulties which missions have brought into
international relations, have often in the past made use of these
same difficulties to promote their own interest. No more cynical
statement could be made than that of the German Government with
regard to Shantung about the murder of two German missionaries:
“La Providence a voulu que la nécessité de venger le massacre de
nos missionaires nous amenât a acquérir une place commerciale de
première importance.” The Chinese have long memories, and they
will not forget such things. It is foolish to expect people to
discriminate accurately between the actions of a foreign power and
the missions of the same race.
The worst indictment that can be made against the missionaries
and their institutions, in my opinion, is that their teaching has been in
some cases narrow and in many cases superficial for want of
sufficient teachers and educational requisites, due to lack of funds.
The strain on missionary societies to supply these funds has been
far heavier than the general public is aware of, and the need has
been only met by a small section of the Christian community. Had
the community as a whole realized their responsibility, China would
have had better and more thorough teaching: even now it is not too
late to help her in the great educational enterprise on which she has
embarked. America is alive to the fact, but England is not. One great
step in advance is, however, in course of achievement, and that is
the union of the greater number of the different societies in the work
of central colleges and universities, which is a great gain, both from
the educational and the religious point of view.
At the present time the one vital requisite for China is to have a
thoroughly efficient training in all branches of education, especially,
of those men who are to be her leaders. Statesmen, lawyers,
doctors, engineers, bankers, men of science, literature and art are
needed, and all must, above all things, be men of high purpose and
spotless integrity. It is the corruption of men in authority which has
brought China to so low a condition, and which hinders her taking
her place among the ruling nations. Obviously she is not in a position
to-day to do this without help. The students in training to-day number
roughly eight millions, not to mention the vast number of boys
employed in agriculture and industry, who also have a claim to
teaching. One interesting feature of the student movement is the
sense of obligation now growing up amongst the students to share
their knowledge with their poorer neighbours. Night schools are
being established by them (in which they teach) not only for poor
children, but also for farmers, labourers, etc., in all parts of the
country. They also give popular lectures on such subjects as
hygiene, patriotism and politics.
During the terrible famine raging last winter, numbers of students
did relief work, and not only helped the sufferers, but had valuable
practical training in organized social service. Another feature of the
movement is this social service; here again trained leaders are
urgently needed. The experience which we have so painfully gained
during the last century we ought surely to share with them.
There are very few purely Chinese educational institutes of the
highest grade. The most important of any is without doubt the
National University of Peking, founded twenty-three years ago.
Under the influence of the present Chancellor, Tsai Yuanpei, it has
become an efficient school and centre of the new educational
movement. He has collected a staff of men trained in Western
thought to replace the former inefficient elderly staff. The present
Minister of Education, Fan Yuen Zien, made a trip to Europe and
America in 1918, and as a result of it has initiated a scheme for
having special scholars from the West to become annual lecturers at
the university. The first appointment was John Dewey, from
Columbia, U.S.A., then Bertrand Russell, from Cambridge, England,
and now it seems likely that Bergson will be invited from France and
Einstein from Germany. This suggests the spirit of the new learning.
Such a Minister of Education has much influence, and is promoting a
liberal educational policy. The university has departments of Law,
Literature and Science. Its influence is felt not only in Peking, but
throughout the country.
The Hong Kong University is of considerable importance, but as
the teaching is entirely in English, that is still a bar to many students.
It was started by Sir Frederick Lugard, and with the generous help of
many Chinese and a wealthy Parsee merchant, not to mention the
grant of a magnificent site by the Government of Hong Kong, the
university was launched in 1912. It was established mainly for the
use of the Chinese, but open to “students of all races, nationalities
and creeds,” and was to promote the “maintenance of good
understanding with the neighbouring Republic of China”—so runs
the Hong Kong Government ordinance of 1911. The first three chairs
established were Medicine, Applied Science, and Arts. In order to
meet the needs of men adopting an official career in China, the
requisite Chinese subjects are included.
A new university has been already planned by a Chinese
merchant at Amoy, Mr. Dan, and I visited the site on which it is to be
built. The donor is a man of humble birth. He has already founded
boys’ and girls’ schools near Amoy on most generous and modern
lines, of which further details are given in the following chapter.
Although not a member of any Christian body, he is most generous
in lending the buildings for Christian conferences and allowing
absolute liberty to Christian teachers in his schools to give religious
teaching to the scholars out of school hours.
Having referred to one of the most important non-religious
educational institutions for the Chinese, I will mention the most
important missionary ones. Of these St. John’s College, Shanghai, is
one of the oldest and most efficient, and is responsible for the
training of some of the leading men in China to-day. Recently the
college has added Medicine to the subjects taught in what has now
become the St. John’s University. It grants degrees, and is in close
touch with American universities. There are two other American
denominational universities, and five union and interdenominational
universities, also many important colleges, such as the Anglo-
Chinese College at Tientsin, the Trinity College at Foochow, the
Canton Christian College, the Hangchow College, the Shanghai
Baptist College, etc. etc.; but what are these in comparison with the
millions of China?
One very grave drawback to the present state of educational
affairs is that our British universities have made no attempt to
recognize the degrees and diplomas granted by these colleges and
universities with the exception of the Hong Kong University, which
has a special charter to that effect. Whereas in America every
university of importance welcomes Chinese students for post-
graduate study and grants them diplomas, not one of our universities
does this. All the students study the English language, and every
year sees them more prepared to make use of training in our
universities; but those educationists who know China best are
convinced that it is far better for her sons and daughters to study in
their own land till they have got a good sound general education, and
then come to England, say at the age of about twenty; they will then
be able to gain much more from what they see and learn than they
could do at an earlier age. With a mature judgment they will not be
so apt to get false impressions, as they are otherwise likely to do,
and will know how to select from the wealth of knowledge to which
they have access.
Nowadays the question of child labour is being considered, and
this is the more important because factories are springing up
everywhere. Field labour is hard on child life, but not nearly so
injurious as factory life. A large part of this industrial expansion is
American and European; therefore it is a grave responsibility for
such firms to ensure that the Chinese shall see Western
industrialism at its best, especially as regards the welfare of children
and women.
It would be neglecting a matter of great potential importance to the
future of young China if the history of the Scout Movement were
omitted. Curiously enough it seems to have been started at New
York, by the Chinese Students’ Club, in 1910, and from there to have
been carried to China itself about a couple of years later. In 1915
there was a special rally of scout troops from Canton and Shanghai,
in which three hundred boys took part, and Chinese boys figured at
the great scout Jamboree in England in 1920, when twenty thousand
boys of all races met in one great Brotherhood. The movement has
been so far mainly promoted by missionary institutions, who have
wisely recognized its attractiveness and importance to Chinese boys.
The great difficulty has been to find suitable scoutmasters, but time
should mend this. The Scout Rule is the same here as elsewhere,
and membership is open to every class of the community. Its
international value is a matter of no small importance.
A natural question arises in every one’s mind with regard to the
possibility of maintaining the same high spirit in a troop of Oriental
boys as in an English troop, where tradition already helps this so
tremendously. I make no apology for quoting a striking illustration
from a recent magazine article of the fact that the Scout spirit of
honour, of preparedness, of active goodwill and of physical fitness is
found in Chinese scouts. “The young captain of the ‘soccer’ team
was visibly nettled. The game was a stiff one. His team were all, like
himself, Chinese boys at the Griffith John College, in Central China.
But a forward had ‘muffed’ an open shot at goal and a half-back had
‘funked’ tackling a big fast forward of the opposing team, while one
or two of the opponents had run perilously near to fouling.
“So his nerve had got ‘rattled.’ One of the English masters was
watching the game. He was also Scoutmaster of the troop in which
the Chinese boy was a scout of some standing. He saw the boy fast
losing his temper. Suddenly, in a momentary lull in the game, the
master from touch whistled the refrain of the Scout Call.
“In a flash the Chinese boy-captain realized the childishness of his
action and recovered himself. His face broke into its old customary
smile. With a laugh he rallied his side and swung forward with them.
They won the match.” (Outward Bound.)
To sum up the main points of the student situation: their actual
demands at the present time are for self-determination, self-
government and the abolition of the Tuchun system, namely the
military government of the provinces. If these are their demands, it is
well to consider what they have already accomplished: they have
created a student organization, with unions in every part of the
country; they have broken down sex prejudice in an extraordinary
way; they have aroused the interest of the masses of the common
people; and they have proved strong enough to alter Government
action. These are things which certainly justify their title to serious
consideration of their demands.
There is a wonderful spirit of hope and courage growing up, and it
is worth noting that this new nationalism has been singularly free
from the outrages to be found in popular movements in the West.
The natural ebullience—to use an ugly but expressive word—of
youth has on the whole shown itself wiser and more keen-sighted
than could have been expected under the circumstances, and gives
great hope for the future. The special stress laid on social service
and voluntary work is of great promise, and missions may justly
claim that it is the outcome of their work for the sick, the insane, the
blind, the deaf and dumb, the orphans and the poor. They have put
an ideal before the race, and the young are accepting it.
A medical student.
Chapter X
Some Chinese Seaports and Commerce
“The problems of the Pacific are to my mind the world

problems of the next fifty years or more. In these problems we
are, as an Empire, very vitally interested. Three of the
dominions border on the Pacific; India is next door; there, too,
are the United States and Japan. There, also, in China the
fate of the greatest human population on earth will have to be
decided. There Europe, Asia and America are meeting, and
there, I believe, the next great chapter in human history will
be enacted. I ask myself, what will be the character of that
history? Will it be along the old lines? Will it be the old spirit of
national and imperial domination which has been the undoing
of Europe? Or shall we have learned our lesson? Shall we
have purged our souls in the fires through which we have
passed? Will it be a future of peaceful co-operation, of friendly
co-ordination of all the vast interests at stake? Shall we act in
continuous friendly consultation in the true spirit of a society
of nations?”—General Smuts.
Chapter X
Some Chinese Seaports and Commerce
Last year I went down the China coast twice from Shanghai to
Hong Kong, and it is a most interesting trip, especially if you stop at
the ports and see their multitudinous activities. Their variety is most
striking: no two are alike, and even the sails are different in every
port down the coast.
I have already spoken of Hangchow, capital of Chekiang, so the
RAIN AT AMOY.
next on my list is Wênchowfu, in the same province. The approach to

it is up a lovely creek and river, as fair a scene as can be imagined.
When I looked at it in the evening light from the top of a hill, the
wealth of vegetation and the network of river and canals for irrigation
show how rich the land is; the waterways are also the roads by
which the district is most easily visited. Besides lofty trees, there
were clumps of bamboo, which seem to be used for every
imaginable purpose. They grow an inch in a night, and it is usual for
bamboos to grow thirty inches in a month: this is their average
height, but some varieties grow to 120 feet. Then they put out
numerous shoots and the main stems harden. The delicate shoots
are eaten like asparagus, and the seeds are also used as food: there
is a Chinese proverb that they are specially numerous when the rice
crop fails. The stem is high and hard and jointed: one joint is big
enough to make an excellent bucket, another will be used for a bottle
or a cooking vessel, and the outer shell is so siliceous that it acts as
a whetstone.
On reaching Wênchowfu I took a ricksha and went in search of the
missionaries. Though an unexpected guest, I received a friendly
welcome from Mr. and Mrs. Slichter, of the China Inland Mission, and
they took me to see the city and surroundings. It is a treaty port,
facing the Eastern Sea, and its streets are bright and clean, full of
attractive shops. Inlaid soapstone is one charming industry: the silks
manufactured here are fine and costly, two or three dollars per foot.
The people are brusque and independent in their manners, but very
responsive to missionary work, and they become staunch and loyal
adherents to Christianity. We visited an interesting temple put up
recently by the local trade guilds to two officers who refused to
acknowledge the Republic. These guilds are thoroughly democratic
and date from time immemorial: they are still all-powerful in China
and regulate trade throughout the empire, despite the changing
times. Every self-respecting merchant belongs to one. The guilds are
now showing signs of dealing with the price of labour, which is a
highly significant fact. They do not brook Government interference
with their members, of whom they take a sort of paternal care.[28]
These guilds are not only of great value to the Chinese, but also to
foreigners, who can apply to their members either directly or by
agents, called compradores, belonging to the same guild, whom
foreigners can employ to transact business for them. In Canton there
are no less then seventy-two guilds.
We went to visit an English United Methodist community, but as it
was Saturday afternoon we found no one at home. They have a
large work in a hundred and fifty stations, but only one European
worker! They also have a big hospital, but their one and only English
doctor had been absent two years on furlough, leaving it in charge of
two Chinese doctors: they have no English nurse. It is really
deplorable to see such a condition of things and a slur on England’s
good name. As a contrast we found excellent work both as to
numbers and quality by the Chinese, of whom the C.I.M. have three
hundred voluntary workers in their hundred and sixty-eight stations.
Their evangelists give one week per month of service without
payment, and the local institutions pay their salaries. The Christian
Endeavour is a particularly strong branch of the work, and has
produced a body of capable workers, one main object of the society
being to train men, women and children to take part in Christian
service of some kind. Bible schools are another strong point of the
work here, and the interest shown in Bible study augurs well for the
future of the mission.
It may be thought that I have said a great deal—too much in fact—
about mission work in this book, but that is inevitable, because the
reforms initiated in Chinese life are practically all due to missionary
activity. The education of the poor and of women, the care of the
sick, the blind, the insane, were all started by missions, and they are
the main agencies in undertaking relief work in famine and plague
measures, even at the present day. While the people of England
sent out thirty thousand pounds for famine last year, large additional
sums were sent out by the missionary societies, of which there is of
course no official recognition. Happily England still retains some
modesty with regard to her generosity.
My next halting-place was Foochow; this visit was one of the most
delightful events of the trip. The coasting steamers cannot go up the
river, so it is necessary to tranship on to a launch at Pagoda
Anchorage. We had spent more than six hours waiting to cross the
bar, and it was a lovely sight at dawn to see all the myriads of
fishing-boats; as we came slowly up the river they looked like flocks
of birds with widespread wings. It was nine miles up to the city, and
as we reached a stopping-place I inquired from a fellow-passenger if
it were the place for me to get off, but was told the main landing-
stage was further up. Before reaching it a pleasant young Chinaman
asked in excellent English if he could be of service; having heard me
mention the C.M.S., said he belonged to it. He was most helpful,
took charge of my luggage, escorted me to the office where he was
employed, telephoned to Trinity College to say I had arrived, got tea,
and finally set me on the road with a guide. Mr. L. K. Wang certainly
was a credit to his school. I met my kind hostess, Mrs. Norton, on the
road to meet me with her servant, having already sent him down
three times that morning to look for me. The arrival of steamers is a
most uncertain business.
Foochow is a treaty port and of no great antiquity: it was founded
in the fourteenth century and was opened to foreign trade in 1861.
The population is reckoned from six to eight hundred thousand, and
it is the headquarters of an ever-increasing number of foreign firms
in consequence of its growing trade. The tea trade is the most
important. The city lies on both banks of the river, and there are two
long bridges called the Bridge of the Ten Thousand Ages connected
by a little island, leading from one part of the city to the other. We
took about an hour in swift-running rickshas to go from the college to
the centre of the city on the further side of the river to visit Miss
Faithfull-Davies’ school. It was just breaking up for the summer
holidays, as also Miss Waring’s girls’ school, which we visited
another day; but we saw in full swing schools for the blind,[29] which
seem to be admirably conducted, and an orphanage, where there
was an elaborate plant design in the garden made by the boys. I
asked if it was the name of the school, but was told it was the date of
“the day of shame,” namely of the Japanese triumph; it is striking to
see how deeply this is felt everywhere and that it should show itself
in such a manner.

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licated, in whole or in part. WCN 02-200-292

o-b do not abbreviate /\ insert (word/ s left out)

0-J. incorrect adjective

O-J.11 incorrect adverb II not parallel

agreement problem DMif omitted word

appr inappropriate language /,\ insert comma

awl. unclear audience r questionable idea

a.llDiJ. this should be avoided pass ineffective use of

O.WK. awkward expression passive voice

Gap (=) capitalize pro ref pronoun reference

la5t error in case ra.Mb rambling sentence

Gf comma fault red redundant

C) check this out rep unnecessary repetition

choppy style ff) run-on sentence

GS comma splice show show, don't tell

de-tails add details 55 sentence structure

af)J inadequate development s-te-t let it stand

aM dangling modifier Sub faulty subordination

double negative SuppDri add evidence

documentation -thesis thesis unclear or

fr� sentence fragment missing

�en. be more specific s- delete

�ra.M grammatical error irMS weak transition

iru.. incomplete construction

inf too informal u usage/mixed pair

irr irregular verb error

i"-tal italics (underscore) IIDiGt inconsistent voice

/G ( {i ) use lowercase w wordy

/D�IL not logical WG word choice

MM misplaced modifier WD word order

MS manuscript form )( find and correct error

fl(, not clear � insert space

rtu.M error in use of numbers insert apostrophe

A G u i d e to T h i n k i n g , Writing, and Researching

The College Writer: A Guide to © 2018, 2015, 2012 Cengage Learning

Thinking, Writing, and Researching,

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Preface xx Ill. Research and Writing 367

I. Rhetoric: A College Student's

.. Critical T h i n k i n g Through IIIIE'i.l Conducting Research: Primary,

Reading, Viewing, and Library, Web 399

Writing 3 IE) B u i l d i n g Credibility: Avoiding

Process 25 llllfD Drafting Papers with

IIIJ Planning 43 Documented Research 441