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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
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XVI
Les Mères doivent voter
«Le vote est le droit à la considération, le

vote est le droit au pain.»
H. A.
La mère doit voter pour préparer un bon avenir à ses enfants. La

femme électeur ne peut pas comme le demandait un candidat, être un
satellite de l’homme. Elle doit déposer elle-même son bulletin dans l’urne,
et non se borner à multiplier la capacité sociale de son mari. Ce candidat
voulait qu’on donnât à la famille la prééminence politique à laquelle elle a
droit. Il préconisait le vote familial au lieu du vote des femmes.
«Ce que la femme doit vouloir, écrit-il, c’est la reconnaissance

légale de son existence sociale au même titre que le mari. La
question de savoir ensuite quelle sera la main qui portera dans
l’urne le morceau de carton représentant le bulletin familial, n’est
qu’accessoire.
«L’essentiel c’est que la femme existe. Et elle comprendra
qu’elle ne pourra conquérir ce droit éminent à l’existence qu’en
s’appuyant sur ses enfants, dont le nombre donnera autant de voix
à la famille. Ce sera là la grande force de la femme, qui ne doit se
considérer que pour ce qu’elle est naturellement: la multiplicatrice
de la capacité sociale de son mari».
Les hommes qui se moquent de Guillaume II parlant de sa royauté de

droit divin, disent aux femmes qu’ils ont sur elles une autorité de droit
divin, et que la politique est incompatible avec les fonctions de mères et
d’épouses. Mais le travail de mercenaire, de blanchissage, de portefaix
n’est pas incompatible avec ces fonctions.
On ne peut opposer la maternité, à l’exercice des droits de cette
quantité innombrable de femmes qui ne sont pas mères, qui ne le seront
jamais, qui ne l’ont jamais été.
On ne peut pas opposer, davantage, la maternité à l’exercice des
droits des femmes qui sont mères, parce qu’en aucun cas, un devoir ne
peut destituer d’un droit.
Quand il survient à l’homme des devoirs, les devoirs de la paternité, le
prive-t-on de ses droits civiques? Non. Alors pourquoi sous le prétexte
qu’elle est mère destituerait-on la femme des siens?
Est-ce que la paternité entraîne moins d’obligations que la maternité?
Est-ce que le soin d’élever l’enfant n’incombe pas solidairement aux deux
auteurs de sa naissance? Dernièrement, un candidat a enlevé un
auditoire d’hommes avec cette phrase: «Si les femmes votaient, vous
seriez obligés de garder les enfants.» Cet argument n’est pas heureux. Il
exprime avec un trop naïf égoïsme que si l’homme détient le droit de la
femme, c’est surtout dans la crainte d’être astreint à faire son devoir. Les
républicains excluent les femmes du droit, de crainte que la femme ne leur
échappe comme servante.
Qu’on n’allègue pas contre les mères l’impossibilité où elles seraient
de quitter leur enfant pour voter. Est-ce que les mères ne pourraient pas
se faire remplacer par le père près du berceau de l’enfant pour aller
préparer, par leur vote, un avenir heureux aux petits êtres qu’elles
adorent?
Est-ce que l’homme serait déshonoré parce qu’à son tour il garderait
l’enfant?
La maternité ne s’oppose pas plus à l’exercice des droits civiques,
qu’elle ne s’oppose à l’exercice d’un commerce, à l’exercice d’une
profession, à l’exercice d’un art.
Les femmes ne manqueraient pas plus à leurs devoirs familiaux en
contribuant par leur part d’intelligence au bien de la société, qu’elles n’y
manquent en allant à l’Eglise, au théâtre, au cinéma, dans les magasins.
Si la maternité absorbait la femme, au point de l’empêcher de
s’occuper de toute vie extérieure, alors il faudrait commencer par faire des
rentes à toutes les mères qui n’en ont pas, car l’obligation de gagner le
pain quotidien, l’obligation d’aller quérir les provisions du ménage,
éloigneront certainement toujours plus les mères de leurs enfants que
celle d’aller déposer dans l’urne un bulletin de vote un jour d’élection.
D’ailleurs, si la maternité n’était une allégation hypocrite pour refuser le
vote aux femmes, celles qui ne sont pas mères devraient pouvoir exercer
leurs droits, tandis qu’elles en sont tout aussi bien destituées que celles
qui sont mères.
Si nous demandons pour toutes les femmes, pour celles qui sont
mères, comme pour celles ne le sont pas, l’intégralité du droit, c’est que
nous savons que le sentiment de la responsabilité, qui résulte de la
possession du droit, éveille à un haut degré l’idée du devoir.
C’est que nous savons que la femme, une fois en possession de ses
droits civiques, marchera avec l’homme dans la voie du progrès, et que
ses enfants, après s’être nourris de son lait, s’assimileront ses idées de
justice et de liberté.
Si nous demandons pour la femme l’intégralité du droit, c’est que nous
savons que l’autorité de la Citoyenne est indispensable à la femme pour
être non seulement une mère selon la nature, une mère qui donne à son
enfant la santé, la force et la beauté du corps, mais encore, mais surtout,
une mère selon l’intelligence, une mère capable de donner à son enfant la
santé, la force et la beauté de l’âme, mens sana in corpore sano.
Quelques personnes nous disent: La famille serait désorganisée si
l’homme cessait de régner partout en roi absolu, si la femme avait sa part
de pouvoir dans la famille et dans l’Etat.
Profonde erreur. Qu’est-ce donc qui peut mieux établir la sympathie
entre les hommes que la solidarité des intérêts qui résulte de la
communauté du pouvoir?
Qu’est-ce donc qui pourrait mieux qu’une communauté de pouvoir
amener entre les époux la concorde, l’union de l’esprit? Union autrement
solide, celle-ci, que l’union du cœur!
Qu’est-ce qui pourrait mieux qu’une communauté de pouvoir, amener
chez les époux une communion de goûts, d’idées, d’aspirations, une
communion de vie intellectuelle?
Aujourd’hui, quand l’union si éphémère du cœur cesse d’exister, un
abîme se creuse entre les époux parce qu’ils n’ont pas un seul point de
ralliement. Aucun but moral, aucun intérêt élevé ne les réunit. Et dans ces
ménages où l’on ne cause, certes, ni de politique ni de sociologie, les
enfants sont le plus souvent abandonnés.
Tandis qu’avec cette chose rationnelle, la vie publique ouverte aux
femmes, la vie publique commune pour les époux, comme est commune
la vie privée, le niveau moral intellectuel s’élèverait bientôt dans chaque
ménage.
L’obligation pour les femmes de s’occuper de choses sérieuses qui
intéressent les hommes, établirait au grand profit de l’harmonie conjugale
entre maris et femmes, une émulation salutaire pour le progrès.
Les intérêts de la société, avant d’être discutés et rendus publics,
seraient d’abord discutés et résolus en famille. L’enfant témoin de ces
saines préoccupations grandirait heureux. Sa précoce initiation à la vie
civique aurait la puissance de l’éloigner des atmosphères vicieuses.
Donc, à ce triple point de vue, le bonheur de l’homme, l’intérêt de
l’enfant, l’harmonie de la famille, il est urgent que la femme, que la mère,
exerce au plus tôt ses droits civiques.
Les Français souverains ne font encore que jouer au progrès. Ils ont
badigeonné une façade de république, mais ils n’ont point la virilité
nécessaire pour accomplir les transformations fondamentales en
changeant la condition de celle qui donne aux mâles et femelles de la
nation les muscles et la moëlle. Cependant, si les milieux influent sur les
individus, combien plus exercent sur eux, d’action, les molécules d’où ils
tirent leur origine.
«Dis-moi d’où tu sors, je te dirai qui tu es!...»
Les Français, qui tous, sortent de serves, ne peuvent pas être
naturellement indépendants. L’absence de caractère, la veulerie ne se
surmonteront que quand les humains naîtront de mères libres.
La mère donne à l’enfant son empreinte. Le sein maternel fait ce qu’ils
sont, les humains.
Les femmes annulées, opprimées font des enfants à la mentalité
tordue. Pour que les enfants soient droits cérébralement il faut appeler
celles qui les créent à la plénitude de l’existence sociale et politique.
Il faut affranchir la dispensatrice de la vie en proclamant l’égalité des
sexes devant la loi.
Les femmes n’ont pas seulement le droit de participer à la politique.
Elles ont besoin d’y participer, afin de trouver là un point d’appui quand,
par le fait de la disparition de leur compagnon, le sol manque sous leurs
pieds.
Les femmes concentreraient sur l’amélioration des conditions
d’existence leurs énergies accumulées qui pourraient aider à résoudre
des problèmes qui aujourd’hui semblent insolubles, parce qu’ils
concernent l’humanité toute entière et que les seuls efforts masculins sont
impuissants à en donner la clef.
Le droit qu’ont les femmes de faire valoir leurs droits civiques, se
double pour elles du devoir de changer pour les générations qu’elles
créent, la vie de privations en vie de satisfaction, de bien-être.
Le droit d’intervenir dans les arrangements sociaux est refusé aux
femmes par les hommes qui leur attribuent le plus grand pouvoir occulte.
C’est une anomalie de garder les femmes qui tiennent une si grande place
dans la position d’inférieures où elles sont.
Si l’instinct de conservation ne contraint les antiféministes à dire à la
femme: Tu n’es plus une poupée avec laquelle on joue et dont on se joue.
Tu es un important acteur social dont on attend l’effort. Si la dispensatrice
de la vie reste annulée, si la femme n’a pas le pouvoir de sauver les
individus en transformant, avec les lois, le milieu social, elle sera la
vengeresse inconsciente qui poussera l’humanité dégénérée à s’abîmer
dans l’anéantissement.
XVII
La fonction maternelle rétribuée
«Parce que la femme est mère, elle ne

peut être ni électeur, ni député, mais elle peut
être blanchisseuse, femme de peine.»
Hubertine Auclert.
Le sexe masculin est incapable de bien légiférer pour les deux sexes.
Parce que les femmes ne sont ni électeurs, ni éligibles, les lois,
mêmes faites pour elles, se tournent contre elles. Ainsi la loi sur la
recherche de la paternité fait condamner à l’amende, à la prison, à
l’interdiction de séjour, la fille mère qui n’a pas de preuves écrites de la
coopération de celui qu’elle poursuit comme cocréateur de son enfant.
Pour assurer aux hommes de n’être pas ennuyés par les femmes qu’ils
rendent mères, cette loi force les femmes à recourir à l’infanticide: la
charge d’un enfant étant au-dessus des ressources d’une fille-mère.
Pendant que des hommes graves clament que le pays se dépeuple,
pendant que des politiciens se liguent pour augmenter la natalité, ce ne
sont pas seulement celles qui n’ont pu devenir mères selon la formule
édictée par le Code, qui risquent la vie pour empêcher un bébé de naître.
Tous les jours, des épouses légitimes disent: «je ne peux pas avoir un
nouvel enfant, je serais délaissée» et elles vont trouver l’opérateur, de
chez lequel elles sortent non point toujours mortes, mais souvent
estropiées.
Pourquoi cette rage de destruction d’embryons humains existe-t-elle
dans un pays dont on prédit l’effacement pour cause de manque
d’habitants?
Parce que les Français, barbares, laissent à la femme qui ne parvient
pas à se suffire à elle-même, la charge d’élever les enfants communs.
Femmes mariées comme femmes célibataires ont la terreur de la
maternité, parce que la maternité leur inflige, en plus de la souffrance, la
gêne, la pauvreté, la noire misère.
Les Françaises n’auraient point cette terreur de la maternité, si elles
pouvaient en participant à la législation, se donner des garanties. Les
hommes législateurs ne proposent point de procurer la sérénité au sein
maternel. On semble n’attacher aucune importance à ce que les Mères de
la nation, détériorées par les souffrances physiques et morales, ne soient
pas en état à donner le jour à des êtres assez forts pour supporter la vie.
Quand on veut fabriquer un objet, on donne au moule qui doit l’exécuter la
forme et la solidité nécessaires. Mais lorsqu’il s’agit de fabriquer des
humains, on se dispense de prendre cette précaution élémentaire. On
aime mieux créer des hôpitaux pour les malades que de donner aux
génératrices la possibilité de mettre au monde des enfants robustes, sur
lesquels n’aurait point de prise la maladie.
La nature qui ne demande pas à la femme son acquiescement à la
maternité, lui impose la charge de l’enfant. La mère n’a qu’une garantie
illusoire d’être aidée à élever l’enfant, puisque cette garantie repose sur le
seul bon plaisir de l’homme. Chacun sait en effet, que l’amant se dérobe
dès qu’apparaît la grossesse de son amie, et que de plus en plus
nombreux sont les époux légitimes qui font la fête et se dispensent de
remplir le devoir paternel. Dans l’intérêt de la nation et de l’espèce
humaine, cet état de choses doit cesser. Il est plus que temps de régler la
question relative aux rapports des sexes.
La mère qui assure la perpétuation de l’espèce doit être traitée comme
le soldat qui assure la sécurité du territoire: c’est-à-dire, être logée, nourrie
durant le temps de son service de mère.
La maternité cessera de terrifier les Françaises quand, au lieu de les
déshonorer et de les réduire au dénûment, elle les fera considérer et
indemniser comme d’indispensables fonctionnaires.
On se procurera l’argent nécessaire pour rétribuer la maternité en
établissant l’impôt paternel que les hommes auront avantage à payer pour
s’épargner des coups de revolver, des brûlures de vitriol et se garantir des
procès en recherche de paternité, suivis souvent de procès en divorce.
Il suffit de mettre dans la loi cet article: «A partir de 16 ans tout
Français paie l’impôt paternel pour indemniser les mères sans ressources
et assurer l’existence des enfants.»
XVIII
L’enfant doit-il porter le nom de la Mère? Matriarcat
Tous ceux qui ont séjourné en Algérie dans les oasis, ont pu voir au
printemps des Arabes grimper au faîte de hauts palmiers femelles, pour
répandre au-dessus de leur tête du pollen de palmiers mâles. Les fruits du
dattier femelle ainsi fécondé, lui appartiennent en propre. Ne devrait-il pas
en être ainsi des fruits humains? Pourquoi la femme qui a modelé dans
ses flancs et moralement formé l’enfant, peut-elle moins bien le classer
socialement que l’homme fécondateur?
Ce ne sera plus en étalant devant les tribunaux une faiblesse, point
générale chez son sexe, en exhalant des plaintes au théâtre contre
l’homme auteur de son déshonneur, que la mère naturelle parviendra à se
faire honorer. C’est en revendiquant virilement la responsabilité de son
acte, c’est en demandant d’être, par une rétribution équitable, mise à
même d’exercer cette fonction sociale: la maternité.
L’élémentaire justice, faisant proposer de donner un père à l’enfant
naturel, qui paraît avantageux pour la femme, règle en réalité à son
détriment une situation, en augmentant l’autorité de l’homme.
La mère élevée par son enfant au rang de chef de famille, a une autre
situation morale que l’esclave qui reconnaît son indignité, en demandant
le patronage de l’homme qui se dérobe.
—Que veut le féminisme?
—Diviser l’autorité familiale et sociale.
Enlever à l’homme la moitié de son pouvoir autocratique pour en doter
sa compagne. Or la recherche de la paternité tend à un but tout opposé,
puisqu’elle concentre dans une seule main l’autorité, en conférant à
l’homme, hors du mariage, comme dans le mariage, la qualité de chef de
famille.
Emile de Girardin, qui demandait que toute distinction établie par les
lois, entre les enfants naturels, adultérins, incestueux, légitimes, fût abolie,
voulait que l’enfant porte le nom de sa mère et soit sous son autorité.
C’était le matriarcat substitué au patriarcat.
En confondant les mères entre elles, en les reconnaissant également
aptes à exercer l’autorité sur leurs enfants et à leur donner leurs noms, le
matriarcat empêcherait de distinguer les mères naturelles des autres, et il
rendrait les enfants égaux devant l’état-civil.
Bien que la couvade n’existe pas matériellement en France, les
Français matricides rendent moralement inexistantes les mères en se
substituant à elles, en s’attribuant le mérite de leurs maternités et en
retirant honneurs et profits.
La créatrice annulée et écrasée chez nous a exercé ailleurs, en une
période de l’évolution humaine, une domination bienfaisante.
Le matriarcat a existé et existe encore dans un certain nombre
d’agglomérations humaines.
Dans la Chine antique, avant l’époque de Fohi, disent les anciens
livres, les hommes connaissaient leur mère, mais ils ignoraient qui était
leur père.
En Asie, les Lyciens prenaient le nom de leur mère et attribuaient
l’héritage aux filles.
Dans l’ancienne Egypte, les enfants portaient le nom de leur mère et
étaient dirigés par elle. Les femmes d’Egypte, dit Hérodote, vont sur la
place publique, se livrent au commerce et à l’industrie pendant que les
hommes demeurent à la maison, et y font le travail intérieur. Les femmes,
aux portes de l’Egypte, considèrent comme un déshonneur de tisser et de
filer.
Les Hurons et les Iroquois prennent le nom de leur mère, et c’est par
elle qu’ils comptent leur généalogie. C’est par les femmes que se consiste
la nation, la noblesse du sang, l’arbre généalogique, l’ordre des
générations et la conservation des familles.
La noblesse utérine exista en France en la période féodale. La mère
noble donnait le jour à un fils noble: le père fut-il roturier.
Les Crétois, d’après Platon, nommaient leur patrie d’origine, matrie:
combien d’autres peuples primitifs préférant la réalité à la fiction se
servaient de ce doux terme, matrie (mère) pour désigner les lieux qu’ils
habitaient. Ne serait-il pas plus naturel de dire: la France est ma matrie,
ma mère, que: la France est ma patrie, mon père?
Les Touaregs qui habitent le centre du Sahara Africain, ainsi que
presque tous les peuples de race berbère, sont régis par le matriarcat. Ils
se dénomment en raison de cela Beni-oummia (fils de la mère).
C’est, dit une formule de leur droit traditionnel, «le ventre qui teint
l’enfant». Aussi, le fils d’une mère noble et d’un père esclave est noble, le
fils d’une mère esclave et d’un père noble, est esclave.
Chez les Beni-oummia la loi salique est renversée. Ce n’est point le fils
du chef qui succède à son père, c’est le fils de la sœur de celui-ci.
Même nomade, la femme Targuie est instruite et a partout la première
place. Elle discute dans les conseils de la Tribu. Elle a l’administration de
l’héritage. Elle seule dispose des tentes, maisons, troupeaux, sources et
jardins. Enfin, elle confère, avec la condition sociale, les droits de
commandement sur les serfs et les redevances payées par les voyageurs.
On voit que les peuples qui se désintéressent de la paternité, au point
de s’appeler «fils de la mère» accordent à la femme, avec l’autorité
morale, bien des privilèges et que les Français civilisés auraient beaucoup
à apprendre au point de vue féministe, des Touaregs qualifiés de
barbares, par ceux qui ne les connaissent pas.
Malgré que les hommes s’efforcent de se le dissimuler, la mère donne
à l’enfant son empreinte en dépit de l’école. Nos belles écoles, qui sont à
juste titre l’orgueil et l’espoir de la nation, ne cultivent que l’intelligence.
Quand on aura affranchi la dispensatrice de la vie en proclamant
l’égalité des sexes devant la loi, les humains ne piétineront plus. Ils
courront dans la voie du progrès.
XIX
Les mères et la dépopulation
En entendant répéter que les femmes ont pour unique rôle de mettre
des enfants au monde, on pouvait penser que le sexe féminin restait dans
la mission qui lui est assignée, en demandant de faire partie de la
commission extra-parlementaire chargée de combattre la dépopulation.
Il nous semblait que les deux sexes réunis, étaient seuls compétents
pour décider d’une affaire où le couple est indispensable. Eh bien, nous
étions dans l’erreur. Les hommes seuls suffisent pour repeupler la France,
puisque pas une femme n’a été nommée membre de la commission de
repeuplement.
Les Français présomptueux croient qu’ils pourront, sans les
Françaises, augmenter la natalité, comme sans elles, ils pensent
continuer à administrer et à gouverner.
Les messieurs réunis pour remédier à la dépopulation, s’imagineront
résoudre la question en récompensant l’homme qui n’a que du plaisir en
devenant père, tandis que la femme ruine sa santé, risque sa vie en
enfantant.
N’étant point traitée comme la cheville ouvrière du repeuplement, la
génératrice continuera, suivant la coutume, à se préserver de la
fécondation, à recourir à l’avortement, de sorte que l’homme déçu de ses
rêves de paternité, ne pourra percevoir le dédommagement du travail
puerpéral qui lui aura été attribué.
Bien que notre orgueil national prenne plaisir à constater que les
peuples les plus civilisés sont les moins prolifiques, la disette d’enfants
met la France en si mauvaise posture dans le monde, que les législateurs
ont songé à proposer de surtaxer les célibataires, les veufs, les divorcés.
Si cet impôt vexatoire ne frappait que les femmes, qui ne votant point,
ne sont point à ménager, il serait sûrement adopté par la commission.
Mais les célibataires mâles étant électeurs, on ne rééditera pas la loi de
1798 qui, durant quelques années, surimposera les célibataires.
D’ailleurs, un impôt ne contraindrait pas au mariage les célibataires.
L’unique moyen d’augmenter la natalité consiste à intéresser les
génératrices à cette augmentation. Pendant que les femmes n’auront
aucun avantage à procréer beaucoup d’enfants, elles se soustrairont aux
nombreuses maternités qui les accablent de souffrances, les surchargent
de travail et les enlaidissent!
Certes, les hommes sont en France bien puissants. Pourtant, quoique
souverains, ils ne peuvent ni changer les lois naturelles, ni augmenter,
sans le concours des femmes, la natalité. Il devient donc, dès lors,
indispensable que les femmes fassent connaître à quelles conditions elles
consentiront à être plus souvent mères. La solution de la question du
dépeuplement est seulement là.
Si les législateurs ne trouvent pas que les procréatrices sont, plus que
quiconque, aptes à donner sur cela leur avis, les efforts en vue du
repeuplement échoueront: les seules personnes capables de les faire
aboutir étant laissées de côté.
On propose de spolier les génératrices, de récompenser les hommes
du travail de gestation et de parturition des femmes. La prime donnée au
père n’allégerait point le fardeau maternel. Ce ne serait pas, parce que les
hommes civilisés empocheraient la récompense de l’enfantement, qu’ils
parviendraient plus que les primitifs—simulant les douleurs quand leur
femme accouche—à faire croire que ce sont eux qui mettent au monde
les enfants.
Pour obtenir de la femme qu’elle dépense ses forces, passe ses nuits
en veilles, ruine sa santé et risque sa vie afin d’augmenter la population,
c’est employer un singulier moyen que de gratifier le père, parce qu’il vote,
du travail accompli par la mère, qui ne vote pas. Est-ce le moyen de
déterminer les femmes à appeler à la vie beaucoup d’enfants? Les
ouvriers seraient-ils excités à travailler en un chantier où le contre-maître
s’attribuerait leur salaire?
Les nombreuses maternités déforment, fatiguent, affaiblissent,
enlaidissent, non le père, mais la mère. Si, au lieu de lui attacher par un
petit intérêt son mari, on spolie la femme souffreteuse de la rente qui lui
est due pour la donner à l’homme gaillard, est-ce que ce ne sera pas
inciter celui-ci à la dépenser, cette rente, avec une accorte voisine, point
productrice d’enfants?
On tourne autour de la question de l’indemnisation maternelle, qu’on
ne veut pas proposer parce que la femme qui est en droit de la toucher,
est une hors la loi.
Il est facile de comprendre que quiconque a la peine doit toucher un
salaire et que les femmes ne se déprimeront ni ne s’useront plus, dans le
seul but de procurer des rentes à leur mari qui, après la douzaine
d’enfants pourrait les planter là.
La femme est la propriété de l’homme (une propriété de rapport)
comme l’arbre à fruit est celle du jardinier, puisqu’on reconnaît seulement
à celui-ci le droit de tirer profit des fruits humains.
Que l’on tourne et retourne, en tous sens, la question du
repeuplement, on ne parviendra à la résoudre que par l’indemnisation
maternelle, qui allégera les charges du père et permettra à la mère de
conserver en se soignant, des forces de réserve pour de nouvelles
maternités.
A la femme aisée ou riche, qui ne serait, ni par une indemnité, ni par
une retraite, encouragée à de successives maternités, on pourrait offrir
l’appât des récompenses honorifiques.
Nous trouvons puériles les décorations, mais puisque les hommes en
raffolent, les femmes peuvent bien, à leur exemple, les convoiter.
Il ne faudrait pas bien entendu, que la décoration attribuée à la
maternité, lui soit spéciale: une croix de la maternité serait de suite
appelée Croix de Gigogne.
Mais admettre la femme, six fois mère, à la Légion d’honneur,
honorerait la croix en lui faisant récompenser ce qui est utile au pays.
XX
La femme en état de légitime défense
Les infanticides sont si fréquents, que chacun est forcé de se

demander s’ils ne sont pas une nécessité sociale, et s’il ne serait pas
temps de mettre, relativement à la génération, les conventions et les lois
en harmonie avec la nature.
Le public qui traque la coupable d’infanticide et dispute à la police le
soin de l’amener devant ses juges, n’est rien moins que disposé à
atténuer son crime.
Cependant, cette meurtrière était en état de légitime défense. C’est
pour se sauver qu’elle a tué. La société tout entière fonçait sur elle,
menaçait de la vomir de son sein, de l’écharper moralement. Affolée par
l’horreur de sa situation, elle est devenue horrible. Elle a mis son enfant
hors la vie, pour ne pas être mise hors de l’humanité.
Il faudrait voir comment se comporteraient ceux qui déclament contre
la fille-mère exterminatrice, s’ils étaient aux prises avec les difficultés
inénarrables de son présent et l’épouvantement de l’avenir qui lui est
réservé. Sa faute va tendre autour d’elle un cordon sanitaire. On
s’éloignera d’elle comme d’une pestiférée, ses amis ne la connaîtront
plus. Toutes les portes, tous les cœurs lui seront fermés. Enfin, alors que
ses besoins s’augmenteront de ceux d’une autre existence, elle ne
trouvera plus d’ouvrage.
La fille-mère a à choisir entre le mépris public, un dénûment sans nom
et... le crime! L’instinct de la conservation, le sentiment faux mais très
violent de l’honneur, en font une criminelle.
Quel est l’individu, homme ou femme, qui sachant qu’il va être à tout
jamais flétri et flétri injustement, est bien certain de ne pas perdre un
instant la raison, et de ne pas commettre un crime pour échapper à
l’opprobre qui l’attend?
A ceux qui soutiennent que la mère infanticide a été impitoyable, on
peut demander si elle a été aussi impitoyable et féroce que la société qui
contraint toutes les pauvres filles, sous peine de déchéance, à se

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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